Practical, evidence-based CPD for the whole workforce — from classroom teachers and TAs to SENCOs and senior leaders. Every programme builds confidence, improves outcomes, and creates measurable impact you can evidence.
For too long, SEND and inclusion training has been inconsistent. Almost half of teachers say more training would help their confidence. Only one in five has had any SEND-specific training at all. The gap between policy and classroom practice is where children fall through.
The government’s SEND reform plans include high-quality training materials for every school and college, developed alongside experts. This training will reach the whole workforce — including teaching assistants and support staff who play a vital role in supporting inclusion every day. For experienced teachers and leaders, this represents a marked shift: while existing training supports those new to the workforce, there is a clear gap for those in-post looking to build their skills further. Our CPD fills exactly that gap.
Each workshop is delivered flexibly to slot into teachers’ busy schedules, promoting practical skills about how to make education more inclusive — and how targeted support can ensure every student reaches their full potential.
From awareness to adaptive practice. Understanding neurodivergent profiles (autism, ADHD, dyslexia, dyspraxia, DLD), strengths-based approaches, practical classroom strategies for sensory needs, communication, and executive function.
Moving beyond crisis management. SEMH as a bio-psycho-social construct, the link between trauma and behaviour, whole-school approaches to emotional regulation, co-regulation strategies, and building a wellbeing-informed classroom.
A relational, trauma-informed approach to behaviour that reduces exclusions and builds belonging. Why traditional behaviour systems fail neurodivergent and SEMH learners, de-escalation techniques, restorative approaches, and evidencing your behaviour approach for Ofsted’s inclusion judgement.
Nearly one million young people are NEET. Understanding the Risk of NEET Indicator (RONI), early identification, designing inclusive re-engagement programmes, the Youth Guarantee, and tracking destinations with measurable impact.
Practical, evidence-based strategies for dyslexia, dyscalculia, and processing differences — from identification to intervention. Adaptive teaching, assistive technology, building learner confidence, and tracking progress.
Mapped to the SEND Code of Practice, aligned to EHCP outcomes, and designed to build confidence across your entire workforce — from NQTs to experienced leaders.
Practical strategies for specific learning difficulties, memory, and executive function.
Evidence-based approaches to identifying and supporting children with reading, writing, and spelling difficulties — including dyslexia screening, intervention, and progress monitoring.
Understanding dyscalculia and maths anxiety. Practical strategies for building number sense, using manipulatives, and adapting the maths curriculum.
Understanding working memory, long-term memory, and retrieval. Classroom strategies that reduce cognitive load and help learners retain and recall information.
Understanding planning, organisation, self-regulation, and flexible thinking. Strategies to develop independence without creating learned helplessness.
Building confident, emotionally literate staff who can support the children who find school hardest.
What ADHD looks like in the classroom (including masking and the inattentive profile), practical strategies for focus, regulation, and task completion. Moving beyond “just try harder.”
Understanding the impact of adverse childhood experiences on learning and behaviour. Building a trauma-informed classroom without pathologising children.
Supporting autism, speech and language needs, and social communication differences.
Understanding the autistic experience from a strengths-based perspective. Sensory needs, social communication differences, demand avoidance, and creating autism-friendly environments.
Why some behaviours are communication, not defiance. Responding to distress, shutdowns, and meltdowns with understanding and practical de-escalation.
Visual timetables, task boards, now/next strategies, and structured communication frameworks that support understanding and reduce anxiety.
Supporting SLCN and Developmental Language Disorder in post-primary settings — where language demands increase but support often drops away.
Practical support for sensory processing, hearing, vision, and physical needs.
Identifying and supporting children who process sensory information differently — sensory seeking, avoidance, and classroom modifications that cost nothing.
Practical, dignity-centred approaches to supporting physical needs in school. Building staff confidence in an area many find uncomfortable.
Identifying and supporting children with conductive hearing loss — one of the most common and most overlooked conditions affecting learning.
Adapting teaching materials, classroom environments, and digital resources for learners with vision impairment — practical, low-cost changes.
Data from across the sector paints a consistent picture: the workforce is not yet equipped to deliver the inclusive education that children need and that policy now demands. These figures span primary, secondary, and post-16 settings.
