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Improving student outcomes

Online SEND and Teacher CPD courses

Why not join 10,000 schools who've partnered with us to improve the confidence and skills of their teaching team and provide a more inclusive experience for pupils with SEND?

We ensure your team has the right skills at the right time to support all children and young people with Special Educational Needs and Disabilities (SEND) and provide quality first teaching.

Discover why 85% of users rate a significant increase in confidence after completing our courses and talk to us today.

Impact on confidence in overall abilities to meet the needs of pupils with SEND

* 85% of users rate a significant increase in confidence

  • Very confident
  • Fairly confident
  • Somewhat confident
  • Not confident
Pre-training
Chart for pre-training
Post-training *
Chart for post-training

* 85% of users rate a significant increase in confidence

Source: LMS 2024


Our courses are developed in partnership with SEND specialists and leading institutions to reflect current evidence-based practice. They provide a secure knowledge of the graduated approach, an understanding of assessment checklists and techniques, a toolkit of interventions to differentiate learning, and a support plan to differentiate and personalise learning.


Testimonials

I have improved my understanding of ASD and what difficulties children with autism may have. This has helped me to identify the difference between ASD and other disorders. Moreover, learnt that often children can have ASD and Dyslexia or ASD and ADHD and others. Furthermore, I have learnt many strategies to improve my interventions. This has helped me to set my goals to support my student. I have also learnt the importance of the collaborative partnership between the parents and the school.

Other Position

Autism

I feel more confident in my ability to understand the needs of the students I work with and to provide the best possible outcome for their learnin.

Qualified Teacher

Deafness

I have gained basic knowledge to help support a little deaf boy on my caseload - although he is younger than school entry age - the information I have learnt gives a good insight to what he is to expect when he starts school. I feel I am better equipped to support at Early Foundation stage and have the information, formed connections with the advisory teacher in the area, that has given further direction to improve my work practice.

Other Position

Deafness

Training has helped me focus on the main reasons for dyslexia and our choice and effectiveness of interventions. The use of mnemonics (for 2 Y6 pupils) in a regular 3x week intervention (1:1 ) have shown some improvements on their spelling results when recently assessed. They are not at age expected but have retained some spellings, one child is better at spotting an incorrect spelling and has learned the blends needed, but still struggles to retain the word in its entirety. Both these children have co-morbidity- ADHD diagnosed, one on medication, but without doubt their focus is frequently affected. I am constantly having to stress the frequency that the interventions need to be delivered i.e. at least 3x week in order for them to be successful; and include some independent time on the other 2 days for the children to practise e.g. over learn by playing a sound game; use Nessy or similar software, teachers like the speed of precision teaching (having assessed tricky word knowledge/first 100 HFW/statutory year group spelling lists or words commonly spelled wrong in their daily writing) and several children can be managed effectively over a week when teachers organise their adult support well. We are including this in Y1 to focus on the lowest spellers, we will be able to check in on their progress after phonic screening and evaluate who may need further assessment to check whether dyslexia is a likely concern.

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