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Curriculum Sharing & Development Days

Curriculum Sharing & Development Days

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“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.

 

“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.

 

“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.

 

“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 informative 2 hour course has been designed for 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 at home.

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.

This two-hour online course has been designed for parents/carer with children with additional learning needs

During the session, participants will develop their basic understanding and knowledge of Autism, including the various barriers and challenges children and young people may face. They will leave with strategies and techniques to aid learning and understanding at home.

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.

Places on this training is limited to ensure that participants leaning needs are meet. The session is likely to be popular so please book early to avoid disappointment.

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 is for parents/carers wanting to learn more about Pathological Demand Avoidance

During the session, participants 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 from home

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.

With just 2 weeks to go, we wanted to remind you about our upcoming Northeast regional Leadership Networking & Developing Conference at Sunningdale School, Sunderland on May 1st.

This is going to be a brilliant chance to network, share and learn with fellow leaders across the region and beyond, as well as hear from and work with a fabulous line up of leaders and experts across the sector including Diane Rochford OBEJames WallerVijita PatelCheryl GaughanMartin StanleyAlistair Crawford and many more…

Date: 1st May 2024
Time: 9:30 to 3pm
Location: Sunningdale School, Sunderland, SR3 2PP

Lunch & refreshments provided.

These events are an opportunity for leaders and SENDCos at schools, colleges and settings across the country to come together for a day of sharing and development.

Our LearningShared Regional Leadership Networking & Development conferences feature:

– Keynote sessions and workshops
– Ofsted: Headteacher reflections on a recent inspection
– Presentations and contributions from the host schools
– Case studies
– Most importantly round table discussions providing opportunities to connect, share and learn with colleagues from across the community.
– Networking opportunities over lunch and refreshments.

* The day will be a great opportunity to share and discuss interpretations and approaches to SEND and inclusion with other school leaders. *

Speakers / Facilitators include:

Diane Rochford OBEJames Waller (Headteacher, Sunningdale School), Vijita Patel (Principal, Swiss Cottage School), Martin McKenna (Headteacher, Foxfield School), Alistair Crawford (NNSP), Cheryl Gaughan(JMAT), Martin Stanley (Tollgate Primary School),

Agenda

The underlying theme of the day will be the exploration and discussion of how as leaders and practitioners we can develop and nurture truly inclusive and personalised approaches to curriculum, pedagogy and assessment, as well as systemise reflective practice and inquiry across the whole school.

At the heart of each event are a series of workshops and roundtable discussions. Here’s an overview of the big questions and themes that we’ll be exploring and discussing as a group…

KEYNOTE SESSIONS

Everyone will be together for the morning sessions in mixed roundtable groups with the opportunity to network and discuss with colleagues from different settings…

Understanding and describing learners and learning for different levels of need (Diane Rochford OBE)

In this session, Diane will spotlight the importance of having a clear picture of what learning looks like for different levels of need in your school. Delegates will be invited to discuss and share how to build a common understanding and language for describing learning for different levels of need.

* How do we place learner need at the heart of curriculum design?

* How do you articulate & define learner pathways in your setting?

* How do you evidence the often unique learning journeys made by your students?

An Inquiry approach to neurodiversity & complex needs (Alistair Crawford)

In this session Alistair explores the concept of neurodiversity through the lens of Inquiry. Blending latest research and affirming teachers and leaders experience, Alistair support delegates to define their context and learners through question and discussion.

* How do you create a culture of Inquiry to respond to the shift in complexity threshold and rapidly changing needs of learners in your setting?

Case Studies:

Case Study #1: How a specialist school approaches understanding learner profiles through reflective inquiry’ (Swiss Cottage School DRC)

Case Study #2: How a mainstream school approaches understanding learner profiles through reflective inquiry’ (Tollgate Primary School)

* In an extended case study about our host school Sunningdale, delegates will be invited to join a tour of school and a unique opportunity to immerse yourself in the innovative and outstanding practice of our hosts *

WORKSHOP SESSIONS

Following lunch colleagues will be invited to join ONE of the following workshops. Multiple attendees from the same school can join different sessions…

Workshops include….

An evidence led approach to school development including navigating a successful Ofsted Inspection (Vijita Patel, Swiss Cottage School & Martin McKenna, Foxfield School)

This session will explore how experienced school leaders have used evidence and the Evidence for Learning app as a strong foundation for all aspects of school improvement and ways in which robust evidence supported outstanding judgements during recent Ofsted inspections.

* How can your processes for teaching and learning lead an inspection’s evaluation of the quality of education?
* How can enquiry, engagement and reflection transform whole school practice to improve the quality of behaviour, attitudes and personal development?

Using Engagement to support personalised learning & play (James Waller, Sunningdale School)

In this session participants will be talked through an outstanding school’s use of an engagement driven play based approach to supporting personalised learning for those with the most complex needs (Complex Learning Difficulties and Autism).

“…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.” – Sunningdale School Ofsted Report (June 2023)

* How is your curriculum designed to develop the tolerance of uncertainty and the functional application of learning for those with complex communication and interaction needs and Severe Learning Difficulties (SLD)?

