Continuous Professional Development
Whatever your role in school, our courses are designed to deepen understanding, build inclusive practice and support meaningful outcomes for all learners.
Our Courses
We offer a range of central training opportunities developed and led by our specialist team. Our course menu is informed by the ever changing landscape of SEND and inclusion. All of our courses can also be personalised and delivered directly within your setting.
our courses
Explore our diverse range of training modules below.
16.03.2026, 1:15 pm until 3:30 pm
Cost: £35 per attendee
Content:
On 23rd of February 2026 the government published the school’s white paper ‘Every Child Achieving and Thriving’ setting out its vision for childhood and for schools. Naturally, there are many questions and concerns related to the proposed changes and developments that the white paper details. To support you in making sense of it all we have prepared a briefing that will cover:
- A summary of the key information and proposals linked to SEND and Inclusion.
- What this may mean for our schools and our children and young people.
- Practical advice about what you can be doing now to take a proactive approach in planning for the future.
- Opportunities to ask questions.
We hope that you will be able to join us!
20.03.2026, 9:30 am to 3:30 pm
Cost: £35 per attendee
Content:
- What are play and sand tray therapies?
- How can we use these approaches to support children to explore their wishes and feelings and to tell their story?
- How can play and sand tray therapy approaches be used help children to heal from trauma?
- Resources and activity ideas.
- Setting up a play and sand tray therapy based approach in your setting.
26.03.2026, 1:15pm until 3:30 pm
Cost: £35 per attendee
Content
To be ready to learn children need to be in the right state. Sensory circuits provide a quick, easy and effective way to ensure that children are ready to learn. They not only benefit children with sensory processing differences, but they are also very supportive for all.
Our new face-to-face course explores:
- What are sensory circuits? Exploring the three main components.
- Understanding sensory integration and sensory processing.
- Exploring the wide range of needs that can be supported by sensory circuits.
- How to personalise and adapt sensory circuits to meet individual learners needs.
- How to plan a sensory circuit using the equipment that you already have.
- Practical ‘hands on’ time to trial and build sensory circuits.
- Ideas on how to enhance sensory circuits.
- Problem solving and adapting for success.
- Ways to use sensory circuits in the classroom.
14.04.2026, 1:15 pm until 3:30 pm
Cost: £35 per attendee
Content:
Social Stories are short, descriptive narratives that explain social situations, expectations, and appropriate responses. They were originally developed by Carol Gray to help individuals, especially those with Autism understand confusing social interactions and reduce anxiety. They provide clear, factual, and often visual information about the “who, what, when, where, and why” of an event, offering a reassuring guide to navigate social challenges like new routines, changes, or understanding others’ perspectives. Social stories and easy to write and implement providing a low cost but highly impactful intervention.
Our brand-new face-to-face course explores:
- What are social stories/narratives and who are they for?
- The principles of writing good social narratives and how to write them.
- Sharing and analysing social stories that are readily available… how useful are they?
- Hands on practise in creating social stories.
- Implementing, adapting and trouble shooting.
03.06.26, 9:30 am until 3:30 pm
Cost: £75 per attendee
Content:
We are all aware of the increasing social, emotional and mental health needs of our pupils and the impact that this is having on well-being learning.
To help you to identify and support the needs of pupils who have difficulties in this area we are offering a full day course which explores:
- What is Social Emotional and Mental Health?
- How to identify emerging and existing social, emotional and mental health needs
- How these needs may manifest themselves and become barriers to learning and accessing wider school life
- Developing a pupil led response to social, emotional and mental health needs
- What you can do to meet the needs of learners with social, emotional and mental health needs as part of your adaptive classroom teaching
- Ideas for additional provision
- Signposting of other support services and supportive resources
07.06.2026, 1:15 pm until 3:30 pm
Cost: £35 per attendee
Content:
- Do you have children that echo learnt phrases?
- Do you have children that are minimally speaking and/or who prefer to communicate using sounds?
- Do you have children who use phrases from their favourite television shows to communicate?
These children may be acquiring language using a Gestalt Language Processing approach.
Typically, in the early stages of language development children say mainly single words, such as ‘biscuit’ or ‘more’. As they progress, they put these single words together to make two-word phrases such as ‘more biscuit’. Gradually the length of these phrases increases as the child develops. Learning to communicate by initially using and understanding mainly single words could be described as typical development of how children learn to talk and understand words. However, children develop in many different ways. One of these differences can be how often a child communicates using memorised phrases and the type of memorised phrases they say. This can be described as Gestalt Language Processing. Understanding and support children who learn language in this way can reduce many barriers to communicating and learning.
Our course covers:
- What is Gestalt Language Processing?
- The stages of Gestalt Language Processing development.
- Supportive strategies to reduce barriers to learning and communication.
- Identifying progress.
25.06.2026, 1:15 pm until 3:30 pm
Cost: £35 per delegate
Content:
Speech sounds are one of the fundamental building blocks of verbal communication. Furthermore, the ability to recognise and distinguish sounds (phonological awareness) is directly linked to reading, writing, and spelling, as these skills form the basis of phonics.
Clear speech sound development ensures effective communication, social interactions and supports access to learning and literacy.
To help you to give your children the very best start and unlock learning and communication our new face-to-face course explores:
- Input – how to support speech development by providing rich communication input—specifically, auditory, visual, and sometimes tactile cues—to help a child hear the correct sounds and understand how to produce them.
- Clarity – how to support the development, accuracy and ease with which spoken words are understood through supporting precise articulation, steady pacing, appropriate volume, and intonation.
- Production – how to support children in producing accurate speech sounds.
- Fluency – how to support the development of communication fluency.
- Supporting speech production for effective literacy skill development.
3 February 2026 – 1.15 to 3.50 pm – Delivered by Nicky Clark & Amirah Hussain. Cost £65
Topics:
- Identification of needs.
- Potential barriers to learning.
- Supportive strategies for universal support and intervention.
- Identifying progress.
Teacher Standard Links: 2 and 5.
7 May 2026 – 1.15 to 3.50 pm – Delivered by Amirah Hussain & Lou Holmes. Cost £65
Topics:
- What is GLP?
- The stages of GLP development.
- Supportive strategies.
- Identifying progress.
Teacher Standard Links: 2 and 5.
25 June 2026 – 1.15 to 3.50 pm – Delivered by Amirah Hussain & Lou Holmes. Cost £65
Topics:
- Input.
- Clarity.
- Production.
- Fluency.
- Impact upon spelling.
Teacher Standard Links: 2 and 5.
4 December 2025 – 09.30 to 3.30 pm – Delivered by Emma Yates & Jordan Jacks. Cost £120
Topics:
- How to identify emerging and existing social, emotional and mental health needs.
- How these needs may manifest themselves and become barriers to learning and accessing wider school life.
- Developing a pupil led response to social, emotional and mental health needs.
- What you can do to meet the needs of learners with social, emotional and mental health needs as part of your adaptive classroom teaching.
- Ideas for additional provision.
- Signposting.
Teacher Standard Links: 8.
23.04.2026, 1:30 pm until 3;30 pm
Cost: £35 per attendee
Content:
For some children and young people, despite your best endeavours to provide high quality teaching and evidence based phonic intervention, phonics just doesn’t seem to work.
This then creates barriers to learning which can impact upon access to all aspects of the curriculum.
So, what can you do to reduce these barriers?
Our brand-new face-to-face course explores:
- Why phonics doesn’t work for some learners.
- A range of easy to implement, low cost and impactful tweaks which compliment what you are already doing now that can make phonics more accessible.
- A range of different approaches to offer instead of a synthetic approach.