6–7 October 2017Business Design Centre, London

CPD SeminarProgramme

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Your invitation...to the UK’s largest dedicated special educational needs show

Celebrating 25 years

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Tes SEN Show 2017

It’s our 25th birthday! Join us in celebrating the 25th anniversary of the UK’s largest special educational needs show, with two days of ideas, inspiration, networking and innovation, to bring learning alive for pupils with SEN. Why is this a must-attend event? • 42 CPD certified seminars exploring the latest research, trends and ideas, all led by SEN experts

• FREE practical workshops led by our exhibitors

• Unmissable keynote and panel debate, with leading experts from the DfE, NAHT, Ofsted, Rochford Review and Made By Dyslexia.

• Official show opening by Lord Jim Knight, Tes Global Ltd’s chief education adviser

• Exciting new resources and services from 150+ exhibitors Don’t miss the free opening keynote The live debate is a must attend event on the opening day at 9.45am, with a keynote panel that includes the DfE, NAHT, Ofsted, Rochford Review and Made by Dyslexia. You simply need to register your interest at tesSENshow.co.uk.

New CPD seminars – exploring the latest research, trends and ideasAn informative, educational seminar programme packed with expert advice and guidance, practical applications and techniques. The programme covers a wide range of SEN topics vital to best practice at all levels of education from early years through primary to secondary and further education. The programme is packed with statutory guidance for the entire education workforce, with more than half of the seminars directly related to the SEND Code of Practice 2015: 0-25.

Exhibitor workshops tips and advice for the classroomThese popular, 45-minute exhibitor workshop sessions are a great way to see products in action, helping you to visualise how you could use them in your classroom or setting. These sessions are free to attend and cannot be pre-booked – so arrive early to get a seat.

Parent & Carer forumThe inaugural Parent & Carer Forum on Saturday 7th October, will provide a safe space for parents and carers to access support from peers who are themselves teachers and trainers and the parents and carers of children with SEN. Hear from visionaries including Carrie Grant, best known as a judge and vocal coach on Pop Idol and Fame Academy and the parent of children with a range of learning disabilities, and from senior teachers, parents and SEN advocates.

Entry to the show is free. Visit tesSENshow.co.uk to get your ticket

MA Exhibitions (MAX) is an award-winning business organising market-leading, large scale events, serving a broad and ever expanding range of industries and

sectors across four continents.

Mark Allen Group (MAG) is a dynamic media company which

delivers high-quality content through market-leading journals, magazines,

books, events, exhibitions and websites.

MA Education (MAE) is a specialist publisher of expert content for

professionals working with children, young people and families through a portfolio of magazines, conferences and exhibitions.

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Seminar timetable : Friday 6 October 2017

Seminar timetable : Saturday 7 October 2017

The dyslexic brainDr Duncan Milne KS1-2 Levels 1-3 SL01

Growing great teachers Margaret Mulholland and Rachael Hare All key stages Levels 2-3 SL02

Role of the SENCO in evaluating SEN provision and outcomesNatalie Packer KS1-4 Levels 2-3 SL03 Supporting children with social interaction needs in primary schoolsWendy LeeKS1-2 Levels 1-2 SL04

Engagement in the Rochford Review: from policy to practiceProfessor Barry Carpenter All key stages Levels 2-3 SL05

Academy/school leadership and the management of SENMalcolm ReeveAll key stages Levels 1-3 SL06

Writing skills for reluctant writers – especially boys!Neil MackayKS1-4 Levels 1-3 SL07

Rethinking the role and impact of teaching assistants in inclusive classroomsRob WebsterKS1-4 Levels 1-3 SL08

Transition for those with cognition and learning difficultiesTricia MurphyKS2-4 Levels 1-3 SL09

Appealing to the SEND Tribunal: an effective approachJudge Jane McConnellAll key stages Levels 1-3 SL10

Supporting young people with developmental coordinationdisorder/dyspraxia in secondary and post-16 settingsProfessor Amanda KirbyKS3-4 and post-16 Levels 1-3 SL11

The social impact of unsupported speech, language and communication difficulties – breaking the mouldMaggie JohnsonAll key stages and AEN Levels 1-2 SL12

From policy to practice: developing inclusive approaches in the classroom Dr Adam BoddisonAll key stages Levels 1-3 SL13 Year 7 communication curriculum: a programme for pupils with low levels of spoken languageWendy LeeKS3 Level 1 SL14 Sustaining special educational needs and disability (SEND) reform: SENCO challenges and solutions beyond 2018!Christopher Robertson All key stages Levels 1-3 SL15

