Inclusive Practice & SEND Excellence School Workshops

Moving beyond literacy interventions, this course addresses the neurological nuances of dyslexia, including deficits in working memory and executive function. Teachers will explore the impact of cognitive load on dyslexic learners and acquire a personalised toolkit of strategies, from adaptive technologies to exam access arrangements. The training emphasises preserving self-esteem and recognising ‘twice-exceptional’ students, ensuring that specific learning difficulties do not mask high academic potential or impede progress across the curriculum.

Challenging misconceptions surrounding Attention Deficit Hyperactivity Disorder, this session frames ADHD as a neurodevelopmental difference rather than a behavioural choice. Teachers will learn to identify executive function deficits and implement reasonable adjustments that minimise ‘fight or flight’ responses in the classroom. By differentiating the curriculum and modifying the sensory environment, this training ensures staff can support self-regulation and focus, allowing learners with ADHD to meet their full academic potential.

This comprehensive INSET offers a deep dive into the core traits of autism and their specific impact on the school experience, from sensory processing to social communication. Educators will acquire a menu of academic and pastoral adjustments designed to reduce anxiety-based school refusal and navigate co-occurring difficulties. Grounded in the Equality Act 2010, the session promotes a whole-school approach to inclusion, providing staff with the confidence to interpret behaviour as communication and create a genuinely neuro-inclusive environment.

Addressing the rising crisis of Emotionally Based School Avoidance (EBSA), this training provides a toolkit for managing anxiety-induced behaviours and attendance barriers. Staff will dissect the physiological triggers of anxiety and the ‘iceberg theory’ of behaviour, learning to distinguish between defiance and distress. Through practical approaches including basic CBT techniques and rapid response protocols, schools can create a supportive environment that reintegrates absent pupils and safeguards the mental health and academic progress of vulnerable learners.

Moving away from the contested practice of differentiation, this course equips teachers with the skills to implement ‘adaptive teaching’ as outlined in the Early Career Framework and Teachers’ Standards. Attendees will master responsive techniques—such as live assessment, cognitive load management, and purposeful scaffolding—to address learning gaps in real-time without lowering expectations. This evidence-led session reduces teacher workload while ensuring every pupil, regardless of starting point, can access the curriculum and achieve mastery.

With 15–20% of UK pupils identifying as neurodivergent, this session moves beyond basic differentiation toward universal, inclusive pedagogies. Participants will explore shared cognitive traits across Autism, ADHD, and Dyslexia, connecting them to high-impact strategies such as scaffolding, dual coding, and retrieval practice. By shifting focus from individual interventions to adaptive teaching, the training empowers staff to reduce anxiety and boost engagement for the whole class, ensuring compliance with the Equalities Act 2010 while raising attainment for all.