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Building confidence, consistency and practical skills through a structured professional development programme
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Following significant change within the SEND team, this secondary school with sixth form identified gaps in provision-mapping expertise and inconsistent intervention delivery. A structured SEND CPD programme was introduced, with all support staff attending weekly training sessions and maintaining reflective learning journals. Content prioritised practical strategies including sensory circuits, precision teaching, Lego therapy, trauma-informed practice and professional conversations. Evidence of impact includes a substantial rise in staff confidence scores, improved practical application of interventions, greater confidence in engaging with pupils and parents, and stronger team collaboration. Staff feedback highlighted the value of hands-on, applicable training, with future development focused on further refining role-specific practice.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development