Thriving in your first year: Closing the inclusion gap and working with pupils with SEND
This webinar comes to you as part of a supportive new series from the Chartered College of Teaching, designed for student teachers as they take their first steps into the profession, which can sometimes feel daunting. This session aims to: Explore how inclusive practice supports all pupils to feel valued, engaged, and experience a sense […]
Leading Professional Learning at Scale: Supporting strategic CPD leadership in schools
High quality professional development is fundamental to ensuring our school culture and staff development is woven into school improvement. It is our leaders that set out to ensure that impactful CPD is driven by strategic principles. This webinar will explore how school and trust leaders can strengthen their strategic approach to CPD so that professional […]
Deall iechyd meddwl a lles mewn addysg / Understanding mental health and wellbeing in education
Cwmni ymchwil wedi’i leoli yng Nghaerdydd ydym ni sef SRI a rydym ni’n gweithio gydag Education Support, elusen sy’n wedi ymroi i gefnogi iechyd meddwl a lles athrawon a staff addysg ledled y DU. Er mwyn i’r elusen allu cefnogi athrawon a staff yn y sector yn well, rydym wedi cynllunio arolwg byr yn benodol […]
SAEN: network and connect
The SAEN first in person event: panels, roundtables and an opportunity to contribute to education policy brief. The theme: Intersecting Paths – South Asian Educators in Research, Teacher Education, Teaching and Leadership. Join us for a range of panels, roundtables and an opportunity to contribute to a policy brief. The aim is to influence and […]
Educational Neuroscience in Practice: Insights for Teachers
Explore how educational neuroscience can support effective, inclusive teaching in this free online event for teachers and trainees. The Centre for Educational Neuroscience (CEN), in partnership with Learnus, is delighted to invite trainee teachers, early career teachers, and teachers in practice to a free 90-minute online event exploring how educational neuroscience can support effective and […]
Oracy assessment: principles and practicalities
Oracy is set to become part of the national curriculum in England for primary and secondary schools. But what does that mean for assessment? This webinar discusses some of the principles of oracy assessment such as assessing oracy skills themselves and also assessing curriculum subjects through oracy, including formative assessment. The second part of the […]
AI: How to Accelerate Learning & Improve Education
AI has already changed how millions of people work. It is now beginning to change how they learn, and the shift is uneven. Personalised, mastery-based tutoring is finally affordable at scale. It is the most effective form of learning we know of, and for a hundred years it has been out of reach for all […]
Chartered College of Teaching Annual General Meeting (AGM) 2026
The Chartered College of Teaching Annual General Meeting 2026 About this event: You must be a member of the Chartered College of Teaching to book onto this event. Members are invited to the Chartered College of Teaching’s Annual General Meeting (AGM), which will take place as part of the Leading Curriculum Development Event at Google […]
From the editors
Georgina Durrant, SEND specialist and author; Strategic Lead for Inclusion, Twinkl, UK This edition arrives at a pivotal moment for education and inclusion in England. A new Secretary of State for Education, an updated Ofsted inspection framework with an increased emphasis on inclusion, and the government’s proposals for reforming the special educational needs and disabilities […]
Supportive unmasking: Why professional development in schools must prioritise girl-focused research on neurodiversity
EMILY RUSHTON, SCHOOL OF HUMANITIES AND SOCIAL SCIENCES, UNIVERSITY OF WEST LONDON, UK Introduction Historically, teachers have identified neurodivergence through externalising behaviours. This means neurodivergent girls often go unnoticed because they are better at masking their traits. However, recent research by McKinney et al. (2024) shows that adolescent girls find masking to be the most exhausting […]
Falling through the gaps: Autism, ‘emotionally based school avoidance’ and misrepresentation of need
OWEN MATTHEWS, FLEXIBLE EDUCATION, PETERHOUSE SCHOOL, UK; AUTISM INITIATIVES, SOUTHPORT, UK Introduction National figures show that students with SEND have far greater rates of absence than those without, with severe absence markedly higher among students with an EHCP (education, health and care plan) than among those without identified SEND (DfE, 2025). What is commonly referred to […]
How can we better understand learners with SEND?
