- Understand the importance of equal access to all pupils including those with SEND
- Appreciate the need to do more for those with less, no matter what barriers they face
- Acknowledge the need to target and fund access to extra-curricular activities and education visits for those who need it most to extend their lived experience

- How disparities in SEND diagnosis and school exclusion highlight the need to ensure educational equity
- How systemic bias contributes to under-diagnosis of SEND in ethnic minority students, and the steps required to eliminate these
- How inclusive practices such as tailored support and fostering culturally inclusive environments are vital to supporting pupils

- What is the 'challenge equation'?
- How can we adjust activities to best balance demand and resources?
- How can we use this for pupils with SEND?

- What are the key features of a successful transition
- Why are transitions a cause of anxiety for some groups of pupils
- What are the key issues to consider for transition into secondary school

- Ensuring the SENCO, DSL, pastoral care team, and attendance improvement team work well together
- Working with external agencies; social care, local authority SEND and voluntary sectors
- Threshold of social care interventions and family support

- Using student voice to craft a sustainable approach to inclusion
- Why a sense of belonging is important when motivating learners
- Making the most of key events in the school calendar

- Setting a positive culture for learning-focused leadership
- The power of staff professional learning
- Creating a dynamic learning community

- Understand the school experience from an autistic point of view
- Make simple, impactful adaptations to your everyday practice and environment
- Support autistic girls' self-esteem, self-care and strength-seeking

- How do we identify our own biases, and deconstruct them?
- How can we recognise discriminatory policies and practices?
- The uncomfortable process of becoming truly inclusive

- An approach to building Teams Around the Child to support those most in need
- Creating innovative and pupil-centred ways to support vulnerable pupils and share best practice
- Developing self-efficacy in pupils with SEND

- Taking care to ensure messaging about SEND comes from a teaching and learning source
- How to persuade colleagues to fulfil the role outlined in the code of practice that 'every teacher is a teacher of SEND'
- Designing CPD that is relevant to the children and their needs

- Understand the distinction between the needs of an EAL and SEND pupil
- Learn how to gather evidence to support initial concerns and observations, and make informed judgments in expected pupil progress and learning
- Learn more about the guidance and resources from The Bell Foundation

- How to smarten your SEN structure
- The importance of smart SEN communication
- Matching your provision to meet current needs

- How to replace a traditional behaviour system to improve pupil outcomes and wellbeing
- Understand how the school challenges policy to improve outcomes for all
- Learn how staff engage challenging families and hard-to-reach children