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This session explores how to accurately assess and narrate the steps of progress that learners with SEND make within whole class teaching.

Evelyn is 9 years old and tells us about herself and her friends at Riddings Junior School in Derbyshire.

Aimed at school leaders doing NPQs in our region, this first session of three webinars reflects on sense-making and decision-making as it relates to learners with SEND, either providing or limiting access and opportunities for learning.

In this fourth session of the series, participants explore strategies that can be implemented in the classroom to support children with speech, language and communication needs.

In the fifth session in this series of six, we explores strategies that can be implemented in the classroom to support children who consistently present with disruptive or withdrawn behaviour.

In the second session in this series of three, we explore deeper the vital role that consistent sense-making and decision-making plays in setting children and young people up for life outside and beyond school.

The implications of sensory impairment are well known to teachers of children and young people who are deaf, and/or have vision impairment (VI) and/or a multi-sensory impairment (MSI).

This webinar recording explores why it is important for all children to have access to an ambitious curriculum and how schools and colleges can ensure that their curriculum is ambitious and accessible.

In the final session in this series of six, we explore how to be a reflective classroom teacher for SEND.

In the final session in this series of three, we reflect on SEND at a strategic and executive level, in our sense-making and decision-making.

A bank of resources to support the Online networking sessions for Unit 1 -3

A SENCO talks about the benefits to her school of using the Teacher Handbook.