Online SEND and Teacher CPD courses

“It has provided me with strategies to implement and given me cause to think on how I can improve the way I deal with negative behaviours.

“I cannot really say too much about the impact yet due to Covid but I feel more confident to spot and deal with issues and create mini interventions for the children to improve their behaviour. Thank you.

“I feel that this training has expanded my knowledge of deafness within a school setting. Also, things like what to do when working in a mainstream class with a deaf student, things like how you position both yourself and the young person. Even so much as how to stand at the board. It has been very insightful and I'm sure I will use things I have learnt during my work.

“Training has helped me focus on the main reasons for dyslexia and our choice and effectiveness of interventions. The use of mnemonics (for 2 Y6 pupils) in a regular 3x week intervention (1:1 ) have shown some improvements on their spelling results when recently assessed. They are not at age expected but have retained some spellings, one child is better at spotting an incorrect spelling and has learned the blends needed, but still struggles to retain the word in its entirety. Both these children have co-morbidity- ADHD diagnosed, one on medication, but without doubt their focus is frequently affected. I am constantly having to stress the frequency that the interventions need to be delivered i.e. at least 3x week in order for them to be successful; and include some independent time on the other 2 days for the children to practise e.g. over learn by playing a sound game; use Nessy or similar software, teachers like the speed of precision teaching (having assessed tricky word knowledge/first 100 HFW/statutory year group spelling lists or words commonly spelled wrong in their daily writing) and several children can be managed effectively over a week when teachers organise their adult support well. We are including this in Y1 to focus on the lowest spellers, we will be able to check in on their progress after phonic screening and evaluate who may need further assessment to check whether dyslexia is a likely concern.