Developing a multisensory approach to early language developmentCarol AllenEYFS, KS1-2 Levels 1-2 SL16

Personal provision – outcomes versus outputsPat BullenAll key stages Levels 1-3 SL17 Whole school self-evaluation of SEND Kate BrowningKS1-4 Levels 1-3 SL18

The importance of early experiences in developing a strong foundation for social and emotional well-being and mental health in the early yearsJulie Revels EYFS Levels 2-3 SL19 The view from the other side of the fence: Why include? Who is it for?Nancy GedgeAll key stages Levels 1-2 SL20

Person-centred planning and technology: bringing pupils into focusJohn GallowayKS1-4 Levels 1-3 SL21

Moderate learning difficulties – a thing of the past?Jane FriswellAll key stages and FELevels 1-3 SL22 Are you one of the “hidden heroes”?Sal CookeAll key stages, post-16 and HE Levels 1-3 SL23 SpLD and the overlap across learning difficultiesProfessor Amanda KirbyAll key stages Levels 1-3 SL24

11.00 – 12.00 12.30 – 13.30 14.00 – 15.00 15.30 – 16.30

Preparing for adulthood: achieving better outcomes together through person-centred approach and practiceJane FriswellAll key stages and post-16 Levels 1-3 SL25

Developing a multisensory approach to support students with dyslexiaCarol AllenKS3-4 and post-16 Levels 1-2 SL26 Different for girls – female autismSarah WildKS3-5 Levels 1-3 SL27 Working memory: the new IQ in learningTracy Packiam Alloway PhDKS1-3 Levels 1-3 SL28 Feeding your seahorse: how to help children manage stressCharlotte Bjerregaardand Pernille ThomsenAll key stages Levels 1-3 SL29 Introduction to foetal alcohol spectrum disorder (FASD) in the early yearsJulie RevelsEYFS Levels 1-2 SL30

Technology for life – are our students ready?John GallowayKS4 Levels 1-3 SL31 The role of SEN governorKate Browning KS1-4 Levels 2-3 SL32 Going for mastery and greater depthNeil MackayKS1-4 Levels 1-3 SL33 Strategies to manage ADHD in the classroomColin FoleyKS2-5 Levels 1-3 SL34 A good start: increasing access and inclusion in the early years Philippa Stobbs EYFS Levels 2-3 SL35 Shyness? Refusal to speak? Or selective mutism – a hidden anxiety disorder?Maggie JohnsonAll key stages and AEN Levels 1-2 SL36

SEN policy update: top tips for effective EHC planning Lorraine PetersenKS1-4 Level 3 SL37 Wiggly or gifted? Working memory and ADHDTracy Packiam Alloway PhDKS1-3 Levels 1-3 SL38

Addressing trauma in childhood and understanding children’s mental health needsAqualma MurrayKS2-3 Levels 1-3 SL39

Whole school SEN provision Pat BullenAll key stages Levels 1-3 SL40 SEND in the early years: improving outcomes through workforce development Alex Grady EYFS and KS1 Levels 1-3 SL41 Sensory processing and the autistic spectrumAlan Heath EYFS, KS1-2 Levels 1-3 SL42

Book inspiring seminars Just £12 + VAT until midnight 31 July 2017

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The dyslexic brainDr Duncan Milne, educational neuropsychologist, Dyslexia InternationalBrain research into developmental dyslexia will be reviewed, and causes of dyslexia, subtypes of dyslexia and dyslexic intervention discussed. Results show that dyslexia has a different brain signature before and after successful reading intervention. Application to classroom practice will be discussed in terms of prevention and intervention, and the targeting of specific weaknesses when developing such programmes.KS1-2 Levels 1-3 SL01 Growing great teachers Margaret Mulholland, director of teaching school, Swiss Cottage School, Development and Research Centre, and Rachael Hare, head of ITT, Harris AcademiesMany schools are now “growing their own” teachers, but how do we ensure that all early career teachers are equipped to identify and support learners with increasingly complex needs in our mainstream and special schools? This session will share strategies to support better understanding and practice of working with complex learners in every setting. All key stages Levels 2-3 SL02

