This course will consider what is meant by ordinarily available provision/universal offer.
- It will examine what is meant by 'high quality teaching' including:
- The importance of formative assessment and knowing children's starting points
- Knowing children's barriers to learning, whilst being aware of cognitive similarities
- How to make lessons accessible by design
- Key pedagogical strategies which underpin high quality teaching
- The importance of scaffolding

Schools are facing the increasing challenge of providing inclusive education for a growing number of children with SEND. Budgets are tight and services are stretched, so how can we make sure our classrooms and learning opportunities are as inclusive as possible?

"Pupils with SEND have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school…. This means understanding the individual pupils and weaving specific approached into everyday, high quality classroom teaching - being inclusive by design, not as an afterthought." Professor Becky Francis EEF.

The discussion paper from Steplab, "Inclusive Teaching - Securing Strong Educational Experiences and Outcomes for All Students" highlights five guiding principles designed to reframe our approach to everyday classroom practice. " These principles - which represent a shift from individualism to inclusion - offer a coherent, classroom-based suite of strategies to improve educational experiences and outcomes for all students, especially those with SEND."

This course will examine practical strategies for removing barriers to learning and developing inclusive high quality teaching throughout the school. It can be accessed as part of the Leading on SEND package or as a stand alone course. Please note, the course takes place over two half days to support cognitive load.

"It has been helpful listening to, and speaking with, experts and other SENCOs with regards to adapting practice in school to ensure we are meeting the needs of our SEND children."

"It has been very useful to be shown evidence-based research underpinned by pedagogical theory which has been proven to have a positive impact in schools.

I have also found it useful to be shown resources linked to both improving my own subject knowledge and improving provision across school." - Lancashire SENDcos