Event Summary

Just under 1.5 million pupils in England have special educational needs and the number of pupils with an EHC plan or statements of SEN has increased 9.2% since 2021.* Schools and colleges continue to see increases in the level and complexity of social, emotional and mental health needs (SEMH) needs.

Join our timely conference to hear progress and next steps following the publication of the SEND and AP Improvement Plan. Chaired by Amanda Allard, the Director of the Council for Disabled Children, we will discuss how schools and education settings can provide high quality support for children who have SEND.

Understand what SEND support will look like in 2024 and beyond, as we examine the Change Programme Partnership and the new national standards for supporting children with SEND. We will explore plans to create a financially sustainable system, including high needs funding.

Don’t miss this opportunity to discuss next steps for EHCPs, including digitisation, and gain practical tools to support children with neurodiverse conditions such as autism, dyslexia, and ADHD. We will provide insight on how to reduce emotionally based school avoidance and support socio-emotional mental health to ensure better outcomes for pupils with SEND.

Join us at this full day event in Manchester to hear from expert advisors and best practice examples from across the DfE, Change Programme, parents and young people, local authorities, health and mainstream schools, SEND and AP settings.

Understand how you can implement earlier evidence-based intervention to restore families’ confidence in the system. Join us to network with peers and education leaders and gain clarity on the plans to improve SEND and AP.

Key Points

  • Progress, timelines, and next steps following the SEND and AP Improvement Plan and the Change Programme
  • Working together across mainstream, SEND, AP and local authority settings to ensure children are accessing the right support
  • Future plans for the digitisation of education, health and care plans (EHCPs)
  • Improving engagement with families to build trust in services
  • Making reasonable adjustments for SEN and designing inclusive curriculums
  • Meeting SEMH needs and early intervention to avoid escalation of difficult behaviours
  • Understanding neurodiverse conditions such as autism, dyslexia, and ADHD and how to provide classroom support
  • Practical insight on how to reduce emotionally based school avoidance and improve mental health outcomes
  • Initiatives to upskill the workforce to meet increasing SEND and SEMH demands