Not all children who present dysregulated behaviour have additional needs or SEN, but many do - sometimes undiagnosed. This session will consider the following:
- The importance of strong relationships between adults and pupils.
- The importance of clearly taught, predictable and consistent routines and expectations.
- How classroom environments impact on behaviour for learning.
- The explicit teaching of learning behaviours.
- The importance of adaptive practice to support pupils' learning.

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."

This course is designed for Headteachers and SENDcos and can be accessed as part of the Leading on SEND package or as a stand-alone course.

A positive culture for learning has to be in place for ALL children to thrive and achieve their full potential. This course will consider the importance of establishing positive, trusting relationships between adults and pupils and the impact this can have on wellbeing and learning. It will also look at the importance of consistent, predictable expectations and routines throughout the school, as well as the benefits of explicitly teaching behaviours for learning.

Learning environment and quality of teaching also impact on behaviour so these will also be considered within the session, with practical examples for all of the above being given.