Make a Difference - for all classroom-facing staff
Nurturing Ambition, Inspiring Excellence
09.00 – 15.00 on Friday 4th July at Temple Learning Academy (TLA), Leeds
As we continue our journey to further develop and embed inclusion, accessibility and belonging across our Trust, our aim is to not only provide inspiration, but practical ideas through a series of thought-provoking talks and workshops. Each session aims to enhance our understanding of accessibility, inclusion and belonging. By bringing colleagues together from all our schools, we hope to strengthen networks and relationships whilst building collective approaches and strategies to support inclusion.
Our intention is to create a legacy beyond the useful practical strategies. Throughout the day, work will take place on our Difference Pledge that will become a key focus for our day-to-day work with children. We want to make a difference.
Speakers
Margaret Mulholland
Margaret is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She also writes a column on research and inclusivity for the Times Educational Supplement.
Fintan O’Regan
Fintan is one of the leading Behaviour and Learning specialists in the UK. He is currently an ADHD, Neurodiversity and Behaviour Consultant for number of schools and organisations and an associate lecturer for Leicester University, the National Association of Special Needs, The Helen Arkell Charity and the Institute of Education. He is the former Vice Chairman of UKAP and the European ADHD Alliance. He has been the chairperson of the European ADHD Taskforce and is a current member of the Special Education Consortium, the SpLD Assessment Standards Committee, a full council member of the Council of Registered Schools for the Teaching of Dyslexia (CReSTeD) and the London Child and Development Centre.
Alex Yates
Alex has over 15 years’ experience as a school leader, most recently as Headteacher at the Royal Free Hospital Children’s School in Camden, North London which in 2023 opened new provision designed to support children with EBSA. Take a look as this article from The Guardian. Alex was a founding Director of the National Association for Hospital Education. He has also been a regional committee member for ACAMH; chair of a Trust Member’s committee and a regular contributing writer to the TES. He now takes a special interest in solution focused approaches and training and continues to work through Camden Learning.
Workshops
Colleagues will be able to select from a series of workshops, designed to help in our day-to-day work and contribute to the Difference Pledge.
Workshops Suitable for All Colleagues
Workshop |
Description |
Room |
|
A Living Curriculum – Inclusive Oracy Approach Alex Clark - Deputy Principal Primary, TLA
Marie Spur - Staff Development Leader, TLA
|
An oracy-led curriculum engages all children, aiding problem-solving and vocabulary development. It enhances speaking skills, inspires idea expression, connects to prior learning, builds cultural capital, and supports child-led themes. The workshop's immersive CPD approach lets colleagues view the curriculum from a child's perspective. |
|
|
Autism understood Vicky Eustace, Lighthouse School |
This module offers delegates a chance to learn neuro-affirming practices, highlighting strengths and key rights of individuals. Topics include understanding autism through current statistics, adapting staff practices, reducing sensory overload in classrooms, and finding resources. Past participants have felt inspired and eager to apply new strategies. | |
|
Building Inclusive Maths Classrooms Hannah and Daniel from Magma Maths |
Discover how Magma Maths can support SEND and EAL students, build confidence across ability levels and close the equity gap. This collaborative workshop will showcase Magma's accessibility features and ways in which we can help reduce workload so educators can get back to what matters most - the students. | |
|
Communication Support for SEND Lisa Anderson, Speech and Language Therapist & Lighthouse Training Facilitator |
This workshop will focus on question levels and adapting language for autistic learners. Attendees will gain insight and practical strategies to support autistic communication in the classroom, including Blank Levels. Previous participants left feeling "engaged" and "inspired," eager to apply what they learned. | |
|
Developing a Relational Approach to Inclusion Iain Addison, Principal, Crawshaw Academy |
Introduction to Positive Regard · Functions of Behaviour · Window of Tolerance · The importance of Dyadic communication · De-escalation Strategies · How do you embed relational education within a school? | |
|
EHCP's explained - Everything you need to know Sally Huby, EHCP Coordinator and Liz Zoccolan, SENCO/AHT HGS & RKLT Lead for SEND |
A session explaining and outlining everything you need to know about EHCP’s and their implementation in settings. The session will also cover essential background information and statutory requirements. | |