Role of the SENCO in evaluating SEN provision and outcomesNatalie Packer, independent education consultant, Natalie Packer Educational Consultancy LtdDiscover effective ways of reviewing and evaluating the quality of provision and outcomes for pupils with SEN within a mainstream school. The session will highlight the role of the SENCO, working alongside other leaders, in developing a whole school approach to SEN review. Guidance will reflect expectations within the Common Inspection Framework and recommendations around the peer-review process.KS1-4 Levels 2-3 SL03

Supporting children with social interaction needs in primary schoolsWendy Lee, speech and language consultant, Wendy Lee LtdMany children with SEND struggle with social interaction skills. Some children have an autistic spectrum condition – where social interaction skills are a core element – others may have specific pragmatic language impairments or speech and language needs or other difficulties. This session will explore how to identify such children and how to support them. KS1-2 Levels 1-2 SL04

Engagement in the Rochford Review: from policy to practiceProfessor Barry CarpenterThe Rochford Review proposes a new approach to assessing children with SEND, central to which is the principle of engagement. Barry will explain his research and the importance of the Engagement for Learning Framework in raising standards of teaching and learning for all learners with SEND. The needs of the new generation of children with complex needs will be considered.All key stages Levels 2-3 SL05 Academy/school leadership and the management of SENMalcolm Reeve, executive director, SEND and inclusion, Academies Enterprise TrustThis session will offer guidelines on the key principles for leadership of SEND by SENCOs and senior staff across schools and academies in all phases of education. It will cover areas such as identification of SEND and supporting quality first teaching and interventions.All key stages Levels 1-3 SL06

Seminar programme : Friday 6 October: 11.00 – 12.00

Seminar programme : Friday 6 October : 12.30 – 13.30

Appealing to the SEND Tribunal: an effective approachJudge Jane McConnell, judicial lead, First-tier SEND TribunalAn overview of the effective approaches that local authorities and parents/young people should consider adopting when appealing to the SEND Tribunal. In this seminar, Jane will outline the law that the tribunal applies, preparation for an appeal and guidance on gathering evidence.All key stages Levels 1-3 SL10

Supporting young people with developmental coordination disorder/dyspraxia in secondary and post-16 settingsProfessor Amanda Kirby, University of South WalesThere is increasing evidence to show that children with DCD/dyspraxia do not all “grow out” of the condition. This talk will describe the motor and non-motor impact of the condition for students and provide practical strategies for maximising success and helping, especially at times of transition. KS3-4 and post-16 Levels 1-3 SL11 The social impact of unsupported speech, language and communication difficulties – breaking the mould Maggie Johnson, speech and language therapist adviser and education consultant, Kent Community Health NHS Foundation TrustUndiagnosed or unsupported communication difficulties can lead to under-achievement and low self-esteem. Language-processing difficulties can be subtle and easily masked by secondary behavioural issues. Maggie flags up early warning signs with tips to support students of all ages in a range of settings.All key stages and AEN Levels 1-2 SL12

Writing skills for reluctant writers – especially boys!Neil Mackay, director, Action Dyslexia LtdReluctant writers have all the ideas and skills they need to write effectively, but struggle with processing, sequencing and memory overload. This practical session demonstrates how simple tweaks to current practice support students to write as well as they talk. It also demonstrates how to get it right for boys in ways that also work for girls.KS1-4 Levels 1-3 SL07 Rethinking the role and impact of teaching assistants in inclusive classroomsRob Webster, researcher/director, MITA, UCL Institute of EducationThe latest research on TAs and their role in supporting pupils with SEND will be presented, exploring ways in which schools can evaluate their practice against the evidence, highlighting practical tools and resources. This session aims to “tool up” school leaders and SENCOs and equip them to make informed decisions about effective TA deployment and SEND provision.KS1-4 Levels 1-3 SL08 Transition for those with cognition and learning difficultiesTricia Murphy, independent trainer, past president of nasenWhether children and young people are moving from key stage 2–3 or 3–4 or 4–5 and on to further/higher education, transition can be a critical time. This session will identify what Ofsted requires for transition arrangements, what parents are beginning to expect and what is best for the individuals concerned.KS2-4 Levels 1-3 SL09

Level 1: seminars for people who are new to SEN or have limited knowledge of this topicLevel 2: seminars for people who have some knowledge or experience of working with SEN/this topicLevel 3: seminars for people who have significant knowledge or experience of working with SEN/this topic

