# data[].attributes.body
Go beyond the labels! All PP students are not the same, all people with autism all not the same. working class white boys are not the same.

# data[].attributes.headline
Need to look at how we currently attract student voice - do current surveys need to be adjusted to get a better picture of their lived experience

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Need to look at how we currently attract student voice - do current surveys need to be adjusted to get a better picture of their lived experience

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Work with boys

Student Voice - inclusion / T&L

SEND CPD - key strategies

Inclusive curriculum - explore vocational options (links with Uxbridge College)

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LSAs were also in our team!

Key Note speeches

Session about boys - it is fantastic to do something about it. Its been an issue since the 1980s, more opportunity to do more work around it.

Concern about boundaries when exploring constructive dialogue with boys.

Parents need to be involved, it is very complex when it comes to boys. There is intersectionality when it comes to dealing with boys, race, culture, class etc. We need to understand what we can say to the boy and what we can't.

Workshops needed with fathers and male role models.

It is really common to have at least one autistic child in our classes, it was good to think about the language we use.

Workshops

Boys - language that's being used. Thinking about settings for things to happen. What does maximising strategic partnership look like for Vyners.

Avoid negative framing, being positive with the boys.

Unconcisous bias - being aware of how it impacts on your judgements.

Avoding labels based on bias.

Don't pick on individual students if what they are doing is not impac ting on their learning. Leave them in their own world and teach them.

Technology workshop - how to effectively use AI and Gemini to get feedback, use of notebook LM. How to put something into student accessible form. Really interesting.

Documents can turn into a reader friendly version with overlays for dyslexic students for example.

Brain group - 4 different types of students. As a department we can come up with an action plan, if we have this type of student we do certain actions. Differnt approaches to T&L and assess impact.

Boys work shop - Physical, social and legal. Legal rules - how it relates to what the expectations are at home and how this impacts on boys.

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Barriers to inclusivity

Time

Class size

huge variation in need within each class

curriculum - too much to teach!

Space

Access arrangements - surely all these students need extra time in exams they need extra time in class

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How the ado brain works over time - good presentation, informative, repetition learning essential but question mark about link to belonging. Learnt a lot.

Jude - autism - interesting but did we learn anything new? Hoping for more suggestions but it was just a starting point. Would like some case studies to work on and discuss. Good discussion about lighting and displays.

In terms of the keynote speaking, Jude was less engaging in the bigger space than someone like Jeremy might have been.

AI Google tips were really interesting but it was info overload. Needs further exploring. Adam Youens was in there and is keen to develop further and we are all backing this.

Concern about how we were allocated the workshops as feel some could have been more useful.

Cultural Bias - very interesting but some wondered how applicable it might be. Could have been more useful for SLT and those in management roles.

Keen to explore boys' behaviour to a greater depth but it needs to be a whole school, holistic approach.... sometimes we don't know the full story on students

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How do we build strategies to promote more happiness and sense of calm in students (and staff?) so that they can regulate emotions better to enhance learning?

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How do we build strategies to promote more happiness and sense of calm in students (and staff?) so that they can regulate emotions better to enhance learning?

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Trust is key - both inter and intra staff and students. The SEND information is key - we get some really important information that we need to use to inform our teaching

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Educating staff about current trends that young males are engaging with so we can better counteract them.

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Autism talk enabled us to think about how different people learn differently - the breadth of difference in how people work

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Autism talk enabled us to think about how different people learn differently - the breadth of difference in how people work

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Do we need a policy/guidance to support Autistic students? 

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Do we need a policy/guidance to support Autistic students? 

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What is the science around the development of the male teenage brain ?  We need to understand it - then do we need to share some of this with students

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What is the science around the development of the male teenage brain ?  We need to understand it - then do we need to share some of this with students

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Trauma informed learning will help to understand what strategies to use for fight/flight situations.

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Trauma informed learning will help to understand what strategies to use for fight/flight situations.

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How do we help teachers to become more emotionally intelligent? How do we become more emotionally responsive? This has a big impact on learning. 

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How do we help teachers to become more emotionally intelligent? How do we become more emotionally responsive? This has a big impact on learning. 

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Children who experience trauma have smaller brains - we don't necessarily know everything - so we need to really focus on this in terms of cognitive loads

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Jeremy Duggan jones - can we have him in as a speaker ?  Talk on neuroscience and belonging was really good

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Jeremy Duggan jones - can we have him in as a speaker ?  Talk on neuroscience and belonging was really good

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Importance of taking a beat to check our unconscious bias

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Importance of taking a beat to check our unconscious bias

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Young men / boys - if it's just males talking to the boys, is this self perpetuating? How can we include different speakers for these students? Different role models. Who are they more likely to listen to? Alumni - recent graduates? Sixth formers?

