• Gain an update on national SEND policy reform, funding, and accountability measures 
• Understand government priorities for building a sustainable SEND system and improving outcomes for children and young people with additional needs
• Questions and answers

• Questions and answers

• What are the current issues impacting the SEND system, and what immediate steps can the sector take to address them? 
• Identifying and overcoming the barriers to ensure provision is truly inclusive and accessible for all learners 
• How can educational settings work closely with external stakeholders, services and agencies to tackle sector-wide challenges? 
• Highlighting and utilising the success and positive outcomes we are seeing in the space 
• Questions and answers

Karen Pilling, Deputy Head & SENCo, Chapel Street Community Primary School 

• Understand how Ofsted's proposed reforms aim to evaluate inclusion as a core pillar across all inspection areas 
• Gain an overview of the proposed inclusion-specific judgment and what it means for schools, MATs, and local authorities 
• Discuss how the sector can shape Ofsted's evolving approach through active consultation and what to expect from the rollout of the new framework and report cards 

• Embedding specialist expertise within mainstream classrooms to support diverse learner needs 
• Strategic approaches to funding, staffing, and sustaining resource provisions in the long-term 
• Innovative inclusion models that offer the right balance between tailored interventions and whole-school access 
• Overcoming common barriers to scaling provision in both primary and secondary contexts 

Elizabeth Murray, SEND Director for Supporting Education Group 

Sam Strickland, Principal, The Duston School 

• How can alternative provision be designed and delivered to provide high-quality education and life chances 
• What strategies and partnerships best support smooth transitions between mainstream schools, PRUs, and specialist settings? 
• How can early intervention and multi-agency collaboration reduce exclusions and address complex needs before they escalate? 
• Questions and answers 

• Understanding the link between behaviour, trauma, and unmet SEND needs 
• Developing whole-school, trauma-informed approaches to behaviour and regulation 
• Supporting staff confidence and consistency in managing complex needs 
• Sharing evidence-based interventions and successful case studies 
• Questions and answers

Maxine O'Neill, Headteacher, Hope School 

• An introduction to the new SEND Scrutiny Toolkit, supporting councils to evaluate and improve SEND strategy and delivery 
• Questions and answers 

• How are local authorities developing and implementing impactful SEND strategies? 
• How are LAs improving the quality and consistency of EHCPs across boroughs? 
• What does effective multi-agency working look like in practice? 
• Questions and answers

Graeme Routledge, School Improvement Advisor (Inclusion and SEND), City of Doncaster Council