|
Empowering SEN Learners: From Assessment to Achievement Rachel Smith, Pearsons Partnership Manager
|
This workshop will focus on various aspects to empower SEN learners including assessment methods, intervention strategies, accessibility improvements, and progression pathways. The content emphasizes the importance of early identification and consistent support across educational phases, showcasing tools like ActiveHub for assessment, and resources like Rapid for reading intervention. Additionally, this session will also highlight a range of qualifications that cater to SEN learners and offer a tailored curriculum to ensure engagement and progression. | |
|
Everything you ever wanted to know about SEND but were too afraid to ask. Erica Hiorns, Director of Secondary Education, RKLT |
Our teacher education differs, and some of us lack knowledge about SEND. If terms like SEN Code of Practice, graduated approach, SEND K, and SLCN confuse you, this workshop is for you. We'll start with the basics: what do we mean by pupils with SEND? | |
|
Forms of communication beyond verbal Pip Sinclair, English & Music Lead, Meadowfield Primary School |
A practitioner will share strategies to support children with various communication difficulties based on classroom experience. Participants can discuss specific needs of the children they work with. The session will focus on Makaton, using resources from Makaton.org, and may include signing a contemporary song or a classic picture book story. | |
|
How to rebuild habits of attendance to achieve inclusion Lucy Flower, Assistant Principal, TLA |
Examining strategies of targeted support for students and families to rebuild habits around good attendance:
-Extrinsic vs intrinsic motivation – and the power of colleague motivation
-Communication as a tool for inclusion
-Habits, routines and rituals – helping students and families to find their why
|
|
|
Introduction to Adaptive Teaching Pauline Brown, Director of Programmes and Research, Red Kite Education |
The aim of the session is to provide an overview of adaptive teaching as defined in the new ITTECF and NPQ Frameworks. It will explore what adaptive teaching is and how adaptive practices can support whole class teaching for all learners. | |
|
Learn and understand the valuable benefits of your pension Chartered Pension Adviser, St James's Place Wealth Management |
Learn and understand the valuable benefits of your pension. You’ll have the opportunity to ask questions and speak with industry experts - benefit from invaluable advice today, for your future. Recommended for all. | |
|
Navigating and Supporting Neurodiversity and Neurodivergence Fintan O'Regan, ADHD and ND Trainer and Consultant |
Demystifying several key ND terms including SpLD, ASD, ADHD and outlining a range of systems and strategies to support learning, behaviour and socialisation.
|
|
|
Relational practice and managing behaviour – Unconditional Positive Regard Ben Fraser Smith, Assistant Headteacher, SENDCO & Inclusion Lead, Western |
Sharing some of the learning and experiences from my Specialist Leader training with Positive Regard.
|
|
|
Supporting reading and writing across the curriculum for SEND Jo Slingo, Lighthouse Training Facilitator
|
This workshop will cover the importance of text choice, strategies to support autistic and SEND learners, and managing reading and writing expectations across all curriculum areas. Delegates will learn methods to enhance progress in reading and writing using classroom scaffolds and group activities. Previous attendees have found the training productive and motivating, eager to apply the strategies in their classrooms. | |
|
Targeted questioning techniques, impact of sensory circuits and impact of brain breaks Amy Barone & Abi Gilbert, Teachers, TNHPS |
How to use targeted questioning, sensory circuits and brain breaks to engage children, improve outcomes for the children and attitude to learning. | |
|
The Neurodivergent Experiential: A Journey in their shoes Kathryn Humphries, Project Resilience |
The Neurodivergent Experiential is a session designed to build empathy and reshape staff views on behaviour, stress, and learning from a neurodivergent child's perspective. It is immersive, sensory, and interactive, helping staff grasp the challenges pupils encounter in an overwhelming school environment. | |
|
Understanding the needs of EAL learners and how best to adapt teaching to support learning and progress. Anna Mason, EAL Coordinator, Lawnswood |
This session helps staff gain a deeper understanding of the needs of EAL pupils. As well as looking at social and emotional needs of EAL learners, the focus will be on effective ways to adapt teaching to meet the needs of the different levels of EAL learners. Staff will take away practical resources and ideas to use in their classrooms that are subject specific, easy to use and highly effective in helping EAL pupils access learning and make accelerated progress.
