GDBE SENCO Network 23/24
In partnership with the GDBE, The Howard Partnership Trust and their team of SEN specialists lead this network engaging professional dialogue and collegial support for SENDCos, Inclusion Leaders and Managers.
- Each network includes a continuing development training focus.
- Current national, regional and local updates and agendas
- Opportunity for peer-to-peer support and contact.
Intended Audience - SENCOs, Inclusion Leaders and Managers - SEND teams are also welcome to attend.
All individual places must be booked online in advance of the session dates - this is not a drop in network.
Network materials and resources can be downloaded after the session via our gdbe-elevate.org platform as part of each online booking.
Network booking enquiries: please contact our services manager by email email@example.com
Intended Audience - SENCOs, Inclusion Leaders and Managers
Universal £0 (£0 inc VAT)
GDBE elevate CORE Free
Lead Practitioner for SEND, The Howard Partnership Trust BSc (Hons), NPQSL, NASENCO
Areas of expertise/special interest
Education, Special Educational Needs
Network Lead Profile
Beth’s passion for SEND started from an early stage in her career. Whilst studying Psychology at Bournemouth University, she worked for MENCP supporting children and adult with complex needs to access the curriculum, before going on to study to become a teacher. Before joining the Howard Partnership trust, she was Director of Inclusion in a large, diverse primary school where she also demonstrates outstanding classroom practise in her years 5 and 6 classrooms.
As Director of Inclusion, she embedded several SEND initiative, including alternative provisions, British Sign Language and whole school visual strategies to name but a few. In addition to her own teaching role, she led an inclusion team – both within school and through external agencies to tailor the support for SEND children throughout the school. Resulting in between 25% and 30% of their SEND children leaving year 6 at age expectation in one or more of the core areas, and 80%-85% leaving at working towards their year group standards.
During her time as Director of Inclusion she also acted as interim SENCo for another school in her trust for a year and half, leading on their whole school SEND practise and their designated unit for Autism. This is her first year stepping out of the classroom and is now working on a trust wide level to share her expertise on supporting SEND children.