Designed specifically for SENCOs, teachers, and school professionals working across primary and secondary settings, the training will provide practical, evidence-informed strategies to support pupils with Speech, Language and Communication Needs (SLCN) in the classroom.

The interactive day will include hands-on activities, real-world examples, and opportunities for discussion, ensuring attendees leave with tools they can confidently apply in their own settings.

Key areas of focus will include:

• Classroom strategies to support SLCN in both primary and secondary education
• Therapy-informed approaches to support non-speaking pupils and early communicators
• Understanding Developmental Language Disorder (DLD) and how to support learners with DLD in the classroom
• How to monitor and measure the effectiveness of interventions and support
• The use of neurodivergent-affirming language and inclusive practices
• An introduction to Gestalt Language Processing (GLP)
• Effective use of Augmentative and Alternative Communication (AAC) to support communication and participation.

The training will be delivered by two Highly Specialist Speech and Language Therapists from London Speech Therapy, Laura Harle, School Service Lead, with support from Neurodiversity Service lead, Deborah Conte, combining clinical expertise with a strong understanding of the realities of school environments. Refreshments and lunch will be provided. The cost of attendance is £50 per person – unless the school already has a relationship with London Speech Therapy; in which case, places are free.

London Speech Therapy has a long-standing history of working in partnership with schools, nurseries, healthcare providers and private clients across London and beyond. With two well-established clinics in Harley Street and East London, the organisation now has a new clinic in Clapham, which opened in January 2026 plus access to therapy rooms in Belgravia, Marylebone, Monument and Old Street.

The field of special educational needs provision in UK schools continues to change, with approximately 1.7 million pupils now with identified needs. This growing demand has led to new challenges for educators who must develop advanced skills to create truly inclusive learning environments. As schools face increasing pressure to deliver evidence-based interventions, many teachers are seeking higher qualifications to improve their professional practice.

Higher qualifications in special educational needs offer educators a pathway to gain deeper knowledge of diverse learning needs. They help develop research-informed approaches to classroom challenges, auditing SEND provision, SEMH support, and driving whole-school cultural change. These advanced qualifications enable practitioners to move beyond basic interventions toward more detailed, personalised strategies. For many education professionals, pursuing an MEd in special educational needs represents a major step in their career development.

The benefits reach beyond individual classrooms, with educational professionals with advanced knowledge of SEND and inclusion often becoming key resources across their entire school and wider community. Their skills help shape inclusive policies, improve early identification of needs and the creation of personalised plans, support colleagues with adapting teaching methods, capture pupil voice, enhance the process of working with external professionals, and parents and ultimately improve outcomes for vulnerable learners. With recent government initiatives highlighting the importance of specialised training, Masters-level SEND qualifications have become increasingly relevant for ambitious education professionals, especially as most only receive half a day’s training on SEND as part of their initial teacher training. 

The Evolving SEND Situation in UK Education

According to the Department for Education’s 2024/5 data, approximately 1.7 million pupils in England have special educational needs. This figure shows the rising demand for support in mainstream schools. The SEND and Alternative Provision Improvement Plan (2023) sets expectations for evidence-based support in educational settings.

Schools increasingly seek staff with Masters in special educational needs qualifications to lead provision across year groups and departments. The role of SEND educators has expanded beyond traditional classroom teaching to include advisory positions, training delivery, and policy development.

Educators interested in advancing their careers often consider advanced qualifications for their focus on assessment, intervention planning, and developing inclusive strategies based on practical evidence.

Key Skills in Modern SEND Practice

Today, teachers require more than basic teaching skills because pupils present diverse needs that can change over time. Every child’s profile is unique, so interventions must be tailored to meet precise challenges. Personalised support leads to better pupil engagement and measurable academic gains.

Achieving this involves ongoing assessment, where teachers gather data about pupil progress. When interventions show little effect, SENCOs review results with colleagues and educational psychologists, identify gaps, and modify strategies until improvement occurs, following the graduated approach.

