Advanced SENCO CPD.

Overview.

If you have been a SENCO for a while and would like to develop your expertise further, including supporting other practitioners, this course is in line with the New Code of Practice (2014) and will cover all the essential information and requirements, including opportunities to put them into practice.

Session content and Learning outcomes:

Session One;

What is the role of the SENCO in the Early Years?

Recent and current legislation and approaches to providing inclusive early years services; including understanding and promotion of the social model of disability.

Learning outcomes:

  1. To understand the recent changes to the SEN Code of Practice (2014) and the existing duties under the Equality Act (2010) and Revised EYFS (2014)
  2. To be able to identify strengths and weaknesses in the settings policy and practice in relation to inclusive practice.
  3. To gain confidence in the role of influencing and leading other setting practitioners in relation to inclusive practice.
  4. To develop, share and embed the roles and responsibilities of all practitioners in relation to inclusion.

 

Session Two: 

Early identification and intervention, a whole setting approach; assess. plan, do ,review. including tracking progress and planning next steps.

Learning outcomes:

  1. To be able to use a range of available tools to track individual children’s progress and identify progress
  2. To understand and share the importance and impact of effective whole setting approaches to observation and personalized approaches to learning and development.
  3. To be able to support and develop the skills, knowledge and understanding of all setting based practitioners in carrying out their roles in early identification and taking action for their key children.

 

Session Three:

Practitioners and parents working together; understanding parental perspectives and offering family focussed support to support the child’s outcomes.

Learning outcomes:

  1. To understand and promote a family centred approach setting with parents and others involved with the child.
  2. To support and develop the confidence and skills of all practitioners in understanding and valuing parental perspectives and involvement in working in partnership for achieving the best outcomes for their child.

 

Session Four:

Putting the child in the centre: Listening to young children and person centred thinking and planning in the early years.

Learning outcomes:

  1. To recognise and promote the importance of involving and listening to the voice and views of the child in everyday practice.
  2. To understand and develop the use of person centred one page profiles to include the voice of the child and parent as a tool to support inclusive practice.
  3. To consider the ways in which one page profiles can be used to support transition.

 

Session Five:

Understanding and meeting the changing nature of children’s needs in 21st Century.

Learning outcomes:

  1. To be aware of the changing population of children whose needs may be identified as complex and be prepared to take a lead in developing inclusive practice for this wider group of children.
  2. To recognise the influence of child development and growing knowledge of neuroscience has on understanding children’s individual needs.
  3. To be aware of the importance of supporting good early social, emotional, mental health and well being of all children.

 

Whilst this training has been developed with Local Authority commissioning in mind, Should there be sufficient interest from individuals then CPC will provide the course at a central location.

Minimum numbers: 15

Maximum numbers: 30.

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