Preparing for Adulthood… beyond the school gates – Supporting students into aspirational & sustainable long term outcomes (Alistair Crawford, St Martins / St Andrews Schools

In this session we highlight best practice around PfA and the work that post 16 settings (and schools) have developed their pedagogy, curriculum and environment to support learners into a range of positive long term outcomes.

* What do we mean by Preparing fpr Adulthood from the earliest years?

* What skills, knowledge and behaviours do learners need to be prepared for life byond the school / college gates? How do we teach them?

* What does successful transition look like from school to college and then college to adult services / employment?

Supporting mainstream settings to develop inquiry and evidence-based approaches to successful inclusion (Martin Stanley, Tollgate Primary School & Cheryl Gaughan, JMAT)

In this session we will discuss what successful inclusion looks like and how to develop inquiry approaches that will lead to reflective practice. We will cover how to use engagement profiles to support lesson and curriculum content, the use of Evidence for Learning to create ‘inquiry diaries’ and how this can support reflective practice and curriculum design.

* What does successful inclusion look like in a mainstream setting?
* How do you use an inquiry approach to identify engagement and inform your provision & practice?

Roundtable Discussion & Networking

As with all events we’ve run in the past, the emphasis of each day will be on discussion, learning and networking… giving you lots of opportunity to meet and forge relationships with new partners and collaborators for your professional networks. The format of the whole day is roundtable discussion and networking, both structured through our agenda and freeform during lunch and break times.

** This is a very unique opportunity to come together with leaders from across the region and country for a full day of shared learning and networking. **

Bringing together a large, powerful community of specialist schools & practitioners
The EfL and LearningShared community now comprises nearly 800 specialist schools, colleges and alternative provisions across the UK, as well as a rapidly growing number of mainstream schools. Consequently these events provide a unique and brilliant opportunity for us to come together to directly harness and tap into the phenomenal wealth of knowledge and experience that exists across the community.

These networking and development conferences are very much for you, and we sincerely want to make each event one of the most useful and informative professional development and networking events of the year for you.

The precise agendas for each event may vary slightly. Please get in touch with any queries.

Full details, leaflets, costings & online registration form

* FREE to LearningShared subscribers *

https://www.evidenceforlearning.net/efllearningsharedconferences/

Sunningdale School staff use an approach to mental health and wellbeing that is based on attachment research, child development and basic neuroscience research. The approach is known as ‘Thrive’. We are re-running our highly successful Family Thrive course to introduce parents/carers and other family members to the fundamentals of Thrive and how it works in practice.

Come on this course to find out about

  • how our brains develop
  • the relationship between feeling, thinking, and behaving.
  • why play and creativity are so important to you and your child.
  • how to support your child at times of change and difficulty.
  • everyday trigger times and how to keep calm.
  • how the Thrive approach is used in school.

Spaces will be limited 10 people per course. The course will be facilitated by Sunningdale school’s Head Teacher, James Waller and Family Partnership Adviser, Jan Patterson, who have extensive experience of working with children with severe, profound and multiple learning difficulties.

The understanding and approach is relevant to children of any developmental level and James and Jan will adapt to support individual children’s needs.

Participating parents said:

“I would definitely recommend this course for parents and practitioners. Excellent course made so much sense not only for my child, also for myself” (parent)

“It was a very informative and interesting course-have learned a lot! Thank You.” (parent)

“A very enjoyable and informative training course. I have learned lots about coping strategies” (parent)

The course will run from 9.30am- 11.30am on the following dates:

Tuesday 25th June

Tuesday 2nd July

Tuesday 9th July

You must be available for all 3 sessions to complete the course.

This training is heavily subsidised by school to make it accessible to parents. It is extremely popular and places are limited to 10 people. A £10 fee is required from parents to reserve a place. 

Please book early to avoid disappointment. 

Makaton is a language programme, using signs and symbols alongside speech, which can be used with children and adults who need help with communication.

This training course provides a practical introduction to the Makaton language programme. Sessions will cover commonly asked questions, hints and tips for effective signing and symbol use, and how to start using Makaton in everyday situations at home or work. You will learn the signs and symbols from stages 1 – 4 and some of the additional stage of the Makaton core vocabulary. You will receive course manuals with copies of all signs and symbols taught.

This course is for parents, carers, or professionals who want to learn Makaton to support children’s language and communication development. No previous experience of Makaton is necessary.

The training is provided by licenced Makaton tutors who work in Sunderland & South Tyneside as part of the Speech & Language Therapy team. They have the expertise to guide you on your journey to better communication.

Join us and explore the benefits of Makaton to enhance your ability to communicate effectively with others. This training can make a meaningful difference in the lives of those you care for or work with.

The training will take place at the SENhub at Sunningdale School, Sunderland and will be delivered over 4 sessions as follows:

Wednesday 19th June, 9.30 – 12.30
Wednesday 26st June, 9.30 – 12.30
Wednesday 3rd July, 9.30 – 12.30
Wednesday 10th July, 9.30 – 12.30

Please note: participants need to be able to attend all 4 sessions.

This course costs £45 for parents / carers / family members of children on the South Tyneside and Sunderland Speech and Language Therapy caseload, and £162 for professionals.

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