Continuing Professional Development- SEND

National Award for Special Educational Needs Coordination

Where a SENCo  appointed after 1 September 2008 has not previously been the SENCo at that or any other relevant school for a total period of more than 12 months, they must achieve the National Award for Special Educational Needs Coordination within three years of appointment. Southwark have actively collaborated with the Institute of education (University of London) in tutoring and moderating on the course. Other local providers are also available.

Institute of Education courses for SENCos

CPD for SEND for the inclusive school

image of NASEN SAENCo training doc

SENCO have a key role  in facilitating effective  professional development opportunitys for colleagues. Click on the link to read the NASEN guidance covering:  

What is ineffective SEND CPD?

Why should CPD for SEN be a priority?

What are the responsibilities of theSENCo  around CPD for SEN?

How can priorities for sen CPD the identified?

What models of CPD are available to SENCos?

How can the impact of SEN CPD be evidenced?


Collaborative learning: the role of the SENCo‚Äč

Local training

The inclusion and monitoring team deliver  a programme of training  for SENCos/inclusion managers  and other staff  working directly with pupils with SEND.

 This page will be updated when the 2016/17 programme  is available.

Training support and guidance from special schools

Southwark has an excellent special school sector, providing high-quality education for young people with a wide range of complex learning needs. Special school staff are keen to collaborate with mainstream colleagues to develop teaching, learning and assessment strategies for learners with SEND in all settings.

Additionally, Cherry Gardens special primary school for children with severe learning difficulties/profound and multiple learning difficulties offers a bespoke range of training and support activities.

Cherry Gardens Special school learning

DfE Advanced training materials for teachers.

All staff are entitled to high-quality initial training, induction, CPD and appraisal, so that they can effectively provide for all children and young people with SEN.

'The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.'

SEND Code of Practice: 0–25 years (pdf, 3.2mb)

Section 6.4

The  advanced needs training materials are designed to support teachers in mainstream schools who want to gain specialist skills for teaching pupils with:

  • autism spectrum disorders
  • dyslexia or specific learning difficulties
  • speech, language and communication needs
  • behavioural, emotional and social difficulties
  • moderate learning difficulties


Advanced training