SEND conference success
Trainees Develop Inclusive Practice at Spring SEND Conference
Our first of two SEND conferences this academic year provided an excellent opportunity for our primary and secondary trainees to work collaboratively and deepen their knowledge and understanding.
Trainees across the partnership engaged in a focused day of professional learning at the Spring SEND Conference, designed to deepen their understanding of inclusive classroom practice and strengthen their ability to remove barriers to learning for all pupils.
The conference opened with keynote contributions from Dr Simon Witham, CEO of Venn, and Alec Young, Headteacher at Ganton Special School. Drawing on both mainstream and specialist contexts, the sessions supported trainees in developing a more nuanced understanding of how attention, behaviour, cognition and emotional regulation interact within everyday teaching. Central to this was a clear message: high-quality teaching—characterised by clarity, structure, strong routines and high expectations—is fundamental to enabling pupils with SEND to engage and succeed.
Building on prior training, trainees were encouraged to view pupil behaviour and participation as integral to the learning process. The keynote sessions made explicit the deliberate instructional choices teachers make, including modelling, scaffolding, checking for understanding and the effective deployment of adult support. These insights helped trainees to recognise how small, carefully considered adaptations can reduce barriers without lowering ambition.
In the afternoon, trainees took part in phase-specific workshops led by experienced practitioners from both primary and secondary settings. These sessions translated core principles into practical classroom strategies, with a focus on managing language demands, supporting working memory, and fostering independence. Approaches such as predictable routines, chunking, and the use of visual and verbal supports were explored, alongside the importance of promoting long-term independence rather than reliance on adult support.
Throughout the day, the conference reinforced that inclusion is not an additional layer, but the result of consistently strong teaching, informed by a deep understanding of learners. By engaging with realistic, transferable practices and reflecting on their application, trainees left with increased confidence in making adaptive, responsive decisions in their own classrooms.
The SEND Conference forms a key part of the programme’s commitment to ensuring that all trainees are equipped to create ambitious, inclusive learning environments where every pupil can thrive.
