Meeting SEND needs in school through Continuous Professional Development
In recent years, the number of learners with Special Educational Needs and Disabilities (SEND) in England’s schools has been steadily increasing, presenting significant challenges for school leaders in ensuring that their needs are met effectively. These challenges have been exacerbated by tight budgets and a reduction in the number of Teaching Assistants (TAs). Learners with SEND now comprise over 15% of the total school population and this growing identification underscores an urgent need for schools to adapt and support these learners effectively.
Reality
The stark reality is that many teachers are not fully prepared with an understanding of meeting the needs of those pupils with SEND from their early career onwards and they are expected to manage SEN without adequate training and preparation. Professional development opportunities are often scarce or not sufficiently comprehensive and teachers may find themselves piecing together knowledge from various sources, trying to fill in the gaps on their own. A lack of formal training not only adds to rising stress levels, but it can also impact the quality of education that learners receive.
The current SEND Code of Practice (2014), introduced to schools ten years ago, provides guidance for identifying, assessing, and supporting learners with SEND, as well as emphasising the importance of leadership and management in creating an inclusive school environment. However, effective implementation requires a real commitment to quality professional development and resourcing.
The SEND Code of Practice advocates for effective SEND leadership by emphasising the need for strategic oversight in identifying and supporting learners with SEND. It highlights the importance of creating a culture where all school staff are aware of their responsibilities towards meeting the needs of learners with SEND. Given that most schools no longer have the luxury of lots of teaching assistants, it is vital that all teachers and remaining teaching assistants are knowledgeable, reflective and creative in meeting needs in classrooms in order to get the most from increasingly limited resources. Senior leaders must play a crucial role in this by ensuring effective professional development centred on providing staff with the skills and knowledge to meet the needs of learners with SEND.
Investment
Investing in comprehensive continuous professional development (CPD) will equip teachers with the necessary skills to implement the SEND Code of Practice effectively. This includes understanding how to scaffold instruction, utilise technology, and create inclusive environments. Regular workshops, in-service training days, and online courses can provide ongoing support and development for teachers to support a comprehensive CPD plan.
Cordingley et al. (2020) emphasises that CPD should be sustained over time, involve expert input, and provide opportunities for teachers to practise new skills and receive feedback. The Education Endowment Foundation’s research (EEF) has found that for best practice it should be structured, and well-implemented whilst being tightly focused on specific areas of improvement and tailored to the needs of the staff. It should take the form of following a cycle of sustained learning which includes initial training, follow-up sessions, and opportunities for teachers to reflect on and refine their practice. Such targeted and ongoing professional development ensures that teachers are continually widening their knowledge and skills, and reflecting on teaching and learning within the context of research informed practice.
CPD Planning
CPD planning for learners with SEND, in practice, might involve several key components. Firstly, CPD plans could include regular workshops and training sessions focused on adaptive teaching techniques such as differentiated instruction and scaffolding. For example, teachers might attend a series of workshops where they learn to tailor their lesson plans to accommodate a range of SEND, including autism spectrum disorders (ASD), dyslexia, and ADHD. These sessions would provide practical examples and opportunities for teachers to learn about and practise focused techniques. For instance, teachers could develop an understanding of strategies to support learners with ASD by incorporating clear visual schedules and structured routines into their lesson plans. For learners with dyslexia, workshops might cover techniques such as using multisensory approaches to reading instruction, incorporating text-to-speech technology, and providing written materials in accessible formats. For learners with ADHD, teachers might learn to implement movement breaks, structured tasks, and clear, concise instructions to help maintain focus and engagement.
Ongoing support and follow-up sessions are crucial, with teachers having access to follow-up sessions where they can discuss their experiences, share challenges, and receive feedback from experts. For example, a follow-up session might involve a peer observation, where teachers observe each other’s lessons and provide constructive feedback on the implementation of strategies for supporting learners with various types of SEND, or working with a subject expert to develop their classroom practice. The subject expert could be internal or someone external who has been brought into school to support teaching and learning practice with learners with SEND.
Incorporating coaching and mentoring into the CPD plan can also significantly enhance its effectiveness. Experienced teachers already mentor Early Career Teachers (ECTs), as part of the Early Career Framework (2019), offering guidance and support as they develop their skills in supporting SEND learners, but this mentoring could also be extended to less experienced teachers in focus areas, or focused on meeting individual student’s needs, and led the school’s Special Educational Needs Coordinator (SENCO).
Regular coaching and mentoring sessions as part of a CPD plan can provide personalised feedback and help teachers build confidence in their teaching practices. For example, a mentor might work with a less experienced teacher to develop a lesson plan that effectively incorporates scaffolding techniques for learners with dyslexia or strategies to support learners with ASD in managing transitions between activities.
Professional Learning Communities
Additionally, establishing Professional Learning Communities (PLCs) within the school can foster a collaborative learning environment. In these communities, teachers can regularly meet to share knowledge, discuss student progress, and collaboratively solve problems. For example, a PLC focused on SEND might meet weekly to discuss effective strategies for supporting learners with ADHD, share resources on autism-friendly classroom practices, and analyse student data to inform reading support and instruction.
Well-structured CPD plans thus offer numerous benefits for teachers and learners alike. Through sustained training, teachers gain a deeper understanding of various Special Educational Needs (SEN) conditions and how they impact learning. They learn practical strategies for adaptive approaches, enabling them to meet the diverse needs of their learners more effectively.
Such CPD planning, also builds teachers’ confidence in their ability to support learners with SEND, fostering a more inclusive and supportive classroom environment. Additionally, regular and sustained CPD will encourage collaboration among teachers, teaching assistants (TAs), parents, and other stakeholders, creating a cohesive support network that benefits all learners. By developing a comprehensive SEND CPD plan, school leaders can ensure that their staff are well-equipped to provide high-quality education to every student, regardless of their needs.
Support
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Resources
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2020). Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development. Teacher Development Trust.
Department for Education. (2014). Special Educational Needs and Disability Code of Practice: 0 to 25 Years. [Online] Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Department for Education. (2019). Early Career Framework. [Online] Available at: https://www.gov.uk/government/publications/early-career-framework
Education Endowment Foundation (EEF). (n.d.). Effective Professional Development. [Online] Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/professional-development
