This package offers Headteachers and SENDcos opportunities to:
• Understand 'ordinarily available provision'.
• Focus on effective provision for typical challenges in mainstream schools.
• Audit current provision.
• Identify areas for action.
Schools face increasing challenges in providing inclusive education for children with SEND. With tight budgets and stretched services, how can we ensure our classrooms are as inclusive as possible?
The EEF guidance report on Special Educational Needs in a Mainstream Setting highlights: "An inclusive school removes barriers to learning and participation, provides education suited to pupils’ needs, and promotes high standards and potential fulfilment for all pupils. Schools should:
• Promote positive relationships, engagement, and wellbeing for all pupils.
• Ensure all pupils access the best possible teaching.
• Adopt a proactive approach to behaviour, as described in the EEF’s Improving Behaviour in Schools guidance report."
This training package focuses on 'ordinarily available provision' and key challenges faced by mainstream schools. It includes three full days of training over a year at a discounted rate. The first two days are for all delegates, followed by two elective sessions. Additional sessions are available at £50 for schools in the Leading on SEND package.
It is recommended that Headteachers and SENDcos attend together for impactful reflection, discussion, and action planning. The cost is discounted to £950 per school for both to attend.
Sessions outline good practices and effective models, and signpost further training opportunities. The sessions are as follows:
Day 1 - High Quality Teaching for Children with SEND - All Delegates - 8.10.25 "Pupils with SEND need excellent teaching and provision that supports achievement and enjoyment at school. This means understanding individual needs and integrating specific approaches into everyday teaching - being inclusive by design, not as an afterthought." - Professor Becky Francis, EEF.
Focus:
• Understanding individual pupil needs.
• Key pedagogical strategies for high-quality teaching.
• Effective adaptive practice.
• Practical considerations for SEND in mainstream classrooms.
Steph Johnson, Teaching and Learning Consultant.
Day 2 - Language Development, Early Reading, and the Graduated Response - All Delegates - 22.10.25 Communication, Language, and Literacy are essential for early language development.
Focus:
• Phonological Awareness, 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 Toolkit'.
Focus:
• Strategies for assessing EAL learners.
Caroline Yabantu, Primary English Team, and Izabela Zalewska-Ratajczak, Equality and Diversity Team.
The Graduated Response - A Practical Example from a Lancashire School.
Helen Mansfield, SENDCO at Burnley Heasandford and SEND Consultant for Lancashire Monitoring and Intervention Team.
Two further half-day sessions can be chosen from:
• Neurodivergent Learners - 13.11.25
• SEND in EYFS - 13.01.26
• Impact of SEND on Behaviour for Learning - 27.01.26
• Adapting Maths Mastery for Pupils with SEND - 11.02.26
• Language and Communication Needs - 3.03.26
• Getting Writing Right - 20.04.26
• Children with ACES - 4.06.26
Additional sessions are available at £50 per session per school (two places per school).