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Seminar programme : Friday 6 October : 14.00 – 15.00

From policy to practice: developing inclusive approaches in the classroomDr Adam Boddison, chief executive, nasenThis seminar will give an overview of national policy and explore how the ambitions of government policy can be realised in practice, including examples of good practice that already exist and some new ideas. The session will conclude by sharing the work of the Whole School SEND Consortium and how examples of practice can be accessed and shared. All key stages Levels 1-3 SL13 Year 7 communication curriculum: a programme for pupils with low levels of spoken languageWendy Lee, speech and language consultant, Wendy Lee LtdMany Year 7 pupils in a city-centre secondary school were found to have low levels of spoken language, which affected their learning. This talk describes a programme that evidences impact on spoken language, literacy and progress. It explains how the language needs of these children were identified and how a communication curriculum was put into place.KS3 Level 1 SL14

Sustaining special educational needs and disability (SEND) reform: SENCO challenges and solutions beyond 2018!Christopher Robertson, SEN and disability independent academic and honorary lecturer, University of Birmingham In discussing the role of SENCOs in “transforming” the quality of educational support for children and young people with SEND, consideration will be given to challenges faced by SENCOs during the transitional phase, due to end in April 2018, of implementing the Children and Families Act 2014. Possible solutions to the challenges, and methods of support will be identified.All key stages Levels 1-3 SL15

Developing a multisensory approach to early language developmentCarol Allen, education consultantPoor language and communication skills are a primary barrier to learning in many nurseries and schools. Our youngest students often have under-developed sensory pathways that can contribute to their ability to absorb and engage with language. This practical session will offer effective, easy-to-replicate ideas that use the power of a multisensory approach to language, learning and life. EYFS, KS1-2 Levels 1-2 SL16

Personal provision – outcomes versus outputsPat Bullen, SEND consultant, PMB Education LtdThis session will enable delegates to focus on meaningful person-centred outcomes, related to both the EHC Pathway and to SEND support, and the implications for schools, academies and local authorities in planning and delivering.All key stages Levels 1-3 SL17 Whole school self-evaluation of SENDKate Browning, independent SEND consultant, School Improvement for SENDThe SENCO has a pivotal role to play in monitoring and evaluating the effectiveness of the school’s SEND provision and practice. This seminar will provide SENCOs and senior leaders with a structured approach to the SEND self-evaluation process and a framework for sharing success and planning improvements.KS1-4 Levels 1-3 SL18

Seminar programme : Friday 6 October: 15.30 – 16.30

Moderate learning difficulties – a thing of the past?Jane Friswell, SEND consultant, SEND ConsultancyModerate learning difficulties (MLD) is a term specific to pupils who experience a level of learning difficulty, which SEN support should be able to provide. The term MLD has fallen out of use – why? Where are the children and young people to whom this is relevant? Is the support we offer in mainstream provision meeting the needs of those with MLD?All key stages and FE Levels 1-3 SL22 Are you one of the “hidden heroes”?Sal Cooke OBE, adviser in the use of assistive technology in teaching, BATATechnology to assist learners and their learning is a vital part of any learning provider’s resource base. The role of assistive technologist (AT) is not yet clearly defined in many settings. This session will highlight the importance of recognising this role and focus on some of the hidden AT heroes within education settings, on whom learners depend. All key stages, post-16 and HE Levels 1-3 SL23 SpLD and the overlap across learning difficultiesProfessor Amanda Kirby, University of South WalesSpecific learning difficulties (SpLD) in reality are not very specific. This talk will present the evidence for overlapping patterns and co-occurrence between the different learning difficulties. Amanda will present information on the links between emotion and learning and why this is important in providing inclusive approaches.All key stages Levels 1-3 SL24

The importance of early experiences in developing a strong foundation for social and emotional well-being and mental health in the early yearsJulie Revels, early years SEND trainer and consultant, Church Park ConsultantsThis session will consider how to identify and meet the wide range of social, emotional and mental health needs of children in the early years. It will include key aspects of understanding of early brain development with reference to the growing evidence from international research, including The Harvard Center on the Developing Child.EYFS Levels 2-3 SL19 The view from the other side of the fence: Why include? Who is it for?Nancy Gedge, consultant teacher, Driver Youth TrustIn this session, Nancy will explore the thorny issue of inclusion through the eyes of the parent, the child and the school. By following the experience of a parent and child from diagnosis to the school years, Nancy will illustrate the philosophical underpinnings of inclusion to reveal its benefits, particularly for teachers and the school.All key stages Levels 1-2 SL20

