ASN Conference

We have two exciting keynotes, a pre-recorded message to delegates from Jenny Gilruth and workshops to choose from. 

Our day will open with a keynote from Charlotte Raby who will present on the theme "Story Talk: Making language together and creating inclusive education".  (More details below.)

This will be followed by two sessions of workshops: 

• Sensory circuits
• Whole school nurturing approaches
• FASD and improving attendance/attainment

There are more details about each below.  We are inviting you to select the two you most want to attend.  

The day will be rounded off by a keynote from Jorik Mol.  Jorik describes himself as ‘professionally autistic’ and will speak on the theme “Empathically Autistic - Against Behavioural Normativity and Systems of Control in Primary Education”.  (More details below.)

Costs:

AHDS Members - £65+VAT
Non-Members - £155+VAT

New member offer - Join AHDS and receive a free place at this conference. To be eligible for this offer, book your place at this conference here and complete your membership application within a week to get a free place. Invoices will be sent at the non-member rate if a completed membership application isn't received within a week. 

Timings for the day

We will start at 9am, finish at around 3pm and you will get coffee breaks as well as a sit-down hot lunch! 

Keynote 1: Charlotte Raby "Story talk: Making language together and creating inclusive education"

If we are serious about giving all children access to education regardless of their starting points, then we must interrogate what we are doing to make this possible. How do our learning environments, curriculum and teaching meet the needs of all the children we teach? 
This keynote explores the research that exhorts us to:
•    Assume competence in all our learners
•    Create low arousal learning environments 
•    Prioritise, routines, connection and nurturing relationships 
•    Understand that literacy and emotional regulation are contingent on language
•    Implement a well-constructed curriculum 
•    Use interaction techniques to teach language 
•    Ensure our most vulnerable learners are taught by our most expert staff
We cannot be child-led if the children cannot communicate with us. Come to hear the research but stay for the practical advice on developing language using wordless books, creating inclusive neurodiverse affirming practices and understanding what high-quality interactions look like so that your curriculum is purposeful and effective.

Charlotte Raby

To meet the complex needs of children we need to build consensus around the idea of the ‘least dangerous assumption’ (Anne Donnallan) and presume competence of all young people to learn.

Charlotte isa teacher, author, series editor, researcher and early reading expert who has worked for the past thirty years with schools, publishers and the DfE to ensure that children regardless of their starting points are taught to read and given access to reading. She believes that reading begins with language, and a love of reading can only grow when language, reading skills, and reading for pleasure are all equally attended to. But our most vulnerable learners are the most likely to miss out on one of more of these.

Through developing the award-winning SEND strand of the Little Wandle reading programme and the English Hubs programme ‘Reading Ambition for All’, Charlotte has engaged with research and disability charities. And the message is clear, the most powerful tool we have to stop inequality is to give children access to language and to teach reading.

Charlotte firmly believes that teaching children to read and nurturing a love of reading is the most powerful action anyone can make towards a better world and a better future for every child.

Keynote 2:  Jorik Mol "Empathically Autistic - Against Behavioural Normativity and Systems of Control in Primary Education"

What does the term ‘inclusive’ mean? Or 'normal'? How do we work in a system that at once states that everyone's needs are different yet requires all to conform to behavioural standards that seriously harm those who don't? Autistic students, parents and staff don’t fit any of the stereotypes we have learned to attach to a group of people that evades definition. What does it mean to lead with empathy, when all we do is put out fires? Should we use our gut instinct? What problems may arise when we do?

Jorik Mol (he/him) is an actually autistic writer, educator and neurodiversity and LGBTQ+ activist. In his recent books Breaking the Boundaries (Lived Places Publishing, 2025) and Feeling Fast and Slow (Jessica Kingsley Publishing, 2026), Jorik takes on the pervasive misunderstandings around who we are, the problems with empathy and the continuing underemployment and reduced life chances for neurodivergent people in the 21st century.

Jorik believes in connecting with audiences through humour, candour and a bit of pizzazz. For learning, the heart is just as vital as the brain. Jorik is, like Dinah Murray, a ‘productive irritant’, heart-on-sleeve, expressing challenging opinions. He wants to challenge systemic thinking, fuel creative problem-solving and put every child first. Even beyond his opinions, Jorik has Tourette's, so this keynote won't be for the faint-hearted or swear-phobic. Be nice though, he is aiming to lose weight this summer to fit back into his suit, because he wanted to look pretty for all of you. And you deserve no less.

Workshop Choices

1 - Power Up to Calm Down! An introduction to Sensory Circuits - Gail Burns, D&G 

In this session, we explore how sensory circuits support pupils with ASN by helping regulate their emotions and behaviour through structured movement.

1. Understanding the Theory:         
We will learn that every brain processes sensory input differently. Some pupils feel overwhelmed, restless, or under-stimulated. Sensory circuits use purposeful movement to "power up" (increase alertness), organise the body, and calm down – helping pupils feel ready to focus and learn.

2. Planning Sensory Circuit Sessions:
A well-balanced sensory circuit includes three parts:
- Alerting (e.g., jumping, skipping)
- Organising (e.g., balancing, crawling)
- Calming (e.g., deep breathing, stretching)

3. Learning Together Through Practice:

We will finish by setting up sensory sessions, trying activities ourselves, modelling how pupils can engage with sensory circuits. 

2 - Whole School Nurturing Approaches - Margot MacAlister, HT of St Francis’ RC Primary School

The aim of this session is to share easy to implement universal strategies for class and whole school nurturing approaches.

Margot will also examine assessment tools to support monitoring and evaluation of impact on learning and achievement, and wellbeing of all learners.

‘Each of us have the power and responsibility to become a rainbow in the clouds’
Maya Angelou

This session will be delivered by Margot MacAlister, a Nurture Ambassador with qualifications from Nurture UK and Nurture International.  Margot has led her school to achieve the Marjory Boxall Nurture Group Award.

3 - Why do I need to know about FASD if I want to raise attainment and improve attendance? - Paula Gilhooly and Amy Smith from Adoption UK.

This session will explore the definition of Fetal Alcohol Syndrome Disorder (FASD), its prevalence and its impact on child development.

The presenters will go on to help us understand what implications this has for school leaders and their teams – including examining how some school policies or approaches can escalate a child’s symptoms and, crucially, how FASD informed practices can positively impact the behaviour, attendance and attainment of all learners.

12 September 2025 - Cumbernauld

AHDS Members: £65 + VAT • Non Members: £155 + VAT