CPD Training

Staff will have a deeper understanding of ACEs and their impact and have an increased understanding of how it presents itself and identifies as developmental trauma. Staff will develop an awareness of practical strategies to use in school to support children and young people.

To explore legislative processes and national guidance relating to the statutory and pre-statutory aspects of the SEND Code of Practice (2015) as underpinned by the Children and Families Act (2014). This session aims to explore the myths, facts and data that underpin national narratives around SEND and offer practical solutions for SENCos working directly in this context.

We are offering a network group for problem-solving, ways forward, ideas and inspiration led by experienced MAST Family Learning Mentors and a Senior EP.

To develop an understanding of domestic abuse and its different forms in order to facilitate early intervention and effective support interventions: Adapt teaching to respond to the strengths and needs of all pupils: to have a more secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

All participants must have completed a relevant Level 1 / introductory course in PT to attend this course (see previous course). This is a two-part training course to apply the theory and practice of Precision Teaching (PT) as a formative assessment strategy to enhance numeracy and handwriting / spelling skills. There is an expectation that all delegates will undertake an assignment using the PT approach between sessions 1 and 2. The second date of this training is 19th June 2025

Staff to feel supported in their work and confident in their ability to adapt their delivery of interventions to meet the specific needs of individual children and young people with social and emotional difficulties. Staff to feel able to overcome challenges that they face in their work through engaging in collaborative problem-solving.

Attentional, impulsivity, and hyperactivity needs (including ADHD) can result in a ‘vicious cycle’ whereby pupils experiencing them not only miss academic content but are also reprimanded and corrected far more than their peers. Over time, this creates a learning and behaviour gap between these individuals that negatively impacts how they are viewed by other pupils, parents, staff, and themselves.