Schools and Colleges




“I really enjoyed the day, lots of practical ideas. it more than met my expectations and I could have stayed to discuss more.”
(Moorside High School)

SENDISS offers a range of training for Schools and Colleges. All training is completely bespoke according to your requirements which are discussed in advance of the training and is based upon first-hand experience and current research.

Training in all aspects of SEND can be provided, including: differentiation, SEN policy & data, dyslexia & dyspraxia, EHCPs, access arrangements and mathematical learning difficulties.

All training is offered in modules of 1 ¼ hours each, which can be delivered as: twilights, half-day or whole-day training.

Examples of training:

  • - Managing the role of the SENCO in a busy Secondary School: Aimed in particular at new SENCOs, this training looks at how to manage all the roles expected of a SENCO across a secondary environment.

  • - Managing the role of the SENCO in F.E: With the SEND Code of Practice being from birth to 25 years, SENCOs in FE Colleges have more responsibility than ever before. This training provides the skills you need to manage your role successfully, ensure your provision is compliant with current Regulations and be prepared for Ofsted.

  • - Putting Policy into Practice: Aimed at SENCOs, this training develops a greater understanding regarding the implementation of the Revised SEND Code of practice whilst ensuring compliance across your setting.

  • - Compliance with JCQ Regulations: JCQ Regulations change year-on-year and training for your teaching staff, Exams Office staff and SENCOs can be provided in how to ensure your applications are compliant, including training in obtaining information from teaching staff and completion of Form 8s.

  • - Differentiation: Aimed at teachers this training provides practical advice relating to specific difficulties and what can be done in the classroom to remove the barriers to learning.

  • - Preparing for Inspection: With Ofsted/ISI Inspections becoming more rigorous, this training provides practical advice for SENCOs and other senior staff, regarding how to ensure your setting is able to comply with current regulations.

  • - Mathematical Learning Difficulties: For SENCOs, head of maths, maths co-ordinators , TAs. Provides details of barriers to mathematical development and successful intervention approaches.

  • - Specific Learning Difficulties: Bespoke training is offered in any aspect of specific learning difficulties in addition to the co-occurrence of specific difficulties, and how they impact upon the acquisition of skills and knowledge

  • - Numicon: As a trained Numicon trainer staff can be provided with skills in the effective use of Numicon across the setting.

  • - Dyspraxia/Developmental Coordination Disorder: How to identify and manage children and young people with dyspraxia across your setting.

Who is it suitable for?

SENDISS offers practical and accessible training for a range of teaching and non-teaching staff. Whole-school INSET training or small-group workshops can be offered for a maximum of 20 members.

SEND Training is suitable for:

Contact for further details

Example of a training session:

Practical approaches to identification, assessment and intervention for children and young people with DCD/Dyspraxia:

  • - Session 1: Identification and Assessment of DCD/dyspraxia: what are the key identification features for varying age-groups? What are the appropriate assessments? A look at Co-occurring difficulties
  • - Session 2: Intervention for primary and early-years pupils
  • - Session 3: Intervention for secondary-aged pupils
  • - Session 4: Action planning for the future: setting up intervention groups, data collection and analysis, differentiation of teaching and learning

Preparing your SEND provision for Inspection:

  • - Session 1: Context, what are the mandatory requirements inspected by Ofsted/ISI? The Ofsted Inspection Framework, Equality Act (2010), SEND Code of Practice (2015)
  • - Session 2: Data collection and analysis
  • - Session 3: Collaborative working: working with parents, other staff, other agencies, governors
  • - Session 4: Developing your action plan through self-audit of your provision