Postgraduate study delivered online offers a flexible and inclusive path to gaining in-depth expertise in areas such as inclusion, disability, and belonging. These courses not only build critical thinking skills to assess diverse viewpoints but also examine how such concepts are reflected in policy and practice. A key focus of many programmes is bridging theory and real-world application, often through collaborative knowledge-sharing and the development of best practice communities. Some courses, including the Masters in special educational needs offered by Real Training, go further by integrating action research projects. Modules are designed by experienced educational psychologists (EPs) and former SENCOs, and tutors are EPs, school leaders and other SEND experts who support education professionals in applying what they learn directly to their day-to-day work.

Teamwork across multi-disciplinary groups has become essential. SENCOs frequently coordinate with speech therapists, educational psychologists, and healthcare professionals. Advanced qualifications prepare practitioners with structured approaches for effective cooperation.

Assessment using data forms another important aspect of modern SEND practice. Educators must collect, analyse, and interpret different types of information to track progress and update support plans. Family engagement and technology integration skills have also become more important.

Advanced Qualifications That Shape SEND Practice

Education professionals take different qualification routes as they build specialist knowledge. Many start with a Postgraduate Certificate, which introduces key topics in SEND. Those seeking greater knowledge may progress to a Postgraduate Diploma, developing higher-level skills and covering broader issues.

The final step is a full MEd in special educational needs, which requires detailed study and an action research project. This project helps educators investigate classroom challenges through direct research, applying advanced theories in practical contexts.

These qualifications connect theory and practice-led learning in SEND education. Students learn about current research while developing practical applications for their own settings, gaining feedback from experienced tutors along the way. 

Strategic Career Progression for SEND Professionals

Qualified SEND professionals can follow various career paths. Many move from classroom teaching to SENCO or other SLT roles, overseeing provision across the entire school. SENCOs may progress to take up leadership of inclusion across a multi-academy trust. Depending on the training route selected, others specialise in supporting specific conditions, such as autism, or become specialist teachers or assessors for dyslexia.

Advisory teaching presents another area of growth, with qualified professionals supporting colleagues across school clusters or local authorities.

Advanced qualifications often open new routes connected to greater responsibility. Staff may move into leadership roles, contribute to policy reviews, or coordinate multi-disciplinary support across departments. Others apply their skills in consultancy positions.

UK-qualified SEND specialists also find opportunities internationally, as British skills in inclusive education are widely respected. Advanced study communities provide useful networking, connecting professionals with shared interests across different settings.

Balancing Professional Development with Teaching Commitments

Managing postgraduate study alongside teaching requires careful planning. Successful students typically set clear boundaries between work and study time. Many find that breaking assignments into smaller tasks makes the workload manageable.

Using workplace challenges as research opportunities creates links between study and practice. For example, a teacher addressing reading interventions might focus their research project on this area, benefiting both students and academic progress.

School leadership support helps many studying at Masters level. Some schools offer reduced teaching loads or protected time for staff pursuing relevant qualifications. Others provide financial assistance through professional development budgets.

Distance learning technologies have made advanced study more accessible for busy professionals. Creating a practical work-study-life balance remains important, with successful students giving attention to self-care, alongside academic commitments.

Measuring the Impact of Advanced SEND Training

Educators can observe the results of their advanced qualifications through various frameworks. More often than not, change will be tackled at a whole-school level. Many track changes in classroom practice, noting how research affects teaching approaches. Student progress on formative and summative assessments provides an important indicator of the benefits of advanced training, as do teacher observations about pupils’ ability to engage and concentrate in lessons. As staff throughout schools gain confidence to better support and understand pupils with special educational needs, other indicators of more inclusive practice may follow, such as increased attendance and reduced suspensions and exclusions.

Schools benefit in many ways from staff with Masters-level SEND training. These professionals frequently lead training sessions, mentor colleagues, and contribute to policy development. Their research skills help create inclusive environments where practice is regularly reviewed, leading to whole-school improvements, as well as new interventions, sensory audits, policy updates, SEMH toolkits, screeners or psychometric tests. 

Delegates undertaking postgraduate SEND courses often focus their studies and projects on areas of particular need in their school. Improvements might be measured using quantitative data – for example, progress on literacy interventions, or using wellbeing indexes such as the Boxall Profile, teacher observations, or using other survey tools. It almost always involves qualitative interviews with teachers, TAs, pupils themselves, and parents. 