Person-centred planning and technology: bringing pupils into focusJohn Galloway, advisory teacher for ICT/SEN and inclusion, Tower Hamlets The aim of person-centred approaches is to place the learner at the centre of the process, supporting them in realising their goals and starting with what is important to them. This session looks at how technology can help by: providing opportunities to be heard; demonstrating pupils’ achievements; and providing a broader picture of their lives. KS1-4 Levels 1-3 SL21

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Seminar programme : Saturday 7 October : 11.00 – 12.00

Preparing for adulthood: achieving better outcomes together through person-centred approach and practiceJane Friswell, SEND consultant, SEND ConsultancyThe SEND Code of Practice 2015 defines the Preparing for Adulthood pathways which lead to better outcomes for children, young people and their families. But how prepared are schools and colleges and what does good preparation for adulthood look like?All key stages and post-16 Levels 1-3 SL25

Developing a multisensory approach to support students with dyslexiaCarol Allen, education consultantDyslexia causes major barriers not only to competence with literacy, but also to social and emotional development and confidence. Drill and practice intervention models abound, but by working via a multisensory approach, greater success and generalisation of learning can be achieved. On offer are some easy-to-replicate ideas that use a multisensory approach to literacy, learning and life.KS3-4 and post-16 Levels 1-2 SL26

Different for girls – female autismSarah Wild, headteacher, Limpsfield Grange SchoolThis seminar will explore how autism presents in girls, and focus on autistic female friendships, anxiety and vulnerabilities. Sarah will consider how social communication, social interaction and sensory issues present in autistic girls, and provide practical strategies for managing anxiety and promoting positive mental well-being for girls on the spectrum.KS3-5 Levels 1-3 SL27

Working memory: the new IQ in learningTracy Packiam Alloway PhD, psychology professor and graduate programme director, University of North Florida Some students have poor working memory, as well as a learning disability. This talk discusses strategies and interventions to boost working memory in those with language and maths difficulties, ADHD, autism and motor difficulties. Tracy will encourage participant engagement through group discussion and case studies to evaluate ways to support working memory in learning disorders. KS1-3 Levels 1-3 SL28

Feeding your seahorse: how to help children manage stressCharlotte Bjerregaard, psychologist, Familiepsykologisk Praksis, Denmark, and Pernille Thomsen, associated professor/physiotherapist, University College CopenhagenNew interdisciplinary work between psychology and physiotherapy focusing on treating children suffering from stress and anxiety is based on evidence-based practice and involves neuroanatomy, neurophysiology and cognitive psychology. Charlotte and Pernille will present the science behind stress, how stress is experienced in the body and mind of the child, and how intervention involving body and mind shows promising results.All key stages Levels 1-3 SL29

Introduction to foetal alcohol spectrum disorder (FASD) in the early yearsJulie Revels, early years SEND trainer and consultant, Church Park ConsultantsThis session will provide an overview and an introduction to FASD and the growing understanding of how this often “invisible” and “misunderstood” developmental condition can impact on the early development of young children. It will consider how the developmental profile of a young child requires practitioners to personalise the approaches used to facilitate learning and development.EYFS Levels 1-2 SL30

Seminar programme : Saturday 7 October : 12.30 – 13.30

Strategies to manage ADHD in the classroomColin Foley, training director, ADHD FoundationThe presentation will look at four key themes in managing ADHD in the classroom, starting with a brief outline of the principal challenges of the condition and then will focus on the following, with strategies for teachers for each: the centrality of reward; minimising peripheral distraction; concentration practice; and the importance of movement and activity.KS2-5 Levels 1-3 SL34

A good start: increasing access and inclusion in the early years Philippa Stobbs, assistant director, Council for Disabled Children The seminar will draw on examples of good practice in the context of changing funding and SEN and disability responsibilities. Participants will explore solutions to barriers to access and inclusion for young children with SEN and disabilities. Participants will learn about DfE-funded work and will be able to help shape tools to increase access and inclusion. EYFS Levels 2-3 SL35

