What training do staff have in relation to pupils with Special Educational Needs?

At St Barnabas, all staff play a role in supporting pupils with Special Educational Needs and Disabilities (SEND). We provide ongoing, needs-led professional development so staff can implement effective, evidence-informed practice.

Our approach to training

• Targeted: training is provided to the staff who need it most, based on the needs of the pupils they work with.

• Ongoing and refreshed: we review and update CPD regularly to ensure it remains current and aligned to pupil needs.

• Practical and coaching-based: development includes in-class modelling, peer observations, coaching, and feedback, as well as formal courses.

• Not exhaustive: the examples below are illustrative and may change over time.

Examples of recent and recurring training and development

• Medical and health: anaphylaxis and EpiPen administration; asthma awareness and management

• Neurodiversity and communication: Autism Education Trust (AET) Tier 1 and Tier 2; sensory processing and regulation; guidance from the Communication and Autism Team (CAT)

• Literacy and numeracy interventions: Precision Teaching and Paired Reading

• Attachment and relationships: attachment-aware and trauma-informed practices

• Speech, language and communication: collaboration with Speech and Language Therapy (SALT) services to support identification and assessment of need, advise on targets, and model strategies for the classroom and small-group work

• Physical and sensory needs: specialist input and training from the Physical Disability Support Service

• Classroom practice: Quality First Teaching, differentiation, scaffolding and adaptive teaching

Quality assurance and impact

• Training is linked to pupil outcomes through the Assess, Plan, Do, Review cycle.

• Leaders monitor implementation (learning walks, work scrutiny, planning reviews, pupil and parent voice) and provide follow-up coaching where needed.