This two-hour online course has been designed for educational practitioners, parents and carers wanting to support children and young people with additional learning needs.

During the session, delegates will develop their basic understanding and knowledge of Autism, including the various barriers and challenges students may face. They will leave with strategies and techniques to aid learning and understanding.

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education.

Karen has considerable experience of working in SEND environments, she also has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications. Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and unfortunately you will not be able to gain a diagnosis from this session.

This session cost £40 and places are limited to enable discussion. The session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

“Leaders have developed an inspirational curriculum that ensures that learning is tailored to meet the needs of all pupils.” – Ofsted (June 2023)

Sunningdale School has developed a multi-tiered curriculum approach for pupils with severe, complex, profound and multiple learning difficulties. The school’s approach has been designed so that pupils at all levels can effectively apply their learning to develop independence and agency

Sunningdale School’s vision is encapsulated in the phrase, ‘Be More…’ This will be different for every child. Believing that every child can Be More means that we want every child to be more in whatever way is important to them. The school’s vision is actioned at a pupil level through the use of a highly personalised planning system supported by specific Personalised Learning Plans (PLPs) and an understanding of Engagement motivators.

Classes are arranged across 3 theoretical pedagogical pathways that begin on transition from the Early Years Foundation Stage and run through Key Stages 1 and 2 until the pupils’ transition to relevant secondary provisions at the end of year 6. The pathways are the Pre-formal Pathway, the Explore Pathway and the Semi-formal Play Pathway. These are underpinned by a pre-formal, informal low-demand and semi-formal approach respectively. The school utilises a play-based pedagogy throughout.

The school’s pathways are supported by a multi-tiered curriculum model that is sequenced to towards cumulatively developing skills, knowledge and holistic development both within and across each pathway. Curriculum areas are closely matched to consider the developmental needs of the pupils in each pathway. The school developed its pathway approach based on the unique needs and growing complexity of the pupil groups attending the school. They are supported by a play based pedagogy as well as specific well known interventions and strategies. Strong links are made with Preparation for Adulthood (PfA) outcomes and subjects build cumulatively towards supporting these: Employment, Independent Living, Community Participation, Friendships & Relationships.

“Many schools are organised as they are because they always have been, not because they must be.” – Ken Robinson

Ours isn’t.

http://www.sunningdaleschool.com/curriculum/curriculumoverview.htm

We are establishing a series of practice sharing days where delegates will get to hear from senior and middle leaders about the school’s approach including how subjects, pedagogy and assessment are structured to support individualised outcomes for pupils working throughout the school. Delegates will have time to speak to senior and middle leaders as well as spend time in classrooms and see the schools facilities.

Places will be limited to ensure that delegates take as much from the day as possible but will also offer some opportunities to network with like minded provisions.

The cost is set at £100 per person. The day will include a buffet lunch and networking session.

Please get in touch if you would like support with accommodation or travel recommendations.

“…teachers observe pupils carefully. They build up a picture of what each child finds motivating and engaging. This information is then used to create exciting and purposeful learning activities.” – Ofsted (June 2023)

In this session participants will be talked taken through the Sunningdale School’s unique use of the Engagement Model and how its use has been developed to effectively underpin Pre-formal, Semi-formal and Informal Curriculum Approaches including play-based-learning. At Sunningdale School we made the decision that we wanted pupils to be active agents as opposed to passive recipients in their learning and development. We want them to be active explorers and be able to apply their thinking.

The starting point for this is an understanding of what each child’s ability to engage with their environment looks like. Qualitative recordings of pupils’ engagement in the areas of Initiation, Persistence, Anticipation, Exploration and Realisation (The Engagement Model, 2020) are made regularly and used to build up a picture of how developed each of these are for all pupils in the school. This is an important baseline in establishing how developed each child’s ability to engage with their environment is.

Alongside this, we also record pupils’ motivators in terms of Activities, Resources, Environments, Levels of Support and Times of the Day. This information is used to create overall teaching environments and develop approaches that create the maximum potential for learning for individual pupils. We believe that without engagement, there is no deep learning, effective teaching, meaningful outcome, real attainment or quality progress (Hargreaves, 2006; Carpenter, 2010).

