An overview of current evidence-based literacy/dyslexia interventions addressing the needs of pupils with difficulties in:

• Language
• Comprehension
• Reading
• Spelling
• Phonics
• Handwriting

These will include computer-based and non computer-based interventions.

Practitioners will:

• have increased awareness and confidence in selecting appropriate technologies to reduce barriers to learning, promote inclusion and independent learning to meet the needs of individual learners

SENCOs

A day to:

• Explore the particular mental health needs most commonly linked to children with an ASD
• Explore current research in this area, including more vulnerable groups of children
• Provide participants with resources and strategies to use with this group of students
• Inform staff how to signpost students/families to external support

Pupils will:

• have staff supporting them who can understand and support their mental health needs

Staff will:

• be confident to manage Mental Health needs in students with an ASD, and have the necessary skills, knowledge and experience and a range of strategies and resources to draw upon

Schools will:

• have skilled staff to support this group of students, and signpost to other agencies as appropriate

SENCOs/Teachers, Teaching Assistants, and other professionals supporting children with an ASD and mental health related needs

An introduction to the needs and learning styles of pupils with a visual impairment and an overview of practical strategies to support them for all staff in school.

Pupils will:

• be able to access the curriculum effectively

Staff will:

• have an understanding of visual impairment and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with VI in mainstream primary schools

Settings will:

• be able to set up VI friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff with a greater understanding of best practice in relation to pupils with visual impairment

Whole school teams

This session will provide:

• Practical strategies for supporting pupils with an ASD in unstructured times at school

• Supporting the development of social interaction skills in the playground setting

Pupils will:

• be supported by staff with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners will:

• have an understanding of autism and how it affects children and their families
• be equipped with a range of strategies to support children with autism in the playground and dinner hall
• be aware of the particular challenges (including sensory based issues) of the environment in the dinner hall and playground

Settings will:

• be able to set up consistent ASD friendly approaches to the management of students in unstructured times
• have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included in the playground and dinner hall

Mealtime Supervisors