Surveys by Teacher Tapp show that roughly two-thirds of teachers feel unprepared to meet the needs of pupils across any major area of SEND. The gap is widest in social, emotional, and mental health — the fastest-growing category of need.
The NEU’s State of Education 2026 report found support staff are even more likely than teachers to cite a lack of training as a significant barrier. These are the staff working closest to the children who need the most support.
Almost half of teachers across primary, secondary, and FE settings lack the training to support children’s speech and language needs — despite 30% of pupils with SEND having speech and language as their primary area of need.
Research by Schools North East shows nearly a third of schools are relying on untrained or temporary workers to fill SEND roles — creating a dangerous gap between what children need and what they receive.
Educational reviews including Parliament UK and Durham University studies have found that without sustained, quality-assured CPD, schools default to delegating SEND support to the least-trained staff. This widens the achievement gap in core subjects and undermines inclusion at a structural level. The solution is training that reaches the whole workforce — from TAs and support staff to experienced teachers and leaders — not just those entering the profession.
These are not niche problems — they affect every primary school, every secondary school, and every college in the country. The government’s £4bn SEND reform investment explicitly recognises that high-quality, accessible training for the entire workforce is the single most important lever for making inclusive practice the norm. Our CPD is designed to close exactly these gaps — with measurable evidence that it has.
Every programme is designed so that what staff learn directly supports the outcomes in children’s EHCPs and aligns to Ofsted’s Education Inspection Framework. This turns CPD from a “nice to have” into an evidenceable investment in inclusion.
| Area of need | EHCP outcome alignment | Ofsted EIF / report card link | How we measure impact |
|---|---|---|---|
| Cognition & Learning | Academic progress targets; literacy/numeracy milestones; independence in learning | Quality of Education — adaptive teaching, progress of SEND pupils | Pre/post staff confidence audit; pupil progress data at 3 and 6 months |
| SEMH | Emotional regulation; social skills; attendance; reduction in behavioural incidents | Inclusion — belonging, attendance, fair behaviour systems; Leadership — staff wellbeing | Behaviour incident data; exclusion rates; attendance; staff wellbeing survey |
| Communication & Interaction | Functional communication targets; social interaction goals; reduced anxiety | Quality of Education — accessible curriculum; Inclusion — achieve, belong, thrive | Communication milestones; staff confidence; pupil/parent voice |
| Sensory & Physical | Access to learning; physical independence; sensory regulation | Inclusion — barriers removed; Leadership — reasonable adjustments evidenced | Accessibility audit; staff confidence; reduction in sensory-related incidents |
| NEET / Re-engagement | Attendance; engagement; successful post-16 transition | Personal Development; Inclusion; Leadership — destinations data | RONI data; destination tracking; attendance; learner voice |
Our training enables every child to feel safe and welcome in school — promoting good attendance, attainment, and wellbeing. A well-trained, supported workforce benefits all children, but is especially important for those who find learning most difficult.
Measured via pre and post confidence audits. Staff leave knowing what to do on Monday morning, not just what to think about.
Every programme produces data you can present to governors, inspectors, or parents — not just a folder of certificates.
When staff understand behaviour as communication and have the strategies to respond, exclusions and referrals fall.
Training mapped to the four areas of need, so what staff learn directly supports the targets in children’s plans.
Children who feel safe, understood, and included come to school. The link between belonging and attendance is well evidenced.
When parents see staff who genuinely understand their child’s needs, trust in the school increases and complaints decrease. This marks a key step towards restoring parents’ confidence that their children will be supported throughout every stage of education.
Delivered in your setting, on your schedule. All programmes include pre/post measurement so you can evidence the impact.
Focused 2-hour session on one topic. Perfect for a staff meeting or INSET starter.
Complete programme for up to 30 staff. Pre/post confidence audit, materials, and follow-up action plan included.
Full-year programme: 6 sessions, coaching clinics, and a written impact report for governors.
Tell us about your setting, your team, and where the gaps are. We’ll give you an honest view of what would make the biggest difference — and whether we’re the right people to help.