“…documents come to life in the classrooms, which are set out with engaging learning resources that hook pupils into learning.” – Ofsted (June 2023)

This is an online event. You will be sent details on how to access the session in the week leading up to the event date.

This informative 2 hour course has been designed for teachers and other educational practitioners who have a basic understanding of dyslexia and want to further develop their knowledge. During the session, delegates will further develop their understanding and knowledge of dyslexia and dyspraxia.

You will leave with reassuringly uncomplicated strategies and activities to stimulate and aid development. By the end of this workshop you will have:

• More knowledge and understanding about dyslexia and dyspraxia.
• Develop an understanding of the key interventions and strategies available.
• Worked through a selection of case studies to further develop your understanding of how to implement these strategies in class.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education. Karen started teaching science at a mainstream secondary school in 2000. She then moved into the SEND environment working with children and parents to help them overcome their disabilities and give them the skills to achieve their full potential. Karen was appointed as a Specialist Leader in Education for Autism and this allowed her to disseminate good practice and deliver SEND training. She offers various condition specific training, including ASC, ADHD and Dyslexia.

Karen has continued her personal professional development over the years: she has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications. She is currently working towards her Doctorate in Education.

Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

This session cost £40 and places are limited to enable discussion. The session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

Pathological Demand Avoidance (PDA) is linked to an extreme need to avoid everyday demands and opportunities. Some of the distinctive features of the profile are around high levels of anxiety, using social means to avoid, resisting the ordinary demands and excessive mood swings. The need for control in all areas is a prominent feature which can appear dominating. High levels of support are required along with specific strategies to engage.

This online session will benefit:

• Staff working with, or wanting to work with students in the SEND field
• Parents/carers wanting to learn more about Pathological Demand Avoidance

During the session, delegates will develop their basic understanding and knowledge of PDA, including the various barriers and challenges students may face in the classroom. They will leave with a secure understanding of how to support and aid learning.

By the end of the session, delegates will have:

• An understanding of PDA
• An awareness of the barriers to learning and the impact of these difficulties
• An awareness of strategies and activities to aid learning

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education.

Karen has considerable experience of working in SEND environments, she also has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications.  Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

This session cost £40 and places are limited to enable discussion. The session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

Teaching in a Specialist School is more than just a career; it’s a vocation that leaves a tremendous legacy. If you seek a career that’s far from ordinary, relish challenges, and aspire to make a meaningful difference in the lives of children in need, this might be the path for you.

To support more trainee teachers in taking this career path, Sunningdale School runs a Teacher Training programme in partnership with a group of high-performing SEND schools in conjunction with Northumbria University.

Our programme differs from non-SEND courses as it is specifically designed for postgraduates who would like to train to teach children with special educational needs. Many of our students are graduate staff working within special needs schools who are seeking a progression route to become fully qualified teachers.

To give you a taste of life in a special needs school and help you decide if working in this fulfilling world is for you, Sunningdale School is hosting an introductory workshop about our teacher training programme. We will take you on a tour of the school and introduce you to our teachers and children. We will also provide you with information about:

• Our training programme – in addition to equipping students to teach in mainstream primary schools, the programme provides a deep understanding of strategies used to support the learning of children with special needs.
• School placements
• The application and interview process
• Our mentoring provision
• The accreditation process
• Career opportunities
• Accessing loans and funding

The sessions are informal, and there will be plenty of opportunities for you to ask any questions you may have.

This workshop is free, but places are limited, so book early to avoid disappointment.

This is a session for semi-formal curriculum pilot schools (mainstream) to meet and discuss issues related to the use of a semi-formal curriculum in their mainstream primary and secondary settings. This programme is facilitated by SENhub @ Sunningdale School in partnership with Equals and Together for Children.

Sessions will be facilitated by James Waller and Peter Imray.

