Supporting Pupils with SEND in Mainstream Settings

There have been many changes to education for children with special educational needs and disabilities (SEND) in the last few years. There is a very clear expectation that most pupils with SEND will be taught in a mainstream school, and that every teacher is a teacher of SEND. This can be rather daunting for some teachers, particularly early career teachers.

During teaching training, SEND training is only part of the process and teachers sometimes feel that extra training can be incredibly beneficial.  This course will increase confidence and will also help:

  • To provide an overview of the Special Educational Needs and Disabilities (SEND) Code of Practice;
  • To explore roles and responsibilities
  • To share good practice in promoting pupil independence
  • To provide opportunity to observe good practice in a specialist setting
  • To provide you with practical advice you can take away and use in school tomorrow
  • To help you sign post to further support for your children and young people

Audience  :  Any leaders, SENCOs, teachers, teaching assistants/ pastoral/ HLTAs/ SALTs/ SLCN

Date  :  Tuesday 15th June 2021

Time  :  9.30am – 4.00pm

Venue  :  Melland High School, Gorton Education Village, 50 Wembley Road, Manchester, M18 7DT

Cost  :  £90 per person

Facilitated by  :  Julie Barnett and Maree Jordan, Melland High School

Click here to apply for this course

Julie Barnett is Vice Principal at Melland High School (Outstanding special school). Julie is also strategic lead for Outreach for Melland as a Specialist Support High School for Central and East Manchester and across Bright futures Educational Trust.

Maree Jordan is Assistant Principal at Melland High School.  Julie and Maree support schools successfully through the SEND Diagnostic Review process supporting senior leaders, inclusion leads and SENCOs in identifying areas of strength and development, building capacity and improving outcomes for SEND students in mainstream schools.  Both are experienced in working with children and young people with autism and complex needs and they are involved in collaborative research with MENCAP into Maximising the Impact of Teaching Assistants.