On 26th March 2025 at 7.00 pm Rebecca Thompson presented on The Early identification of Maths difficulties, their Impact across the Curriculum and Tailored Support at KS1-KS3. This was a very practical session and discussion continued online.
Autumn 2024 Using the new online edition of the SPaRCS Test with Rebecca Good from Education Elephant. ( This Test is a group or individual standardised test to quickly measure spelling, processing speed and reading fluency skills of students, aged 13 to 18, now with the addition of Maths Fluency and Working Memory) The session was kept open open after the talk to enable group chat.
Summer 2024 ‘Developmental Language Disorder DLD’ A stimulating practical presentation from Hampshire Specialist teacher Advisory Team Specialist Speech and Language Therapists. Helen Ego and Hollie Barber, dicussed the difficulties experienced by students with DLD and modifications which may be used to assist them in the classroom or lecture setting.
Spring 2024 ‘Sensory Processing Difficulties in School Age Children‘ Javier Moreno, a very experienced Paediatric Occupational Therapist. (www.more-therapy.com) explained the sensory issues that can impact on a student’s learning and behaviour and suggested practical ways of support in the classroom. He also provided a comprehensive set of notes on this complex topic.
Autumn 2023 ‘Lexplore – a New Approach to Reading Difficulties?‘ A representative from ‘Lexplore’ demonstrated the product which uses eye tracking technology to identify reading difficulties in children and young people and can be used to monitor whole cohorts of students.
May 2023 ‘Practical Approaches to Spelling’ with Sarah Wakelin Sarah discussed : The underlying tools required for spelling and why this process breaks down, how to help our students learn and the evidence/research which supports this and practical ways to help our learners develop strategies to spell. The live Q and A and ‘handout’ were well received.
March 2023 ‘ Technology to Support Dyslexic Students’, led online by Caroline Bateman, who is well known for her experience in using both free and paid for resources with SpLD students and her lively presentation.
A live Q & A session was much appreciated by the participants and Caroline provided a summary of her ideas and sources as a ‘handout’.
June 2022 Hypermobility and Neurodiverse Conditions with Dr Jessica Eccles Clinical senior lecturer and research fellow, Brighton and Sussex Medical School
In this session, Dr Jessica Eccles explored the subject of hypermobility, explaining what it is, and how and why it is related to neurodiverse conditions. Jessica examined how we can spot symptoms in our teaching practice, and considered physical, mental and academic impacts of hypermobility affecting students inside and outside the classroom. She looked at ways in which students who are hypermobile can be supported and reflect on reasonable expectations and adjustments to be made within the classroom. Jessica shared findings from her research and the impact this is having on our knowledge and understanding of the coexistence of hypermobility and neurodiverse conditions.
For many participants opened up new areas of practical knowledge. There was informed participation in discussion, with some contributors sharing experience of tackling problems for students arising from hypermobility conditions.
March 2022 ‘A Practical Guide to Building Self-Regulation’
In this session, Sue Cowley explored the subject of self-regulation – what it is, how it develops and the role of executive function, language and metacognition. She looked at ways in which you can use co-regulation to support children to move towards self-regulation, especially where they struggle with impulse control. She examined the vital role played by challenge, trust, responsibility and agency in developing self-regulation skills, as well as the role of language and thinking skills in this area.
During the session, Sue shared lots of practical strategies that staff can use to help the children build empathy, control their impulses and become more confident about managing their emotions and their learning.
January 2022 Webinar: Fin O’Regan on ‘Supporting Children and Young Persons Who Push Back’ Participants experienced a stimulating and detailed review of the origins and practical implications of persistent angry and irritable moods in students. Fin advised on how structure and routine could help to settle youngsters and provided comprehensive summary slides and bibliogaphy.
June 2021 Webinar: Sarah Wakelin on ‘Reading for Meaning: KS2 – 4: FE and HE’ Common problems, Practical suggestions/strategies for our learners, Causal roots, Key to success, Recommendations. A stimulating and applicable session which led to an online discussion and prompted further consideration of practical strategies
March 2021
Professor Amanda Kirby led a fascinating and stimulating webinar: ‘DCD/DYSPRAXIA; STRIVE, THRIVE or SIMPLY SURVIVE IN THE CLASSROOM’ Her personal insight and expertise were much appreciated by a large group of participants
November 2020
CURIOUS ABOUT AUTISM?
DAVID BURNS MBE helped us to understand life and learning from an autistic perspective, with a humorous approach, and tackled a range of questions from participants.
David currently works with Autism Hampshire, the University of Winchester, and Brighton Medical School. He has written practical user-friendly online guides for primary and secondary classrooms to be places of inclusion. Search for ‘How to Create Autism Friendly Classrooms’
Fintan O’Regan led a lively online Question and Answer session following the distribution earlier in the week of his prerecorded video talks on the characteristics and needs of students with ADD.
Participants appreciated his expertise and humour when addressing this under recognised difficulty.
November 2019
ENGAGE, EQUIP AND ENABLE: UNDERSTANDING THE FUNDAMENTALS IN MATHS
Judy Hornigold engaged our whole group in practical table activities showing how to use concrete materials to embed mathematical knowledge and language in both the very young and older students.
This was not only inspiring – most of us had not used the kit before – but really good fun! I was please to see that the items were easy to grip and handle but also very neat and packed away into small spaces.
July 2019 at 4pm
STUDY SKILLS AT KEY STAGE 4 and 5: IDEAS AND STRATEGIES
Glynis Lavington led a thorough discussion of how to implement strategies for giving students a confident approach to their studies
What needs to be taught: a tool box of strategies for independent use. Why study skills need to be taught: to enable students to work independently and to be able to cope with transitions. How should study skills be taught: by providing an inclusive, collaborative approach through the delivery of study skills across the curriculum.
March 2019 at 4pm
AUTISM: FRIEND OR FOE ?
DARRYL MORGAN enlarged our understanding of AUTISM and how to engage and manage autistic students. Comments after this session were that many felt more optimistic about the potential for teaching students on the ASD spectrum within their establishments.
Darryl is Headteacher of The Ridgeway, a Special School in Farnham, Surrey for children 2 – 19 years with severe and profound multiple learning difficulties and is a respected SEN Lead and trainer in schools in Surrey and Hampshire.
****************************************
st November 2018 at 4pm
How CHILDHOOD TRAUMA affects learning and behaviour in children and adolescents who are in care, fostered, or adopted
Rachel Allen, trainer with Hampshire Virtual School, considered how attachment disorders due to childhood trauma affect the capacity to learn and to function in school situations. The resultant learning difficulties can mimic dyslexia and other SpLDs. What can teachers do ?
*************************************
June 2018 Twilight training 4pm to 6pm
‘HOW TO THRIVE’ developing emotional resilience in students
Speaker: Julie Newbury ‘How to Thrive’, Training Coordinator for Healthy Minds.
Healthy Minds is a national research project examining how students can be helped to develop emotional resilience and self-efficacy alongside their academic development.
To find out more about Healthy Minds work go to www.healthymindsinschools.
*******************************************
March 2018 Twilight training
Testing: Why, When And How
Update from Pearsons publishers on their Tests, particularly new editions those suitable for use by Assessors and Tutors of students with SpLD, such as WRAT 5
*********************************************
November 2017
Enhancing attention and wellbeing for SEN children using mindfulness
Speaker: Dr Bernadette Carelse
A practical session which generated much interest and was enjoyed by those who attended.
category: study skills, Hampshire CPD, learning difficulties
tags: teaching study skills
Hampshire (Basingstoke) Patoss Local Group 