Excellent, purposeful and effectively deliveredEvelyn Chua, Headteacher , Hampden Gurney Primary 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
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
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
The Starting Point
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
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
Know when to supplement quality first with specific interventions
Group and individual strategies
Priorities to address in school in relation to SEND
‘Pertinent & informative, directly linking to the classroom’Lucy Wilkes , SENCO, Denmark Road High School