Alex Galvin, Senior Education Lead, SSAT (The Schools, Students and Teachers Network), UK The increased focus on inclusion and adaptive teaching has prompted much discussion about the practical steps that teachers might take to enable all learners to thrive. The reality is that it will always be challenging to support the progress of children with […]
Compact guide – Students with cognition and learning needs: The role of language in on-the-spot formative assessment
DR AMELIA ROBERTS, HEAD OF PSYCHOLOGY AND HUMAN DEVELOPMENT DEPARTMENT, UCL INSTITUTE OF EDUCATION, UK Setting the scene Black and Wiliam (cited in Wiliam and Leahy, 2024) highlight the importance of designing lessons that enable on-the-spot observation to build a rich and detailed understanding of students with cognition and learning needs (CLN), to enable scaffolding […]
Compact guide – ADHD in the classroom: What can I do to support my students?
Abby Russell, Associate Professor in Child and Adolescent Mental Health, University of Exeter Context Many children and young people show patterns of challenge in paying attention, regulating activity and impulse control that are commonly described as ADHD, and large-scale studies suggest that in a typical classroom at least one or two students would meet criteria […]
Compact guide – Autism in the classroom: Evidence-informed strategies for inclusive teaching
DR ANNA COOK, LECTURER IN DEVELOPMENTAL PSYCHOLOGY, UNIVERSITY OF SURREY, UK What does the research say? Autism is a lifelong form of neurodivergence that shapes how a person communicates, processes sensory information and experiences the world around them. Around 3.2 per cent of students in England have autism recorded as their primary type of special educational […]
Compact guide – Supporting students with speech, language and communication needs through adaptive teaching
AMY LOXLEY, LEAD SPEECH AND LANGUAGE ADVISOR, SPEECH AND LANGUAGE UK Setting the scene Speech, language and communication needs (SLCN) are challenges with talking and understanding words that can affect how students understand what is said to them, express themselves and interact with others. Research tells us that 7.6 per cent of students – on average, […]
Let’s talk about oracy: Why oracy matters when planning for cognition and learning needs
ALISON TWINER, SENIOR RESEARCH ASSOCIATE, CAMTREE, HUGHES HALL, UNIVERSITY OF CAMBRIDGE, UK PETE DUDLEY, CEO, CAMTREE, HUGHES HALL, UNIVERSITY OF CAMBRIDGE, UK PATRICK CARMICHAEL, MANAGING DIRECTOR, CAMTREE, HUGHES HALL, UNIVERSITY OF CAMBRIDGE, UK REBECCA STOTT, DIRECTOR OF EDUCATION, TWINKL, UK NICOLA ROMAINE, NATIONAL ENGLISH LEAD, TWINKL, UK Context and challenge Research now embedded into policy through the Curriculum and Assessment […]
Compact guide – What every teacher needs to know about developmental language disorder (DLD)
STEPHEN PARSONS, SPEECH AND LANGUAGE THERAPIST, THINKING TALKING, UK Setting the scene Spoken language is the lifeblood of the classroom. It is how students engage with learning and form social relationships. It has direct impacts on literacy, learning, social relationships and mental wellbeing. Students who face ongoing challenges with spoken language may meet the criteria for […]
Compact guide – Building words and worlds: Vocabulary and knowledge in the inclusive classroom
JOHNY DANIEL, ASSOCIATE PROFESSOR, DURHAM UNIVERSITY, UK Context How many words students know and how well they know them are central to reading comprehension (Beck et al., 2013). Yet comprehension is not a free-floating skill that transfers across any text; it is dependent on what a reader already knows. In one study (Kaefer et al., 2015), […]
Compact guide – Supporting pupils with dyscalculia in mainstream classrooms
DR KINGA MORSANYI, READER IN MATHEMATICAL COGNITION, LOUGHBOROUGH UNIVERSITY, UK Setting the scene Dyscalculia is a specific learning disability characterised by persistent and severe difficulties in learning and understanding maths. It affects around six per cent of the population, meaning that most mainstream classrooms are likely to include at least one student with dyscalculia. Dyscalculia is […]