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Development of support staff SEND skills, knowledge and confidence to better meet the needs of learners across the school
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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
With a rapid rise in learners with EHCPs and high demand for in-class support, this secondary and FE setting needed consistent, scalable SEND CPD. Using a Whole School SEND-aligned professional development model, all learning-support staff completed compulsory training (with flexible access), reflective learning journals and collaborative team sessions. Focus areas included trauma-informed practice, zones of regulation, sensory circuits, explicit instruction, and professional conversations. Evidence of impact includes high staff engagement, stronger shared language, confident application of evidence-based strategies observed in learning walks, reduced reliance on specialist leads, improved behaviour regulation, and a more consistent, inclusive culture embedded into induction and trust-wide collaboration.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development