A case for providing bespoke internal CPD to help ensure equable SEND provisions across the profession
Written by: Caitlin Parker and Lewis Baker
8 min read
Caitlin Parker, Special Educational Needs Coordinator, The Academy of Contemporary Music, UK
Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK
To meet the diversity of learning needs within the classroom, teachers face the challenge of keeping abreast of developments in educational research in order to implement sound curriculum design and pedagogical interventions to support learners with special educational needs and disabilities (SEND). However, according to the 2019 School Snapshot Survey, 59 per cent of teachers reported that there is not always appropriate training in place for them to ensure that students will receive appropriate SEND support (DfE, 2020). Additionally, further education (post-16) providers, academies and free schools do not require teachers to have qualified teacher status (QTS) or qualified teacher learning and skills (QTLS) status. One of the hallmarks of teacher training programmes that lead to qualified status is an ex
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