In person (Sunningdale School) Dates: 20th November / 29th January / 6th May All:  3.30-5.30pm

“Leaders have developed an inspirational curriculum that ensures that learning is tailored to meet the needs of all pupils.” – Ofsted (June 2023)

Sunningdale School has developed a multi-tiered curriculum approach for pupils with severe, complex, profound and multiple learning difficulties. The school’s approach has been designed so that pupils at all levels can effectively apply their learning to develop independence and agency

Sunningdale School’s vision is encapsulated in the phrase, ‘Be More…’ This will be different for every child. Believing that every child can Be More means that we want every child to be more in whatever way is important to them. The school’s vision is actioned at a pupil level through the use of a highly personalised planning system supported by specific Personalised Learning Plans (PLPs) and an understanding of Engagement motivators.

Classes are arranged across 3 theoretical pedagogical pathways that begin on transition from the Early Years Foundation Stage and run through Key Stages 1 and 2 until the pupils’ transition to relevant secondary provisions at the end of year 6. The pathways are the Pre-formal Pathway, the Explore Pathway and the Semi-formal Play Pathway. These are underpinned by a pre-formal, informal low-demand and semi-formal approach respectively. The school utilises a play-based pedagogy throughout.

The school’s pathways are supported by a multi-tiered curriculum model that is sequenced to towards cumulatively developing skills, knowledge and holistic development both within and across each pathway. Curriculum areas are closely matched to consider the developmental needs of the pupils in each pathway. The school developed its pathway approach based on the unique needs and growing complexity of the pupil groups attending the school. They are supported by a play based pedagogy as well as specific well known interventions and strategies. Strong links are made with Preparation for Adulthood (PfA) outcomes and subjects build cumulatively towards supporting these: Employment, Independent Living, Community Participation, Friendships & Relationships.

“Many schools are organised as they are because they always have been, not because they must be.” – Ken Robinson

Ours isn’t.

http://www.sunningdaleschool.com/curriculum/curriculumoverview.htm

We are establishing a series of practice sharing days where delegates will get to hear from senior and middle leaders about the school’s approach including how subjects, pedagogy and assessment are structured to support individualised outcomes for pupils working throughout the school. Delegates will have time to speak to senior and middle leaders as well as spend time in classrooms and see the schools facilities.

Places will be limited to ensure that delegates take as much from the day as possible but will also offer some opportunities to network with like minded provisions.

Places will be limited to ensure that delegates take as much from the day as possible but will also offer some opportunities to network with like-minded provisions.

The cost is set at £100 per person. The day will include a buffet lunch and networking session.

Please get in touch if you would like support with accommodation or travel recommendations.

This two-hour online course has been designed for educational practitioners, parents and carers wanting to support children and young people with additional learning needs.

During the session, delegates will develop an understanding of neurodiversity and neurodivergency, the barriers to learning and the different specific conditions. Also, a range of strategies and simple techniques to address the barriers to modify the impact.

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education.

Karen has considerable experience of working in SEND environments, she also has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications. Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

This session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

“…teachers observe pupils carefully. They build up a picture of what each child finds motivating and engaging. This information is then used to create exciting and purposeful learning activities.” – Ofsted (June 2023)

In this session participants will be talked taken through the Sunningdale School’s unique use of the Engagement Model and how its use has been developed to effectively underpin Pre-formal, Semi-formal and Informal Curriculum Approaches including play-based-learning. At Sunningdale School we made the decision that we wanted pupils to be active agents as opposed to passive recipients in their learning and development. We want them to be active explorers and be able to apply their thinking.

The starting point for this is an understanding of what each child’s ability to engage with their environment looks like. Qualitative recordings of pupils’ engagement in the areas of Initiation, Persistence, Anticipation, Exploration and Realisation (The Engagement Model, 2020) are made regularly and used to build up a picture of how developed each of these are for all pupils in the school. This is an important baseline in establishing how developed each child’s ability to engage with their environment is.

Alongside this, we also record pupils’ motivators in terms of Activities, Resources, Environments, Levels of Support and Times of the Day. This information is used to create overall teaching environments and develop approaches that create the maximum potential for learning for individual pupils. We believe that without engagement, there is no deep learning, effective teaching, meaningful outcome, real attainment or quality progress (Hargreaves, 2006; Carpenter, 2010).