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Life skills

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AI can be used to make lessons more user-friendly - they can access this (via Notebook LM etc) to make this more user-friendly.

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Parent influence and buy in

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Teacher and LSA relationships. How do we go about building those links again to support them. Go back to this. 

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Teacher and LSA relationships. How do we go about building those links again to support them. Go back to this. 

# data[].attributes.headline
Need more time for sharing of expertise across the school.  LSAs build a really good picture of a student across the whole curriculum -  how can we access this ?

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Need more time for sharing of expertise across the school.  LSAs build a really good picture of a student across the whole curriculum -  how can we access this ?

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How do we make real time to plan for and resources towards inclusion really count?

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How do we make real time to plan for and resources towards inclusion really count?

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having the opportunity to build 'cultural intelligence'

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having the opportunity to build 'cultural intelligence'

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If we focus all of the inclusivity work on SEN, PP, protected characteristics, what about our working class white males? Do they feel included now? Is this fully inclusive?

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Sometimes different sessions provide contradictory information which demonstrates how hard it is to implement everything into a mainstream 

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Sometimes different sessions provide contradictory information which demonstrates how hard it is to implement everything into a mainstream 

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Consider curriculum options fo some of our students, where GCSEs are difficult to access

Create more bespoke approaches, are consider the impact this may have on other students - e.g stimming on deaf students

Developing cultural intellegence and how this differs from cultural knowledge - knowing about it doesn't mean you are able to cater for their needs.

Scaffolding communication - verbal, drectional, written, repeated

Unconscious bias - e.g boys will be boys - what are they thinking and how can we engage with them

Challenge bias - students will live up to the bias

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Some of the theories and ideas were actually contradictory - we need to negotiate this for what is best for our students

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Audit of what core knowledge children have - how competant are they at computer use, calculator use etc

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Audit of what core knowledge children have - how competant are they at computer use, calculator use etc

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For all staff, we would value the opportunity to revist the key messages and build our take-aways into habits

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For all staff, we would value the opportunity to revist the key messages and build our take-aways into habits

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The importance of nuance and bias and how we manage our own bias (conscious and/or unconscious bias).

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The importance of nuance and bias and how we manage our own bias (conscious and/or unconscious bias).

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How does AI fit into it? Can we positively utilise this? Can we use it to help with individual students? (but how safe is this?)

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Mutual respect

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Key points for us to reflect on each day:

1. I like my students

2. I train myself to see them

3. Do they invite me to teach them - is there trust

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Techniques on how best to use ' think pair share' - what this looks like in the human brain and how it can be more efficient

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Techniques on how best to use ' think pair share' - what this looks like in the human brain and how it can be more efficient

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Upskill staff - lots of us are not trained in full SEN teaching - need time for CPD - long term strategy

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The Boys workshop makes us think more carefully about how we speak to  boys

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The Boys workshop makes us think more carefully about how we speak to  boys

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We need to better understand how the child in the room perceives the environment and how important student perception of themselves and each other is. We need to see through their lens- which is so varied every time.

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We need to better understand how the child in the room perceives the environment and how important student perception of themselves and each other is. We need to see through their lens- which is so varied every time.

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What does it mean to be a fully inclusive school?

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Every child should be supported through routines - strategies like Think - Pair - Share make this clear

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Working memory - impulsive , distracted, one that wouldn't change, daydreamer - is there the opportunity to explore this further and come up with specific strategies for these students at Vyners? E.g. meditation. Bells for attention / chimes?

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The way we do things is not conducive to students with certain individual needs (e.g. it's too noisy, too busy etc etc)

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some support staff who are non-student facing commented that they found the day interesting but couldn't pinpoint a practical take-away

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some support staff who are non-student facing commented that they found the day interesting but couldn't pinpoint a practical take-away

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Psychology session - how emotion of the student can impact the educational outcome.  How do we get children comfortable with being more uncomfortable

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Psychology session - how emotion of the student can impact the educational outcome.  How do we get children comfortable with being more uncomfortable

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Secret signals - those with autism having a signal to the teacher for them to know that child needs something i.e. 5 min pass, answer a question, help

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A lot more educational apps coming out from Google, how do we bring these on boards at VNS

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A lot more educational apps coming out from Google, how do we bring these on boards at VNS

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More collaboration and sharing of about children. 

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More collaboration and sharing of about children. 

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We need to relate research to classroom practice. To do this we need time.