Long-term career satisfaction often rises among qualified SEND specialists. The combination of advanced knowledge, improved student outcomes, and more career opportunities contributes to professional fulfilment. Many report greater confidence to do the right thing for children with SEND, especially children with more complex needs.

Research shows that SEND professionals with advanced qualifications bring wider improvements to education. Specialised training helps practitioners implement effective interventions and brings measurable benefits to pupils and schools. Practice-based study improves classroom outcomes and pupil wellbeing and confidence, supporting broader engagement and promoting a sense of belonging at school.

Initially available to students at the School who are ready to progress beyond GCSEs, the post-16 provision will enable them to obtain an Open University Level One module, work or volunteer and benefit from continued therapeutic Personal Learning Goal (PLG) support.

Credits from the Level One Open University module count towards a certificate of higher education, a diploma of higher education, a foundation degree, or an honours degree, if the student continues to study with Open University. Alternatively, the 120 credits obtained on completion of the module can meet the entry requirements for other universities similar to A Levels. Universities that accept Open University credits include Anglia Rusin University, Goldsmiths University of London and Leicester University. There are currently 64 Level One modules available to choose from in subjects such as the Sciences, Mathematics, Engineering, Languages, Law, Humanities, and Social Sciences and Business.

Commenting on the new provision, Stephanie Smith, Head of School, said: “We have always looked at education for autistic children differently at The Cavendish School. Our education system is tailored to our pupils’ unique needs and aspirations and we want to ensure that this ethos and offering continues in Years 12 and 13. While there is already a range of post-16 options in Cambridgeshire, we are proud to offer our students an option that provides the same flexibility, accessibility and inclusion they experience during their academic journey at the school.”

Therapeutic support will include a class tutor, in-house therapists, job coach support and life skills lessons focused on independent living. The Sixth Form classrooms will be located in the same building as the main school for the continuity of the students’ learning experience.

Smith continued: “The Open University modules offer a blend of learning materials underpinned by tutor support, which when combined with our onsite staff support, will suit our pupils learning requirements in a way that a larger mainstream provision may not. In line with our mission of developing young people who are prepared for adulthood, it offers our students multiple pathways once they finish their time at The Cavendish School.”

Elizabeth Shakespeare, Senior Manager, Student Support at The Open University, said: “We are extremely excited about this opportunity to collaborate with The Cavendish School. Inclusion is at the heart of our mission as The Open University currently supports more disabled students than any other University in Europe, including a significant population of autistic students and alumni. This collaboration presents a fantastic opportunity for students who may face unique challenges in traditional campus settings to build their skills and confidence and we are committed to creating an environment where all individuals are supported and valued. We look forward to welcoming these young learners into our community.”

The school and The Open University are hosting a free webinar for teachers, parents and carers on flexible post-16 provision for autistic learners. Register to attend: https://events.teams.microsoft.com/event/a7074e72-a169-4486-bd87-a729015ff87c@7984087c-3051-451f-b78b-a261f70c3fa0

Delivered on behalf of Cambridgeshire County Council, Prestley Wood Academy now has the capabilities to cater for 150 pupils aged between 4-19 years. The school will form part of the Alconbury Weald Education Campus that will see the addition of a new Secondary School in future phases.

Working in collaboration with Cambridgeshire County Council and Horizons Education Trust to complete extensive engagement, Prestley Wood now boasts some of the best SEND facilities in the region. This includes two sensory rooms, a state-of-the-art hydrotherapy pool, trampoline room, soft play and much more.

Improvements have been made to the outside areas too with improved soft landscaping, including the introduction of new outside play and gym equipment, a MUGA pitch, and 120 new trees and wildflowers planted.

Aligned with Cambridgeshire County Council’s plans to be Net Zero by 2045, Prestley Wood has been built with sustainability in mind. 200 photovoltaic panels have been installed, as well as an energy efficient air source heat pump system.

The sustainable nature and landscape design of the school will support the curriculum to provide a range of initiatives including residential and educational visits, forest school learning, specialist art-creativity, and sport and fitness.

Prestley Wood Academy will be run as its own school but with strong links to Huntingdon’s nearby Spring Common Academy Trust, which is part of the same Horizons Education Trust.