|
|
|
Whitkirk Primary School: Raising Attainment Through Smarter Use of Technology Gemma Quarmby, Headteacher and Natalie Tomlinson |
Whitkirk Primary School tackled budget and staffing issues by focusing on high-quality teaching and using digital tools like Century Tech and Reading Plus. This strategy aimed to make impactful changes rather than just cutting costs. Despite difficult decisions and cultural shifts, the approach led to better outcomes, improved value for money, and enhanced pupil support for the future. |
|
|
Zones of Regulation: A targeted intervention to support and develop emotional and behavioural growth Helen Allan, HLTA, HGS |
• What are the Zones of Regulation?
• The key benefits of the Zones of Regulation
• Identifying students and preparation for the sessions
• Resources needed
• What does a session involve?
• Monitoring, assessing and recording progress
• Challenges and solutions
|
Workshops Suitable for Primary Colleagues
| Workshop | Workshop Description | Room |
|
Exploring scaffolding in the classroom: ensuring effective provision for your pupils with SEND – primary Felicity Nichols, SEND Adviser, HFL Education |
During this workshop primary staff will explore practical strategies to enhance high quality teaching ensuring effective provision for pupils with SEND. This workshop is suitable for all primary staff and will support them to consider how reasonable adjustments can be used to strengthen access to an ambitious curriculum. |
|
|
Implementing a whole school relationships and behaviour policy Afua Downes, Assistant Headteacher, SENCO Whitkirk |
This interactive workshop explores how schools can shift from traditional behaviourist approaches—rooted in rewards and sanctions—to a more inclusive, relational, and restorative model of behaviour management. Participants will examine the limitations of behaviourist systems and be provided with practical strategies for implementing a whole-school positive behaviour policy that prioritises empathy, relationships, equity, and community. Through real-world examples, reflective activities, and collaborative discussion, participants will be given tools on how to foster a culture of belonging, accountability, and mutual respect that supports all learners, especially those with additional needs. |
|
|
Inclusive classrooms: the essential guide for TAs working with learners with SEND – primary Felicity Nichols, SEND Adviser, HFL Education |
This workshop is a must for all primary TAs - exploring practical, easy to implement strategies to support all learners in an inclusive classroom – and especially those with SEND. The workshop will support TAs to feel more confident in making in-the-moment responsive adaptations whilst supporting children to grow in independence. |
|
|
Inclusive strategies in the primary classroom Jo Fineran, Deputy Head/ Head of Inclusion. Coppice Valley Primary School |
This session will explore developing an inclusive classroom environment. We will discuss simple strategies to remove barriers and empower all students, highlighting practical changes that make a big impact on supporting diverse learners. |
|
|
On-site Alternative Provision (Primary) – developing provision that enables success Jeni Malcolm, Clare Almond and Georgia Hitch. SENDCos at TLA, Meadowfield & TNHPS
|
This session outlines how primary settings are responding to the need for a different approach for some students. Colleagues will briefly outline what their provision looks like and share both the successes, the challenges and any solutions they are working on. The session will end with a 10-minute Q&A opportunity. | |
|
Sensing the World: Unlocking the Power of Vestibular, Proprioceptive & Tactile Systems Lisa Morrell, Assistant Principal for Student Support, TLA & Scott Barnes, Teacher (Primary Phase – PE specialist), TLA |
Join our workshop to explore three key sensory systems: vestibular (balance), proprioceptive (body awareness), and tactile (touch). You'll learn how these systems aid regulation, attention, and movement through activities and examples. Identify sensory challenges and implement integration strategies across environments. Gain practical tools to help children feel grounded, connected, and ready to learn. | |
|