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Chromebook session - lots of great takeaways ?  IT keen to start training staff on timesaving activities.  Needs some PD time allocating

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Chromebook session - lots of great takeaways ?  IT keen to start training staff on timesaving activities.  Needs some PD time allocating

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Alternative Provision - how can we provide this for our students. 

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Alternative Provision - how can we provide this for our students. 

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expectations of what they remember is important

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expectations of what they remember is important

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We're trying to override herd mentality with cognitive focus - this is a challenge scientifically for educators

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Is it about outcomes or about the individual themselves

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Finding time to read the team's emotions and to find space to connect with each other - other members of staff

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Finding time to read the team's emotions and to find space to connect with each other - other members of staff

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We want to know more about how students camouflage and what signs to pick up on.

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We want to know more about how students camouflage and what signs to pick up on.

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Van der spoel talked about learning organisation - how do we teach these skills to children ?  Are they being taught early enough - currently only year 11 ?

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Van der spoel talked about learning organisation - how do we teach these skills to children ?  Are they being taught early enough - currently only year 11 ?

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How do we integrate strategic selection within the umberella of inclusion?

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Making links between practical based subjects

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Making links between practical based subjects

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Look at the provision within school for students who do not fit within the standard school curriculum. Alternative vocational qualifications. 

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Look at the provision within school for students who do not fit within the standard school curriculum. Alternative vocational qualifications. 

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The VLT language project prompts us to think more purposefully about our choice of language.

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The VLT language project prompts us to think more purposefully about our choice of language.

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Empathy is so important for students with autism; it's not their choice and students can't control how they respond to sudden change. We need to consider the impact of any changes we make- however small they might feel.

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Empathy is so important for students with autism; it's not their choice and students can't control how they respond to sudden change. We need to consider the impact of any changes we make- however small they might feel.

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In the real world, there are no age-related expectations: if you judge a fish by how well it can climb a tree... metrics need to be really considered

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The value of reflective time - we usually don't allocate enough thinking time.

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The value of reflective time - we usually don't allocate enough thinking time.

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Best ideas happen when you are not thinking about anything

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Riddle session - pitched well - different areas of the brain working at different times on different things - allowing time for the brain to make the connections

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Students will prioritise other aspects over their learning - we need to plan for this by considering neural plasticity.

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Not telling boys they're wrong, but listening and taking on board their perspective

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Not telling boys they're wrong, but listening and taking on board their perspective

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focus on accessibility for assessments. 

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focus on accessibility for assessments. 

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Consider changes to behaviour policy - if everyone is not the same, we need to tailor detentions accordingly.

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Consider changes to behaviour policy - if everyone is not the same, we need to tailor detentions accordingly.

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Can we revist what they do in detention ?

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Impacts of external stimuli - which parts of the brain take on the external environment (it's natural for us to get distracted by external influences and adapt)

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Bring more personalised learning into the school that looks at reducing content and supports skills. 

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Bring more personalised learning into the school that looks at reducing content and supports skills. 

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Must make meaningful connections between what you are learning

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Opportunities for more collaboration between teams 

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Opportunities for more collaboration between teams 

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Repetition is key to inclusive teaching - no distractions - not too much at once (cognitive overload)

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Rephrase how we challenge boys' behaviour and consider their background.

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Rephrase how we challenge boys' behaviour and consider their background.

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workshop on unsconscious bias - can we repeat the starter activity with our whole school ?  Brought out uncconscious biases that the learner didn't realise they had ?

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workshop on unsconscious bias - can we repeat the starter activity with our whole school ?  Brought out uncconscious biases that the learner didn't realise they had ?

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Students want to make connections - we need to ensure that we are building those relationships (especially those who are quietly struggling)

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Conference brought colleagues together

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Understanding the students' perspective by using student voice more regularly and effectively. All student groups to be listened to - ages & stages. Random selection.

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How students and staff can use Gemini AI - look into this as a resource

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Add ons to Google chrome

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The theory has been good, now we need to apply it to our context. 

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The theory has been good, now we need to apply it to our context. 

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We feel more curious to learn more about what strategies are going to work with boys and men in our school.

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We feel more curious to learn more about what strategies are going to work with boys and men in our school.

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Emotion - how students come with different emotions and experiences; how that impacts their learning is important

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More communication around the inclusive language we should be using in schools. 

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More communication around the inclusive language we should be using in schools. 

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Learning changes your brain - how to we ensure all students are making progress relevant to them

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we have people in school who have experience of neurodiversity - do we need to bring them to the forefront of our discussion ?  

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we have people in school who have experience of neurodiversity - do we need to bring them to the forefront of our discussion ?  

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The privilege of being an educator: the power of belonging through our facilitation as educators

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Jeremy was a great speaker - we should talk invite him to Vyners for CPD