Jamie Shearman, Area Director for Morgan Sindall Construction in Cambridgeshire, said: “Prestley Wood Academy sets a new standard for SEND schools in Cambridgeshire. We are delighted that we have had the opportunity to work with a great local supply chain and team, alongside Cambridgeshire County Council and Horizons Education Trust, to deliver this great project.

“At Morgan Sindall, we believe great learning environments inspire children’s education and progress and feel that Prestley Wood will give the next generation the best start in life.”

Caroline Place, Head Teacher at Alconbury Weald said: “Horizons Trust has worked closely with Morgan Sindall over a number of years to create an inspirational and sustainable build design, which will serve future generations of learners. Throughout the process, Morgan Sindall have listened and expertly acted upon the specialist SEND guidance in a consistent timely manner to ensure the environment is safe and provides an accessible and joyful experience for our very special group of young people.

“The open atmosphere of collaboration and creativity between a range of knowledgeable and approachable professionals has been incredible, and ably facilitated by the expert Morgan Sindall team. The whole Prestley Wood community cannot thank Morgan Sindall enough.

“The new building is a wonderful environment for learning and growth and a fantastic flagship school for our community. We look forward to welcoming our students to Prestley Wood Academy at the start of the autumn term in September 2024.”

Rebecca Britton, from the Alconbury Weald’s master developer, Urban&Civic, added: “We’re so pleased Prestley Wood Academy is open, and that the development at Alconbury Weald has been able to provide such an inspiring and supportive space for learning for children and young people with special educational needs and disabilities across the local area.

“It has been a fantastic experience working with the passion and commitment of the Horizons Education Trust team, and I know our residents and businesses have already given the brilliant team here a warm welcome and we look forward to welcoming students in the coming months and years. This school marks the start of our Education Campus and sets a high bar with its welcoming and sustainable building, and high aspirations for the students and their families. We look forward to continued partnership with the school and its students.”

As Dyslexia Awareness Week (7-13 October) approaches, education experts are highlighting the importance of recognising dyslexia early. With 43% of schools in the UK struggling to understand dyslexic challenges, it’s more important than ever to identify signs early and provide appropriate support.

Leading tutoring provider Explore Learning is stepping up to help parents identify early signs of dyslexia while offering expert advice on supporting dyslexic children. They reassure parents that, with the right guidance, children with dyslexia can overcome challenges and thrive academically.

The British Dyslexia Association estimates that about 10% of the UK population has dyslexia. Despite this, a report from Teaching Times highlights a significant gap in support, with 80% of dyslexic students going undiagnosed. This underscores the urgent need for improved awareness and resources in schools across the UK.

Parents and educators are advised to watch for these potential early signs of dyslexia:

1. Difficulty learning nursery rhymes

Children may struggle to remember or recite simple rhymes like Humpty Dumpty. This is because children with dyslexia may find it challenging to recognise rhyming words or break words into individual sounds.

2. Slow speech development

Some dyslexic children might start speaking later than their peers or have trouble expressing themselves clearly. Children with dyslexia often struggle with phonological processing, which can affect their ability to produce speech sounds accurately.

3. Difficulty learning to recite the alphabet

Remembering the order of letters or associating letters with their sounds may be challenging for dyslexic children. This is related to difficulties in sequential memory and phoneme-grapheme correspondence, which are common in dyslexia.

4. Struggles to carry out more than one instruction

Forgetting parts of instructions or mixing up the order of steps can be a sign of dyslexia in children. This can be due to challenges with working memory and sequencing, which are often associated with dyslexia.

5. Confusion with directional words

Words like ‘left’ and ‘right’ or ‘up’ and ‘down’ may be consistently mixed up in those with dyslexia. This spatial and directional confusion is a common feature of dyslexia, often persisting into adulthood.

6. Difficulty with short-term memory

Children may struggle to remember information they’ve just been told, such as a friend’s name or simple instructions. This is because dyslexia can affect working memory, which is responsible for temporarily holding and processing information.

“It’s crucial to remember that dyslexia is not a reflection of intelligence,” says Charlotte Gater, Head of Education from Explore Learning. “With the right support, children with dyslexia can achieve remarkable success. The key is to recognise each child’s unique learning needs, and ensure their educational strategies are adapted accordingly.”

