Q11: How are teachers in school helped to work with children withe SEND and what training do they have?

The Inclusion Manager's job is to support the class teacher in planning for children with SEND.

The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training/specific training on SEND issues such as ASD, Downs Syndrome, Dyslexia and Speech and language difficulties.

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. Providers of these vary from local providers such as our external specialism support teams, to Rushall SEN support and Walsall LA courses; from B'ham Catholic Partnership and B'ham LA courses and further afield to well established successful providers such as Staffordshire Regional College courses.

In 2013 2014 this CPD encompassed:

  • Child protection training Level 1 and 2
  • Asthma and Epi–pen training
  • Safe Guarding Level 1 and 2
  • Occupational Health training for identified staff members in an Occupational Therapy intervention called Cool kids-The programme is aimed at building up the motor skills of under achievers so that they can develop in physical activity and improve their ability to modulate their arousal levels
  • Autism awareness
  • Supporting children with emotional and behavioural difficulties in the classroom
  • Setting SMART targets
  • Using cued spelling effectively for children with dyslexic traits
  • Training and updates in using Precision reading and spelling to support children with dyslexia effectively
  • A focus on basic makaton - our support staff also delivered training for another school setting o Initial Training on SALT intervention groups for identified support assts o Forest schools training for Early Years Practitioners- this uses a Multi sensory approach to learning and builds particularly on kinaesthetic hands on approaches to learning in the early years setting, which can be developed further into the rest of the school.
  • Developing/Comparing the use of Social Stories for identified children and sharing/collating/pooling existing or adaptable social stories centrally.