This course will consider:
How phonological awareness plays an essential part of children's early language and development and how phonemic awareness, alongside quality texts and vocabulary exposure, develops children's language acquisition.
EAL? or SEN and EAL? - Language barrier or learning need or both?
The Graduated Response - a practical example. What does this look like and how can it be embedded effectively?

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?
The EEF guidance report on Special Educational Needs in a Mainstream Setting is summarised in the following:
"An inclusive school removes barriers to learning and participation, provides an education that is appropriate to pupils’ needs, and promotes high standards and the fulfilment of potential for all pupils.
Communication, Language and Literacy is an essential part of Early Language Development. This session will also focus on supporting children to become better listeners, attentive learners and fluent speakers. It will consider how phonemic awareness, alongside quality texts and vocabulary exposure, develops children's language acquisition.
'EAL or SEN? Language barrier or learning need?'
How do we know if an EAL learner has special needs? Shouldn't they be making more progress? Why don't they speak more? How can I support them? How long should I wait before I involve the SENCO?
Questions like these can be very difficult to answer. This session will be based on our 'EAL? SEN and EAL? Steps to Determine Need Toolkit' which provides a guide that will help address these questions and ensure that EAL learners in your school receive the necessary support to progress and reach their potential.
In this session participants will receive a number strategies that will enable them to carry out the necessary checks and assessments and improve their practice concerning the initial and ongoing assessment of EAL learners.
Caroline Yabantu - Primary English Team and Izabela Zalewska-Ratajczak - Stronger Community and Cohesion Team
The Graduated Response - A Practical Example
An example of how the Graduated Response is followed in a Lancashire School.
Helen Mansfield - SENDCO at Burnley Heasandford and SEND Consultant for Lancashire Monitoring and Intervention Team
This course can be accessed as part of the Leading on SEND package or as a standalone course.

"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