Our Courses
What We Provide
Makaton
For professionals and parents and carers that are supporting a young person with SEND and limited or no speech. Train with us for Levels 1 - 4.
Please note - to access Levels 2 and above, attendees must provide certificates of the previous levels achieved.
Key themes covered:
The Makaton Language Programme
Tips for Effective Signing
Makaton’s Place in the Signing World
Three Formal Levels of Makaton Use
Multi-Modal Communication
How are Makaton Symbols Used?
Learn and Practice Stage 1 and 2 of the Makaton Core Vocabulary
Details
A mix of presentations and practical sessions
9am - 3.30pm
£99 per attendee
Level 1 Courses:
Monday 12th October 2026
Level 2 Courses:
Thursday 3rd September 2026
Monday 14th September 2026
Tuesday 17th November 2026
Thursday 3rd December 2026
Level 3 Courses:
Thursday 21st January 2027
Tuesday 13th April 2027
Monday 28th June 2027
Enabling Environments
Increase your knowledge about the impact of the environment on SEND pupils’ ability to engage in learning, particularly focusing on autistic pupils
How to create and use communication resources
Learn how communication resources can be effective communication tools for children with communication needs and how to incorporate them into teaching and routines. Develop an understanding of how to make and implement a range of communication methods and strategies.
Sensory breaks & co-regulation
Develop an understanding of the sensory and emotional regulation needs of pupils with SLCN. Learn how to identify signs of dysregulation and communication-related distress, explore practical sensory break ideas and co-regulation strategies tailored to SLCN profiles. Create a supportive environment that promotes emotional safety, communication, and learning.
Key themes covered:
Professional responsibility to provide Enabling Environments
Organisation of the Physical Environment; consistent and predictable routines & resources
The sensory environment, inclusive spaces, autism design principles for schools & considering transitions
Support for communication
Enabling Environments V Environments that Enable
Continuous provision/Free-flow; encouragement of independent functioning, Reggio Emilia approach
An ‘inside-Outside’ approach
Key themes covered:
Understanding why CYP with communication needs use behaviour for communication
How to support CYP to express themselves in socially acceptable ways
How to make visual communication resources – visual timetables, PECS, communication boards/books
Key themes covered:
Understand the sensory and emotional regulation needs of pupils with SLCN.
Learn how to identify signs of dysregulation and communication-related distress.
Explore practical sensory break ideas and co-regulation strategies tailored to SLCN profiles.
Create a supportive environment that promotes emotional safety, communication, and learning.
Details
A mix of presentations, group work, and time in class
3 hours (9am - 12pm or 12pm - 3pm)
£49 per attendee
Thursday 6th May 2027
Details
Presentation
3 hours (9am - 12pm or 12pm - 3pm)
£49 per attendee
Monday 2nd November 2026 PM
Monday 17th May 2027 PM
Details
Presentation, Q&A, peer reflection, and action planning
3 hours (9am - 12pm or 12pm - 3pm)
£49 per attendee
Monday 2nd November 2026 AM
Monday 17th May 2027 AM
Trauma informed positive behaviour support
Participants will have a deeper understanding of trauma informed practise and the role this plays in creating positive behaviour support.
Key themes covered:
Understand the impact of childhood adversity and trauma on behaviour and learning
Develop whole-school and classroom strategies rooted in both trauma-informed practice and PBS
Equip leaders to embed a consistent, relational approach to behaviour support
Promote inclusive and emotionally safe environments for all pupils
Creating a curriculum for Engagement Model pupils
Learn to understand what the Engagement Model is and what learning looks like for pupils working within it, as well as how to assess progress at the very earliest stage of learning.
Effective deployment of TAs & How to be a successful TA
Participants will learn how to deploy TAs effectively to maximise learning, whilst not creating dependence for children who access close support from staff on a regular basis.
Delegates will consider how they currently use TAs to support SEND learning and what they might do to increase pupil learning and independence outcomes in their settings.
Key themes covered:
The Engagement Model – What is it?
Curriculum Research –including EYFS and Reggio Approach
Curriculum Design – focusing on developing curiosity and expanding opportunities for communication and interaction through a range of activities and opportunities including sensory and
exploratory play
What does learning look like and how to assess progress at this very earliest stage
An opportunity to think about and develop an action plan to take back to your setting
Key themes covered:
What is the TA role?
What is effective TA support for pupils?
How can we apply this to teaching of SEND pupils?
Concepts of dependence and learned dependence
Adaptive teaching for neurodiverse pupils
Participants will have increased knowledge about ways to adapt teaching in general and also of strategies that support their subject discipline and ways of learning. They will have considered what adaptive teaching means in their own context and have practical strategies to immediately apply in school that will benefit all pupils.
Key themes covered:
Adaptive Teaching vs Differentiation: myths & realities
The case for Adaptive Teaching (AD): Evidence-informed practice
Understanding how subjects and key stage learning cultures affect adaptation
Dual coding and Alternative & Augmentative (AAC) communication tools
Who are we adapting for? Why?
Reducing scaffolds over time
ASD Workshop
Attendees will have developed an action plan to support autistic learners to take back to their setting and that can be adapted for other children and young people.
Pre-Key Stage Standards moderation
To be confident in your assessment judgements of pupils working below age-related expected levels of progress.
Key themes covered:
What is Autism? Myths and Facts
Quartet of Differences
Interpreting Communication; Means, reasons & opportunities and adjusting your communication
Interaction; shared attention & turn taking
Sensory Processing; Our Sensory World, The 8 Senses, Hyper & Hypo
Information Processing
Supporting Regulation; the iceberg model & Star approach
Key themes covered:
Pupils below the level of the ‘test’ in Y2 and Y6 will still need teacher assessment judgements submitting for reading, writing and mathematics at the end of June.
The pre-key stage standards must be used to form these judgements.
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Familiarisation with the new pre-key stage standards
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Opportunity to moderate with other teachers / schools
Details
Group discussion & sorting activity
Video content
Time in class
Group discussion relating to iceberg & star approach
A mix of presentations and practical sessions
9am - 3.30pm
£80 per attendee
Thursday 14th january 2027
Details
Presentation
Use of video assessment for the earliest of the standards
Table discussions to identify next steps in teaching and learning
3 hours (9am - 12pm or 12pm - 3pm)
£49 per attendee
Thursday 13th May 2027 PM
Supporting autistic
pupils to access Educational Visits
Learn why autistic pupils may find Educational Visits difficult along with a range of strategies to support them to access off-site visits.
Key themes covered:
The four areas autistic pupils experience the world differently:
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Communication
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Interaction
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Sensory
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Predictability
What strategies you can put in place to support them to access Educational Visits.