Shyness? Refusal to speak? Or selective mutism – a hidden anxiety disorder?Maggie Johnson, speech and language therapist adviser and education consultant, Kent Community Health NHS Foundation TrustThousands of young people who rarely speak are mistakenly regarded as shy, uninterested, stubborn or autistic. Deprived of appropriate treatment, they are at risk of long-term mental health issues. Maggie outlines the key features of selective mutism and effective treatment strategies.All key stages and AEN Levels 1-2 SL36

Technology for life – are our students ready?John Galloway, advisory teacher for ICT/SEN and inclusion, Tower HamletsIncreasingly we live our lives online, much of which is mediated through technology. As well as understanding and operating in the real world, our students need to know how to be effective in the virtual world. This session will consider what skills are needed and provide a range of ideas on how best to develop them.KS4 Levels 1-3 SL31

The role of SEN governorKate Browning, independent SEND consultant, School Improvement for SENDThis seminar will explore how the SEN governor can work with the SENCO to provide visible support, challenge and strong strategic leadership for SEN. KS1-4 Levels 2-3 SL32

Going for mastery and greater depthNeil Mackay, director, Action Dyslexia LtdLife without levels creates opportunities to provide stretch, challenge and risk for students with age/ability appropriate “thinking” but weak basic skills. This session models evidence-validated solutions based around formative evaluation, questioning, alternative evidence of achievement and scaffolding to create deep learning that sticks. KS1-4 Levels 1-3 SL33

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Seminar programme : Saturday 7 October: 14.00 – 15.00

SEN policy update: top tips for effective EHC planning Lorraine Petersen, educational consultant, LPECWith less than a year to go before the SEND reforms have to be fully implemented, Lorraine will look at how close local authorities and schools are to completing the transition. Also covered will be the application process for an (EHC) needs assessment, the process to an education, health and care plan and the annual review process to ensure continuation of provision.KS1-4 Level 3 SL37

Wiggly or gifted? Working memory and ADHDTracy Packiam Alloway PhD, psychology professor and graduate programme director, University of North FloridaSome students have poor working memory and a learning disability – they have a double deficit. Students with ADHD find it hard to control their behaviour and can also have poor visual working memory. Twice exceptional gifted students also often present problems such as oppositional behaviours. What do these groups have in common? What strategies work in supporting classroom learning?KS1-3 Levels 1-3 SL38

Addressing trauma in childhood and understanding children’s mental health needsAqualma Murray, independent empowerment speaker and trainerThis session on mental health issues will focus on trauma, self-harm and mental health. Participants will gain skills in working with childhood trauma and mental health issues, and learn how to support and assist children and young people with overcoming trauma and addressing mental health needs. The tools used will be shared from a professional and personal perspective. KS2-3 Levels 1-3 SL39

Whole school SEN provision Pat Bullen, SEND consultant, PMB Education LtdThis session will enable delegates to focus on the implications for schools, academies and local authorities in planning and delivering whole school inclusive SEN arrangements, including opportunities to consider “wider outcomes” as described in the SEND Code of Practice: 0-25 and Ofsted framework.All key stages Levels 1-3 SL40

SEND in the early years: improving outcomes through workforce development Alex Grady, education development officer, nasenTo increase access and improve outcomes for children in the early years with SEND, it is crucial to develop the skills of the whole workforce, in schools, nurseries, playgroups and childminders. In this session, Alex looks at how to improve practice.EYFS and KS1 Levels 1-3 SL41

Sensory processing and the autistic spectrumAlan Heath, education consultant, Learning Solutions Auditory, visual and vestibular processing challenges are widespread. This seminar will explore and explain the sensory processing challenges underpinning many autistic behaviours and “stimming” activities, and offer practical programmes to help develop sensory processing and integration skills. These can help areas as diverse as listening and language, sleep patterns and continence.EYFS, KS1-2 Levels 1-3 SL42

“In this 25th anniversary year of the Tes SEN Show, the largest event of its kind in Europe, I’m thrilled to be working with the Tes team to bring you a seminar programme we can celebrate. I’ve been involved with the show for more than 16 years and I’m excited by all that’s new for 2017”  BEVERLEY WALTERS HEAD OF CONTENT, TES SEN SHOW

6–7 October 2017Business Design Centre, London

Join us at the UK’s largest special educational needs show, for two days of ideas, inspiration, networking and innovation, to bring learning alive for pupils with SEN.

Get your free ticket at tessenshow.co.uk

Empowering the SEN communityJoin the conversation @SENshowUK #tesSENshow

Early Bird seminar discount ends 31st July - just £12 + VAT