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Empowering support staff across the trust to confidently support SEND learners
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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
Across a large MAT with increasing SEND complexity, leaders recognised that support staff required consistent, high-quality SEND CPD to meet diverse learner needs. A trust-wide programme, co-designed with Whole School SEND consortium partners, provided live and recorded training, reflective learning journals and SENDCo-led quality assurance. Actions prioritised evidence-based strategies, shared language and collaborative reflection. Evidence of impact includes improved staff confidence and SEND knowledge, higher-quality classroom support, increased learner engagement and attendance, stronger inclusive culture, greater cross-trust collaboration, and sustainable use of recorded training for induction - demonstrating scalable improvement in SEND practice across secondary settings.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development