Communication, Language, and Literacy are essential for early language development.
This course will consider the importance of:
• Developing phonological awareness; use of quality texts and vocabulary exposure to develop language acquisition.
. EAL or SEN? Language barrier or learning need? How to determine if an EAL learner has special needs and provide necessary support. Based on the 'EAL? SEN and EAL? Steps to Determine Need Tool.
. The Graduated Response - A Practical Example from a Lancashire School.

Schools are facing the increasing challenge of providing inclusive education for a growing number of children with SEND. How can we make sure our schools, classrooms and learning opportunities are as inclusive as possible?

The SEND Code of Practice 6.12 says, " All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum."

This full day's course is Day 2 of the Leading on SEND Package but can also be accessed as a stand-alone course.

This course will examine the importance of the school's universal offer in developing early language for reading. It will also consider how to identify whether reading challenges are due to EAL, SEND or both.

In addition to this, a leading SENDco and SPP SEND Consultant will share how her school successfully navigates The Graduated Response with clear advice and practical guidance.