Adaptive Teaching and the Graduated Approach

This programme is designed to empower educators with the knowledge and skills to enhance their teaching practices and create dynamic learning environments. This comprehensive training comprises two in-person training days and three webinars, offering a flexible and accessible approach to professional development.

The training curriculum places a strong emphasis on understanding the evidence that supports adaptive teaching. Participants will explore the latest research and theories in education, gaining insights into effective instructional strategies and pedagogical approaches. Through engaging with evidence, educators will develop a deeper understanding of the impact of adaptive teaching on student learning outcomes, teaching the necessary tools and knowledge to implement adaptive teaching strategies effectively. 

This course is suitable for Primary and Secondary school: 

• Senior Leaders
• Middle Leaders
• Classroom Teachers

Dates

• Monday 19th February 9.00am - 4.00pm (lunch included) // face to face at the Tomlinson Centre 

• Wednesday 28th February 4.30 - 5.30pm // online

• Wednesday 6th March 4.30 - 5.30pm // online

• Tuesday 19th March 4.30 - 5.30pm // online

• Monday 15th April 9.00 - 4.00pm (lunch included) // face to face at the Tomlinson Centre

 

Key areas of the programme include:

• Graduated Approach - using today’s landscape of increasingly complex needs, the graduated approach will be considered and how it can be used to provide increasingly tailored support to meet the needs of complex learners using ‘detective’ skills and the spiral of enquiry. 
• Special Educational Needs in mainstream - educators will explore and actively engage in the five evidence based recommendations to support children with SEND, providing school leaders with a starting point to review current approaches and practical ideas for implementation. 
• Making best use of Teaching Assistants - educators will look at evidence based guidance to make the best use of Teaching Assistants. Recommendations are based on the latest research examining the use of TAs in the classroom. 

Facilitators

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and has recently worked as Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation. A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience of innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and led a leadership exchange programme as part of London Challenge. Margaret is an Honorary Norham Fellow at the University of Oxford. She also writes a column on research and inclusivity for the Times Educational Supplement.

Sophie Dickin is an Advisory Teacher for Gloucestershire County Council, providing support to schools in the development of their services for children with communication and interaction needs. With a background in psychology and inclusion, along with extensive experience in various educational roles, Sophie is dedicated to improving the educational journey and outcomes for young people, particularly those with special educational needs and disabilities (SEND). Having served in roles ranging from teacher to SENCo, Senior Leader, and SEN Consultant, Sophie has developed a comprehensive understanding and approach to education, with a specific focus on inclusive practices. In her capacity as a Specialist Leader of Education for Inclusion, Sophie spearheaded a research project aimed at enhancing outcomes and engagement for complex learners in a mainstream setting. This initiative drew upon current research in adaptive teaching and prioritised the establishment of sustainable systems, processes, and policies. Taking a holistic approach, the project involved examining school structures, practices, and processes to better address the needs of children with complex requirements, fostering more flexible approaches. The outcome of this endeavour included heightened engagement and empowerment among involved staff, improved standards and achievement for the target pupils, and enhanced progress for all learners within the class.

• Target audience:
• Primary
• Secondary

• Included in package:
• Primary

SENCO Forum

Course overview 

The forum provides an opportunity to exchange information with other SENCOs in the borough and discuss national and Hackney Learning Trust policies and initiatives.

Course objectives

• To create a network of expertise.
• To continue to develop the role of SENCOs in Hackney.

Who should attend?
SENCOs, teachers, teaching assistants in primary and secondary mainstream and special schools

• Target audience:
• Primary
• Secondary