For those supporting children with dyslexia, Gater suggests these strategies:

1. Use multiple senses for learning

Combine visual, hearing, and hands-on activities. For younger children, use playdough to form letters or sing alphabet songs. Older students can benefit from colour-coding different parts of speech or creating mind maps for story structures.

2. Break tasks into smaller steps

Large assignments can be overwhelming for dyslexic learners. Visual checklists are helpful for younger children, while digital task management apps can be useful for older children and teenagers. Celebrate when steps are completed for all age groups, to maintain motivation.

3. Allow extra time for reading and writing

Reduce time pressure to help children process information more effectively. For younger pupils, extend storytime or use sand timers for writing tasks to make time visual. For older children, allow more time for homework and reading assignments. Create a quiet, distraction-free space at home for study and encourage regular breaks to maintain focus.

4. Use helpful technology

Leverage age-appropriate assistive tools to support learning. For younger pupils, interactive phonics apps like Nessy and digital storybooks can make reading more engaging. Older children can benefit from text-to-speech software for reading assignments and spell-checkers for writing tasks. Secondary school students might find voice recognition tools helpful for note-taking, while grammar-checking software is useful for refining written work.

5. Focus on strengths

Identify and nurture areas where your child excels to build confidence and motivation. For primary school pupils, this might involve praising their creativity in storytelling or their skills in hands-on activities. Older children could be encouraged to join clubs or take on projects related to their strengths, whether in science, art, or sports. For secondary school students, guide them towards optional subjects and extracurricular activities that align with their talents and interests.

Explore Learning offers personalised tuition designed to boost confidence and academic skills for all children, including those with dyslexia. Parents and children interested in learning more can visit the Explore Learning blog, or https://www.explorelearning.co.uk/maths-english-tuition/

Bowman Academy, which is situated on the former site of St Botolph’s Primary School, located to the east of Shepshed on Loughborough Road, will see pupils benefit from a range of facilities to suit their needs. This includes classroom suites with vinyl areas to support practical learning, a sensory “dark room”, practical teaching spaces including a domestic kitchen, a library, a calming room, and a main hall with a demountable stage.

The new build SEND school, which has been designed sympathetically to the needs of SEMH learning, has space for 64 pupils, with facilities for 16 primary-aged children across two ground floor classrooms, with the remaining 48 secondary-aged pupils split across two ground floor classrooms, and a further four on the first floor. The first floor also has an additional three classrooms for practical uses.

Multi-disciplinary consultancy Pick Everard was behind the scheme, providing architectural services for main contractor Bowmer + Kirkland, which was procured by the Department for Education (DfE) under the Modern Methods of Construction (MMC1) framework.

Joe West, associate at Pick Everard, said: “Working on SEND schools is always a privilege, with unique design applications and special consideration for the needs of a diverse range of learning.

“Creating an environment that is both functional and comfortable for pupils was central to the aims of the project, which should in turn aid the school in attracting and retaining students in the area.

“The construction technique employed on this project was a fully offsite solution, so thorough sequencing and planning was paramount to ensure all materials were delivered safely and successfully, as well as meeting the highest standards.

“We’re delighted to have worked alongside Bowmer + Kirkland once again to deliver this fantastic academy for pupils in the area with SEMH needs.”

Driving sustainability initiatives, Bowman Academy’s design includes a ‘fabric-first’ approach, which reduces the energy requirements of the building through measures including high levels of insulation, heat recovery and air tightness.

High efficiency boilers have been installed at the school, which will be run by the Community Inclusive Trust (CIT), as well as LED lighting with occupancy and daylight controls for resource management. The building also has glare control and sustainable natural ventilation, providing a low energy cost solution.

Additionally, the site includes a photovoltaic panel array, providing a ten per cent energy consumption offset from renewable technology.

Steve Waldron, contracts manager at Bowmer + Kirkland, said: “We have been working for the DfE since 2013 and are proud of the 73 schools we have completed, but specialist schools are unique in the enormous difference they make to the pupils and their families. We are delighted to continue our relationship with Pick Everard to deliver another fantastic facility which will improve the lives of so many young people.”

