Can we revist what they do in detention ?

1. I like my students

2. I train myself to see them

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

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

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

• 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

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.