Strategies to promote an inclusive Primary Maths lesson Nicola Fareham, AHT, Executive Head of Maths, Maths Hub Lead, HGS |
In this session we will be exploring inclusion in a maths lesson - what strategies we can plan for in our lessons and, how we can adapt our practice to meet the needs of all students whilst still having high expectations for all. | |
|
Teaching an inclusive History curriculum Siobhan O'Gorman, Teacher & History Lead, Meadowfield Primary School |
Discussing storytelling, picture books and other approaches to creating and delivering an inclusive History curriculum. |
Workshops Suitable for Secondary Colleagues
| Workshop | Workshop Description | Room |
|
Behaviour and relational practice Kristin Smith, Deputy Headteacher, HGS |
Developing relationships and maintaining boundaries with students can be hard. How many times have you heard ‘better relationships is the lynchpin to better behaviour’? But then felt that this is too variable and not helpful for students who struggle without consistency! This session is aiming to remind us of the why we do everything we do and to look at relational practice as a consistent and predictable approach we use with students. This may be a refresher or starting point and is very much about trying to find practical ways to support staff and students. | |
|
Meta-cognition, self-regulation and motivation Alison Smith, Assistant Headteacher - Teacher Development, HGS |
Practical strategies, trialled and evaluated by teachers, designed to support students in becoming more resilient, self-regulated learners, both in school and at home. | |
|
On-site Alternative Provision (Secondary) – developing provision that enables success Conor Palliser, Chris Longfellow, Darrell Bryan
Tim Milburn, James Bellamy & Angela Downing. Senior Leaders from Rossett, TLA and TMHS
|
This session outlines how 3 secondary settings are responding to the need for a different approach for some students.
Colleagues will briefly outline what their provision looks like and share both the successes, the challenges and any solutions they are working on. The session will end with a 10 min Q&A opportunity.
|
|
|
‘Progression Essential Knowledge’ (PEK) and ‘Absolute Progression Essential Knowledge’ (APEK) curricula. James Bellamy, Associate Assistant Principal, TLA |
PEK and APEK are strategies that focus on identifying and embedding essential knowledge for progression. They address learning gaps caused by attendance issues by prioritizing, revisiting, and reinforcing key content. These methods ensure students secure foundational knowledge for long-term academic success.
|
|
|
Quality First Teaching: Adapting curriculum to the needs of your students (using English resources). Vicki Byrne, Executive Leader of English, TMHS |
The EEF reminds us that great teaching is the biggest lever we have in improving outcomes for students, particularly the most disadvantaged. This workshop exemplifies practical approaches that classroom teachers can take in adapting to meet the needs of their students. This session will explore how the individual teacher can plan to adapt the curriculum, to meet the needs of the students in their group. | |
|
Strategies to promote an inclusive Secondary Maths lesson Strategies to promote an inclusive Secondary Maths lesson Nicola Fareham, AHT, Executive Head of Maths, Maths Hub Lead, HGS and Zara Butterfield, RKLT Lead for Maths |
In this session we will be exploring inclusion in a maths classroom - what strategies we can plan for in our lessons and, how we can adapt our practice to meet the needs of all students whilst still having high expectations for all. | |
|
Supporting Every Learner: Inclusive Careers Guidance for Secondary Educators Suki Gill, 16-19 Curriculum & Funding Advisor, HFL Education |
This training session equips school leaders and practitioners with the knowledge and tools to implement inclusive careers strategies that support all learners, particularly those facing disadvantage or with special educational needs and disabilities (SEND). Grounded in the latest government guidance, the session explores how high-quality, inclusive careers provision helps close skills gaps and supports young people in progressing confidently into higher education or employment while also enhancing their long-term career satisfaction and development.