Cllr Deborah Taylor, cabinet member for Children and Families at Leicestershire County Council, said: “It is exciting to see the school completed and we’re looking forward to it opening and welcoming new pupils.

“The building of Bowman Academy part of a wider program to ensure provision is available to children and young people with special educational needs and disabilities in Leicestershire, as close to their homes as possible.

“This includes both the building of special schools and creating provision in mainstream schools.”

James Ellis, CIT’s director of SEND education, said, “This is a very exciting time for Bowman Academy. SEMH is a unique sector of education requiring distinctive building design to support the delivery of specialist teaching and care for pupils.

“We look forward to welcoming children in Shepshed and the surrounding area to our new setting and supporting them to develop the knowledge and skills they need to help them thrive in adult life.”

With over 1.6 million pupils in England now registered as having special educational needs (SEN)[1], the much-needed additional spaces made available via Discovery Special Academy will support pupils’ educational, therapeutic and medical needs in the Teesside area.

Currently, students are placed in temporary accommodation on the site of one of Discovery’s sister academies, and this new provision designed and delivered by Portakabin will allow all students, carers and teaching staff of Discovery Special Academy primary and new additional secondary school to be located on one site.

Comprising eight dedicated SEND teaching classrooms and shared teaching spaces, the new academy building will also feature a music and drama room, art classrooms and food tech rooms, as well as a hall and an area for sensory integration therapy.

Jennifer Duncan, Executive Head Teacher, Discovery Special Academy and SEND comments: “When we started this project with Portakabin, we were entering into a new world of construction and learning about MMC. We needed a company who could design and deliver a bespoke, high-quality building to serve the academic and therapeutic needs of our growing academy community in a tight timescale.

“And I am delighted that we found Portakabin.

“The level of care, quality and professionalism throughout has ensured that together, we are on track to deliver this complex project on time. It is a privilege to have been part of such a dedicated team who listened, and who understood the needs of the clients. Students will thrive in this new environment and staff will be able to continue to deliver excellence of provision for years to come.

“It will also continue to benefit the wider community, breaking down barriers and supporting the vision for a truly inclusive Tees Valley. We are incredibly excited about taking ownership of the building in a few weeks and I know the students will love every aspect of this innovative and collaborative design.”

Thanks to the entire school building being manufactured using Modern Methods of Construction (MMC), the custom designed modules were precision built by Portakabin at its manufacturing facility in York and successfully transported in convoy and installed in Middlesbrough in June.

Over a five-day period, 30 modules were craned seamlessly into place, much to the delight of the current primary school students, who watched avidly from their classroom windows each day!

Jamie Blogg, Contract Sales Manager at Portakabin comments: “It’s essential to us at Portakabin that we create a school that is not only attractive, but more importantly provides a flexible and safe environment that is welcoming not only to its pupils and staff, but also to parents, carers and the wider Teesside community.

“It’s brilliant that the team here at Portakabin can be part of the Academy’s growth journey and we can’t wait to welcome the students and teachers to their new learning space later this year.”

Discovery Special Academy will also have new car parking provisions for visitors and staff, alongside multiple mini-bus bays and a dedicated ambulance bay. The single-storey modular building will be surrounded by an external courtyard and landscaped playing field and will link to the current primary school with a covered walkway.

The conference will take place Friday 28th June 2024, from 09:30 – 16:00 at Venue Manchester, The Panorama Suite, 11 Portland St, Manchester M1 3HU.

Organised by the team behind the annual Tes SEND Show in London, this conference has been developed in response to requests for local events in the North of England to help manage national issues, locally.

 The sessions will cover the full 0 – 25 age range and are aimed at:

• Headteachers
• Local Authority staff
• SENCOs and members of the SLT
• Governors
• Curriculum / Subject Leads
• Early Years Staff, Teaching Assistants and Support Staff
• Health and Social Care practitioners
• CEOs of Trusts

SEND and Alternative Provision are going to be hot topics in the run up to the General Election. This event will help you to:

• Engage with the SEND and Alternative Provision Improvement Plan and be part of the solution
• Be proactive in moving strategy and practice forward while retaining the best of what you already do
• Support the work of the change programme’s regional expert partnerships
• Find solutions that really work and seize the opportunity to positively influence outcomes
• Collaborate with local stakeholders to deliver local solutions and network with local peers

Children in classrooms right across the country are facing extraordinary challenges and staff need the right support and training to understand and respond appropriately to their needs. This is a key opportunity to hear from experts and learn from settings that are developing good practice.

