‘Pertinent & informative, directly linking to the classroom’

Lucy Wilkes , SENDCO, Denmark Road High School

• Do your teachers have to deal with low achieving and pupils identified as having SEND?
• Would your staff benefit from a greater understanding of how to cater for pupils with learning differences in their lessons?
• Is a toolkit of practical steps and teaching strategies what your colleagues need to help them cope with lower achievers and pupils with learning differences?

Improving Access to the Curriculum for SEND Pupils

Teachers often have to deliver lesson taking into account not only pupils with a range of academic abilities but also, increasingly, they are having to cater for youngsters with a variety of learning differences. This is often with little specific training in this area.

The course takes the NASEN (National Association of Special Needs) current guidance and brings it to life. It outlines the steps in the ‘graduated response’ approach whilst also providing practical steps and strategies that can be implemented to support all learners

Benefits of the INSET

  • Understand what constitutes SEND
  • Be clear about the graduated response steps that can be put in place
  • Explore a toolbox of practical steps that can be taken in lessons to support all learners
  • Be aware of more specific interventions that can benefit learners identified as SEND

You might also be interested in our Differentiation INSET

INSET Outline

SEND Access to the Curriculum: the big picture

  • How does dealing with pupils with low achievement and learning differences impact in your school?
  • Key challenges in the classroom
  • How to identify pupils with SEND
  • The graduated response

Differentiation for Pupils of all abilities

  • Key principles of effective differentiation
  • Effective planning for all abilities
  • Key differentiation focuses and practical applications
  • Develop some applications to use in school

Quality First Teaching for SEND Pupils

  • Explore key reasons pupils are identified as having SEND
  • What ‘quality first teaching’ means
  • NASEN case study – what is possible?
  • Outline and add to a toolbox of in lesson quality first teaching strategies

SEND Interventions Required

  • Know when to supplement quality first with specific interventions
  • Group and individual strategies
  • Intervention timetabling
  • Priorities to address in school in relation to SEND


020 8531 4182

Excellent, purposeful and effectively delivered

Evelyn Chua, Headteacher , Hampden Gurney Primary School
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