Expectation
Schools have a clearly planned CPD Programme for all staff which includes a focus on SEND and Inclusion and is informed by the current needs of their cohort.
Why? Evidence base
- A well informed CPD programme can support staff to build knowledge, develop their teaching techniques and feel motivated.
- Research tells us that with good CPD, quality teaching narrows the disadvantage gap and improves pupil outcomes.
How? Whole school
- Induction processes ensure all staff understand core approaches to ordinarily available inclusive provision and the expectation of inclusion.
- Leadership teams consider how they can support, model and enable staff to develop their knowledge, skills and expertise.
- Staff can access training to support them to meet the needs of all children in their classrooms.
- There is a rolling programme of CPD around OAIP (little and often) and SEND CPD is woven into all CPD areas, rather than being stand alone.
- There are opportunities for staff to learn from each other and to watch good practice in other schools.
- There are whole school systems to bridge the gap between the ‘what’ and ‘how’ via coaching, mentoring and supervision.
- Leaders ensure a robust and targeted CPD programme for staff which supports staff to develop their skills and confidence in meeting the needs of all students. This includes regular auditing of staff knowledge and creating a culture whereby staff feel safe to acknowledge areas they need to develop.
How? Classroom
- Teachers and support staff are supported to reflect on what works well for their current cohort and how to develop their practice across the year, based on the needs of students.
- Following CPD, staff are supported to implement new knowledge and skills via mentoring and reflection.
Resources
- Education Endowment Foundation – Effective Professional Development
- Autism Education Trust – Framework Documents
- Council for Disabled Children – Level 1: SEND Basic Awareness
- Council for Disabled Children – Level 2: SEND Basic Awareness
- Council for Disabled Children – Ordinarily Available Provision: Thresholds and expectation of schools and settings
- Resources listing | Nasen
- https://www.devonschoolswellbeing.org.uk/emotional-health-and-wellbeing/
Expectation
Staff are intentionally curious and use a holistic approach to understanding a child’s needs. They have knowledge of child development and consider the impact of broader social and environmental factors.
Why? Evidence base
- Having a better insight into why a pupil might be presenting with certain needs and barriers to learning can help improve relationships and inform effective strategies.
- Professional curiosity forms the basis for collaborative solution focused planning. Therefore, improving wellbeing of all involved.
How? Whole school
- Schools create opportunities for staff to discuss children who they are concerned about and find a solution focussed approach to meeting needs within the classroom.
- Systems are in place to ensure communication between different staff so there is a shared understanding of children’s needs and an awareness of flexible and different strategies for individuals.
- Updates are shared with staff (where appropriate) so that parents ‘tell it once’.
How? Classroom
- If a child is not thriving or making progress, staff are curious and ask questions about what might be going on.
- Behaviour is understood as a communication of unmet need.
Resources
https://shop.speechandlanguage.org.uk/products/universally-speaking-5-11
https://shop.speechandlanguage.org.uk/products/universally-speaking-11-18
Devon’s Early Help Strategy 2023-26.pdf – is there a web version of this?!