“…documents come to life in the classrooms, which are set out with engaging learning resources that hook pupils into learning.” – Ofsted (June 2023)

This is an online event. You will be sent details on how to access the session in the week leading up to the event date.

In this session James and Jonathan will outline the use of play to deliver Semi-Formal and Informal Learning for pupils with complex and severe learning difficulties, including those with autism.

They will look at the stages of play outlined in James’ chapter in ‘A Different View of Curriculum and Assessment for Severe, Complex and Profound Learning Disabilities’, sharing practical information about how play is used to develop learning within Sunningdale School across the school’s semiformal and informal curriculum pathways, as well as how the Engagement Model is used to support this.

This is an online event. You will be sent details on how to access the session in the week leading up to the event date.

This two-hour online course has been designed for any staff working with students in the additional learning needs field, or parents/carers.

During the session, delegates will develop their basic understanding and knowledge of ADHD, including the various barriers and challenges students may face. They will leave with knowledge, strategies and techniques to aid learning.

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education.

Karen has considerable experience of working in SEND environments, she also has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications. Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

This session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

This two-hour online course has been designed for any staff working with students in the additional learning needs field, or parents/carers.

During the session, delegates will develop their basic understanding and knowledge of Autism, including the various barriers and challenges students may face. They will leave with strategies and techniques to aid learning and understanding.

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education.

Karen has considerable experience of working in SEND environments, she also has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications. Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

This session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

Pathological Demand Avoidance (PDA) is linked to an extreme need to avoid everyday demands and opportunities. Some of the distinctive features of the profile are around high levels of anxiety, using social means to avoid, resisting the ordinary demands and excessive mood swings. The need for control in all areas is a prominent feature which can appear dominating. High levels of support are required along with specific strategies to engage.

This online session will benefit:

• Staff working with, or wanting to work with students in the SEND field
• Parents/carers wanting to learn more about Pathological Demand Avoidance

During the session, delegates will develop their basic understanding and knowledge of PDA, including the various barriers and challenges students may face in the classroom. They will leave with a secure understanding of how to support and aid learning.

By the end of the session, delegates will have:

• An understanding of PDA
• An awareness of the barriers to learning and the impact of these difficulties
• An awareness of strategies and activities to aid learning

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education.

Karen has considerable experience of working in SEND environments, she also has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications.  Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

This session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.

This informative 2 hour course has been designed for teachers, other educational practitioners, parents and carers who have a basic understanding of dyslexia and want to further develop their knowledge. During the session, delegates will further develop their understanding and knowledge of dyslexia and dyspraxia.

You will leave with reassuringly uncomplicated strategies and activities to stimulate and aid development. By the end of this workshop you will have:

• More knowledge and understanding about dyslexia and dyspraxia.
• Develop an understanding of the key interventions and strategies available.
• Worked through a selection of case studies to further develop your understanding of how to implement these strategies in class.

The strategies are not diagnostic tools, and you will not be able to gain a diagnosis from this session.

Workshop leader Karen Ferguson is the Founder and Principal Trainer for Linrow Education. Karen started teaching science at a mainstream secondary school in 2000. She then moved into the SEND environment working with children and parents to help them overcome their disabilities and give them the skills to achieve their full potential. Karen was appointed as a Specialist Leader in Education for Autism and this allowed her to disseminate good practice and deliver SEND training. She offers various condition specific training, including ASC, ADHD and Dyslexia.

Karen has continued her personal professional development over the years: she has a Masters Degree in Education and Level 2 Dyslexia, ADHD, Autism and PDA qualifications. She is currently working towards her Doctorate in Education.

Karen believes that a better understanding of SEND and complex needs can be achieved through information sharing and is committed to ensuring that quality education is available to all.

The strategies are not diagnostic tools, and unfortunately you will not be able to gain a diagnosis from this session.

This session will take place via the Zoom virtual platform, delegates will be sent access codes/ links prior to the virtual sessions.