To develop effective learning for pupils with additional learning needs, three key elements are required in a school:

1. A leadership that understands and can drive the necessary change
2. Excellent classroom practice with Quality First teaching
3. Partnership with parents and other services Ebdaah offers training, advice and support for school based staff, and families where appropriate.

Our range of programmes is growing all the time so please call us if you have a specific request. Some of the courses can provide accreditation if this is required. Please ask for more details.

Skills of leaders and managers to respond to areas of concern and deliver change

The growing agenda for inclusion places many pressures upon school leaders, and additional challenges may be created where students are not being educated in their mother tongue. Leaders must promote a culture of inclusion, coordinate with relevant authorities, and monitor staff, programs and progress for additional needs. There is a developing role to strengthen relationship with parents and work to create awareness about programs and services for people with special needs within the school and beyond.

The following represent some of the support Ebdaah can provide:

a. Middle leaders leading changeb. Support for school improvement planning
c. SENCO learning community
d. Coaching for leaders
e. Audit of barriers to learning

Modification of the curriculum and environment for children with additional needs

In order to meet the educational needs of students with additional needs, accommodations and modifications in the teaching methods, learning materials or learning environment may be necessary. Where teachers provide a quality learning environment where barriers to learning are removed, pupils with additional needs are more able to access the curriculum and all students benefit.

These are some of the courses we offer:

a. introduction to Special Education
b. Writing without Tears
c. Magic Spelling
d. Using ICT to overcome barriers to learning
e. Effective IEPs
f. Use of assessment data
g. Managing behaviour
h. Learning Support
i. Implementing support programmes
j. The SEN friendly classroom
k. Accessibility audits and design

Working in partnership

A child’s development can be greatly enhanced (or hindered) by what happens not only in the classroom, but at home and in collaboration with other services. The role of nannies, their skills with children and abilities in English is particularly important for some children.

Schools can access the following support or direct families towards training for staff that could have a direct impact upon standards in school.

a. Working with parents
b. SEN for nannies
c. Introduction to Special Needs for parents and carers
d. Child development Programme
e. Working in partnership with other services
f. English skills for nannies and teaching assistants.