By the end of the session, participants will be able to:
- Understand the principles of inclusive careers education and its importance in school leadership
- Identify barriers to career progression for students with SEND, from minority ethnic backgrounds, or facing socio-economic disadvantage
- Evaluate current careers provision through an inclusion lens
- Develop strategies to embed inclusive practice into whole-school careers planning
|
Workshops Suitable for Leaders
| Workshop | Workshop Description | Room |
|
Attendance - new Ofsted focus Alex Yates, Education Consultant, experienced in mainstream, special & alternative provision. Former Head at Royal Free Hospital Children's School supporting children with EBSA. |
Update on current legislation, guidance and implications. Current challenges for SLT in schools including rise in EBSA. Work through new OFSTED criteria – what success looks like in each category – leaders should leave with clear ideas for actions for their own schools. Q&A including Alternative Provision. |
|
|
Leading for Inclusion: The Power of School Leaders’ Mind Frames
Understanding the Leadership Beliefs That Shape Inclusive Schools
Matthew West, Principal at Temple Moor HS
|
Research shows that school leaders’ beliefs—referred to as “mind frames”—are foundational to successfully building inclusive cultures and practices. This interactive workshop outlines how leadership mindset directly impacts school inclusion, providing an opportunity to practise new ways of thinking that can lead to actionable steps for systemic change. | |
|
Leading Inclusive Cultures by transforming pastoral systems Tom Shaw, Senior Manager for Relational & Restorative Practice, Coaching & Character Carr Manor |
The workshop explores how leaders can develop every adult in school to put inclusive values in the practice. Tom describes the small group pastoral practice at Carr Manor Community School that cultivates connection by design leading to a distributed network of relational accountability. | |
|
Leading SEND : agents for change Laura Storey, Associate Leader, Carr Manor Community School SENCo workshop |
The session explores the role of a SEND-Co within school. The professional challenges that arise and the structural changes that can bring agency and impact to the role. It draws on the story of developing SEND provision at Carr Manor Community School. | |
|
Our children, our responsibility. New Leadership practices for inclusion. Margaret Mulholland, SEN & Inclusion Specialist at ASCL, DfE Adviser, SEND advocate & TES columnist |
‘Our children, our responsibility’ is the introduction to a new report by the University of Oxford on their research findings into school exclusions. All leaders want to establish effective shared responsibility for children on the margins however, ensuring our intentions match our actions is tricky. This session will explore examples used by primary and secondary settings to ensure all staff are equipped with the knowledge and the confidence needed to provide effective support. Adaptive teaching is a hot focus for many schools yet time and again wider systems mean the reality of that shared knowledge of each child that is key their progress is stuck in other parts of the school with staff who can’t be present in every lesson. How can we change this? This session will help leaders exploit the opportunities afforded by adopting a distributed leadership model for effective inclusion. | |
|
The Lens of Inclusion Developing a practical tool for evaluating the impact on inclusion of our policy and practice Amy Thompson, Deputy Principal, Secondary Phase TLA |
To achieve "excellence for all," we must scrutinize our policies and practices through the lens of inclusion. As leaders, it is essential to critically assess these at every level. This session will provide tools for objectively reviewing policies and practices to build this rigour. |
Logistics & Next Steps
To Register your place
Headteachers and Trust Leaders are collating a return for each school/department. Once your details are logged with us, we will contact you directly to gather your workshop preferences and to share further details about the conference you will attend.
Refreshments
Lunch and refreshments will be provided. If you have any special dietary requirements, please let your Headteacher or Trust Team Leader know.
Mobility Requirements
If you have any mobility requirements, please inform your Headteacher or Trust Team Leader.
Photo/Film Footage
Consent for photos/film footage to be used for Red Kite Learning Trust and schools on websites and/or social media will be assumed, unless you choose to opt out. Please inform your Headteacher or Trust Team Leader if you wish to opt out.
Transport options
- For those colleagues going to Temple Learning Academy (TLA) and attending all day, coach pick-up will be available from Harrogate (Harrogate Grammar School and Rossett School) and West Leeds (Crawshaw Academy) to/from TLA (departing circa 08:00 and returning around 15:45). Any colleagues living in Harrogate or West Leeds and going to TLA are encouraged to use the coach option from these pick-up points.
- For those travelling by car to either TLA or Harrogate Grammar School, please car-share where possible as parking will be limited at both venues. For car drivers, in accordance with pre-published guidance, a reminder that drivers must ensure they have business insurance if using their own vehicle to go to a different place of work than usual.
- For those based at schools close to TLA (Meadowfield, TNHPS, TMHS, Whitkirk) we are exploring the potential for you to park at your usual place of work and either walk to TLA or take a minibus. More information to follow if this applies to you.
Arrival &/or Departure time for any part-time staff
If you will only be able to attend the conference for part of the day, please let your Headteacher or Trust Team Leader know your expected arrival and departure times.