Speakers include:

Liz Franey, Deputy Director, SEND Systems, Outcomes and Experiences Division, DfE

Janet Collins, Head of Partnerships for Inclusion of Neurodiversity in Schools, DfE

Ben Solly, Principal, Uppingham Community College, Rutland

Dr Geraldine Codina, Associate Professor of Inclusion and Special Educational Needs and Disability (ISEND), University of Derby

To view the full programme and to register visit sendprovision.com

Early bird rate: £195 before 17^th May

Full rate: £245

Commenting on the launch, Bob Usher, Content Manager at LGfL, said, ‘We have been conscious of the unique challenges in supporting SEND pupils and helping young people understand and manage their responses to death and grief. This resource aims to support all school community members, especially those who work closely with pupils with additional needs.’

The new resource – a blend of video and text-based support, with additional useful links provided in context throughout the structured portal – provides teachers and other professionals with advice and approaches. These include:

• Understanding death and grief
• Communication, including non-verbal and pre-verbal pupils
• Emotions and behaviour – ways grief may be expressed
• Beliefs, rituals and new experiences
• Life-limiting conditions – awareness of the mortality of the self
• Vulnerability and the importance of routine
• Working with families and care-givers

Rebecca Haycock, Education Development Co-ordinator, Child Bereavement UK, explained, ‘Children’s ideas about the concept of death, develop over time. With pupils with special educational needs, it’s really important to establish their understanding. Their cognitive ability may not match their biological age, nor their ability to communicate what they understand. So we must endeavour to meet each child’s individual needs.’

The resource also features contributions from highly experienced headteachers and support staff from Highfurlong School, Blackpool and Oak View School, Epping Forest. They share their experiences and offer some remarkable examples of ways they successfully supported SEND pupils and their families when facing both unexpected and anticipated deaths within their school communities.

These extraordinary case studies, highlight the complexity and depth of sadness families endure. By providing help for families, friends, and peers, pupils are supported to move on and resume their lives positively with joy and happiness even within difficult contexts.

Since partnering in 2018, the two charities have co-created several successful teacher support resources surrounding bereavement: Supporting a Bereaved Pupil, Managing a Sudden Death in a School Community and Having Honest Conversations about Death and Grief.

The new resource for supporting SEND pupils facing bereavement is open to view, to help school communities in both specialist SEND provision and mainstream settings. Please visit https://sendbereavement.lgfl.org.uk

Tony France, director of Headsight said, “We can all struggle with our mental health. At Headsight, we support people to improve their mental health, we do this through training and therapeutic interventions. We encourage a compassionate approach; recognising that all behaviour is a form of communication.

“Woodmancote School has been recognised today for continued growth around its responses to childhood trauma and working therapeutically with its most vulnerable pupils. We hope that other senior leaders, SENCOs and TAs will follow in Woodmancote’s footsteps and be trained in implementing a whole school therapeutic approach.”

Over a three-year period, with the support of the senior leadership team, key staff have engaged in trauma-informed and therapeutic practice qualifications whilst more than 85% of the whole school staff have completed an introduction to understanding psychological trauma. Through Headsight and the Trauma Action Group (TAG), staff have received help to embed new learning into their day-to-day practice, creating an environment where improved relationships now mean that learning and fun can happen.

Gary Tucker, headteacher from Woodmancote said, “We have worked hard to build and evidence our understanding and approach to working with trauma and we are delighted that this has been recognised. Working with Headsight and TAG has enabled us to understand what drives behaviour, a willingness to adapt and the determination to meet the needs of every child.”

Trauma can take all shapes and sizes and we know that it can have an impact on children’s ability to learn, build relationships and thrive. Working therapeutically with children who have been impacted by trauma helps reduce the longer-term impact, this can lead to a reduction in school exclusions, children becoming more resilient and going on to build healthier relationships.