Register for our FREE webinars to help improve outcomes for pupils with SEND
Register for our FREE SEND webinars with Dale Pickles, B Squared’s Managing Director and host of the SENDcast. This term’s series offers valuable insights for Teachers, SENCOs, Senior Leaders, and Governors – all designed to help improve outcomes for pupils with SEND.
How to use our SEMH framework – 23rd September 2025, 4pm
What is Good Progress for pupils with SEND? – 7th October 2025, 4pm
Governors and SEND Data: Part 1 (Guide for Senior Leaders) – 18th November 2025, 4pm
Governors and SEND Data: Part 2 (Guide for Governors) – 25th November 2025, 4pm
How to use our SEMH framework – 23rd September 2025, 4pm
The impact of Social, Emotional and Mental Health needs in schools is huge – and it’s growing every year! We’ve developed a brand new SEMH assessment framework to help identify and support students struggling with behaviour, attendance, and emotional wellbeing. This webinar introduces the framework and explains how it can be used to support pupils’ SEMH needs.
Dale is joined by SEMH expert Richard Daniel Curtis, CEO of The Association for Mental Health in Education and consultant on the framework’s development. They will cover how to:
- Profile SEMH needs from birth to age 15.
- Use our SEMH assessment framework alongside existing frameworks to identify students’ specific strengths and needs.
- Plan targeted support.
- Track meaningful steps of progress.
What is Good Progress for pupils with SEND? – 7th October 2025, 4pm
Everyone talks about it, but when it comes to pupils with SEND, the usual rules don’t work. So what does good progress actually look like? Spoiler: it’s not just about numbers on a spreadsheet. Ofsted expect schools to be able to show progress from each pupil’s individual starting point – but that doesn’t mean endless graphs or complicated systems. In this webinar, we’ll share ways to look at progress more holistically, using the right data (without drowning in it), recognising engagement, and telling the story of each pupil.
Watch nowExplore what good progress looks like for children and young people with SEND, in both mainstream and special school settings:
- What Ofsted actually says about progress (and the myths we can stop worrying about).
- Why data should be a conversation starter, not the final word.
- How to balance academic outcomes with wider achievements – EHCP outcomes, Preparing for Adulthood and more.
- How to recognise and evidence progress that doesn’t follow a straight line.
- Practical ways to feel confident in your decisions and explain them to others.
Governors and SEND Data
Part 1: Senior Leaders’ Guide – What data should you share with governors – 18th November 2025, 4pm
Part 2: Governors’ Guide – Understanding data for pupils with SEND – 25th November 2025, 4pm
Progress looks different for pupils with SEND, and traditional charts and ways of judging progress can be misleading. The new Ofsted framework is clear: schools need to show how pupils are progressing from their individual starting points and to demonstrate that data is used meaningfully, not just collected.
Part 1 focuses on creating clear, purposeful reports that meet Ofsted’s expectations, help governors ask the right questions, and still reflect the complexity and individuality of SEND progress. Part 2 gives governors the tools to understand the data they’re shown, so they can confidently challenge and support school leaders – judging progress fairly and meaningfully, without being overwhelmed by spreadsheets.
This session is for school leaders and SENCOs who prepare and present progress data. Drawing on the latest thinking around analysing data and target setting. It covers:
- What data do you have, is there enough to drive conversations.
- Why traditional “expected progress” formulas don’t work for pupils with SEND.
- The different ways progress can be shown (linear, non-linear, engagement) and why all matter.
- How to avoid meaningless or inflated targets and instead focus on data that drives provision.
- The importance of triangulation – using teacher judgement, context and evidence alongside numbers.
- Having the right data (progress from starting point, not just below ARE!) to drive the conversation around progress for pupils with SEND.
- Practical ways to keep it simple so governors can engage in meaningful discussions rather than get lost in spreadsheets.
This session is aimed directly at school governors.
It covers:
- What “good progress” looks like when every pupil starts from a different point.
- Why low numbers don’t always mean bad progress – and why context matters.
- The risks of relying on targets or national datasets, and what to look for instead.
- How to balance numbers with professional judgement, pupil voice and wider outcomes.
- Why governors should expect data to be presented in a clear, accessible way – not handed a big spreadsheet to decode themselves.
- Key questions governors can ask to hold leaders to account without falling into data traps.
- What Ofsted actually expects (hint: it’s about how the school uses its data, not about the graphs themselves).
