Support for Local Authorities

In line with the launch of the new area SEND inspection framework, nasen can help you to improve leadership, provision and practice for SEND in your area.

Our extensive menu of support for schools and settings is designed to drive strategic and operational improvement in inclusion and SEND, working with leaders and practitioners.

Together, we can and do make a difference for children and young people with SEND.

Female teacher with secondary school pupils in a lesson

The Golden Key Programme

Help inform, upskill, and empower early years staff within your local authority to make a positive impact for children and young people with SEND. 
nasen’s Golden Key programme is an online training programme of eight, live, interactive webinars for practitioners currently in the role of the Key Person in PVI and maintained school settings.

It’s perfect for those seeking to develop their knowledge, skills, and confidence in working with young children with SEND, so that they can feel confident in implementing the graduated approach (assess, plan, do, review) in accordance with the SEND Code of Practice 2015.

Stock image of an early years classroom with colouring pencils on a desk

Supporting Local Authority Teams

SEND Casework Award Level 3 or 4 Accredited Training

For all SEND Case officers and co-ordinators

This award is designed specifically for those directly involved in SEND casework and casework management. It is a way of developing and enhancing staff practice in implementing the SEND Code of Practice (2015) requirements.

Support options available: 

  • Accredited BTEC level 3 course (case officer) - on the job accreditation
  • Accredited BTEC level 4 course ( EHC plan co-ordinator) - on the job accreditation 

Expected outcomes:

  • Increased confidence in carrying out the role
  • Improved understanding of the technical and legal aspects of SEND assessment
  • Improved understanding of the review and co-ordination process, under the SEND Code of Practice (2015)
  • Development of interpersonal, communication and self-management skills required for effective professional practice

 

Young child sitting on a chair with a teacher next to her both looking at an iPad

Audit of SENDIASS

For all LA Leaders/commissioners

An independent audit of the LA services, leading into a full understanding of its quality in relation to government Minimum Standards, identification of good practice plus an annual audit review of compliance and follow up advice and support

Expected outcomes:

  • Credibility and assurance (with evidence) around the LA’s performance against Minimum Standards
  • The identification of strengths and any areas for development
  • Guidance and support for any development work needed

 

Group having CPDL training session

Supporting your schools

Three primary school ages pupils working together in a science experiment class with 3 beakers on a table filled with green, orange and blue liquid

SEND Review - School Self-Evaluation and Training

Suitable for all school leaders including SENCOs

Expected outcomes:

  • Full understanding of the SEND self-evaluation process and the ability to evaluate SEND provision
  • Full understanding of the peer-to-peer SEND Review process and the ability to peer review SEND provision in other schools
  • Improved identification of strengths and areas for development for SEND, and prioritisation of next steps for school improvement for SEND
  • If implemented across multiple schools in an LA, an overview of strengths, areas for development and common CPDL needs across the LA
  • Sustainable SEND professional development for SENCOs and school leaders through school self and peer evaluation
Find out more
male teacher supporting a pupil in classroom

Strategic Development

Suitable for new and experienced SENCOs

Expected outcomes:

  • Developing the strategic direction for SEND
  • Supporting colleagues with high quality inclusive teaching
  • Effective deployment of support staff, including effective use of interventions
  • The graduated approach, including EHC plans
  • Maximising the effective use of funding for SEND including provision management
  • SEND self-evaluation using the SEND Review Guide
  • Early and accurate identification of SEN
  • Improved understanding of school improvement for SEND and confidence in how this relates to the 2019 Ofsted Education
  • Inspection Framework (EIF) for SEND.
  • Improved understanding of how to lead on strategic and sustainable staff development for SEND.
Group of primary school children in red uniform gathered around a computer with their teacher

Leadership of SEND

Suitable for middle leaders, such as subject, department and phase leaders

Expected outcomes:

  • Understanding the role of the middle leader in supporting learners with SEND
  • Establishing principles and practice for effective, inclusive, high quality teaching
  • Effective working with the SENCO and supporting staff in your department
  • Building inclusive policies
  • Understanding resourcing for SEND in your department

Leadership of SEND

Suitable for all senior and executive leaders in schools, including experienced SENCOs

Expected outcomes:

  • A shared understanding of SEND and inclusion across schools within your LA
  • How to set a strategic direction where SEND is integral from inception
  • An understanding of what effective leadership for SEND looks like across the whole school, including staff deployment
  • An understanding of what effective, inclusive, high quality teaching looks like

Supporting Early Years

Group of Early Years children reading a book

Effective Practice for SEND in the Early Years

Suitable for all EY practitioners and teachers

Expected outcomes:

  • An understanding of the roles and responsibilities within EY for SEND
  • Improved knowledge of and confidence in effective inclusive practice in EY
  • Improved ability to identify and support needs as early as possible
  • Improved relationships with parents and families of young children with SEND
  • Improved transitions into school for young children with SEND
  • Ultimately, increased access to EY education for young children with SEND
Three early years children playing with plastic balls

EY SEND Review – EY Setting Self-Evaluation and Training

Suitable for EY setting SENCOs, leaders. managers, owners and LA EY teams

Expected outcomes:

  • Full understanding of the EY SEND self-evaluation process and the ability to self-evaluate SEND provision
  • Full understanding of the peer-to-peer EY SEND Review process and the ability to peer review SEND provision in other settings
  • Improved identification of strengths and areas for development for SEND, and prioritisation of next steps for setting improvement for SEND ∙ If implemented across multiple settings in an LA, an overview of strengths, areas for development and common CPDL needs across the LA
  • Sustainable SEND professional development for SENCOs and setting leaders, managers and/or owners through setting self and peer evaluation
Download our Supporting Local Authorities document

Can't find what you are looking for?

We understand that all settings have different training requirements and focus areas for improvement. We offer bespoke CPD for schools, colleges, Early Years settings, groups of schools as well as local authorities. Our bespoke offer is designed to meet your specific requirements and could consist of a single-session, whole setting ‘deep dive’, termly twilight refreshers or a more comprehensive series of ongoing CPD sessions across a year – this provides the greatest opportunity for significant, sustainable improvements to practice and outcomes.

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