Every pupil deserves to thrive, and that starts with confident, knowledgeable staff empowered to make a difference. The SEND Code of Practice (2015) has always been clear about the importance of securing high levels of expertise aimed at creating an inclusive learning environment in which pupils with SEND can achieve great things, and how school leaders can use this to build the quality of whole-school provision as part of their approach to school improvement.
Two recent publications have led us to reflect on HFL’s SEND focused training programme and consider how our portfolio of Level 3 and Level 4 SEND accredited qualifications can enable settings, schools, and multi-academy trusts to further strengthen their provision. The most recent government data (DfE 2025) shows that over 1.7 million pupils in England now require SEND provision. The current national debate about managing the exponential growth in the number and complexity of pupils with SEND suggests an increasing need to wire professional development into the everyday lives of the education workforce.
Ofsted’s state-funded school inspection toolkit (November 2025) describes how inspectors will focus on gathering evidence relating to a range of factors that contribute most strongly to leadership and governance, including ‘having a coherent professional learning programme for all staff that is rooted in a culture of purposeful collaboration, focuses on building collective expertise and enables expert teaching across all subjects and phases.’
Inspectors will consider the extent to which leaders ‘take a strategic approach to improvement, in which they carefully identify the right priorities to ensure the best possible outcomes and experiences for pupils.’
And, when gathering evidence on professional learning and expertise, a light is shone on the extent to which professional learning includes a focus on the ‘necessary adaptations for pupils with SEND, and those who may face other barriers to their learning and/or well-being’.
The recently published Hertfordshire Ordinarily Available Provision guidance (September 2025) has been developed to support mainstream providers to reflect on and strengthen their provision for all pupils, including those with SEND, and provides examples of adaptations and reasonable adjustments that are part and parcel of everyday high-quality inclusive provision. This includes making arrangements for staff to take part in regular professional development activities to secure expertise in how to adapt teaching and learning to meet pupils’ needs.
Professional development that builds knowledge, motivates staff, develops teaching techniques, and embeds practice is most likely to improve pupil outcomes.
EEF, 2021
Our portfolio of Level 3 and 4 Gateway qualifications can contribute by:
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Building knowledge through a structured learning programme, encouraging staff to connect statutory duties with everyday practice, and practical tasks designed to enable staff to deepen their understanding of SEND.
“I found the requirement of the course to work with an individual student and their parents/carers extremely beneficial.”
(Level 3 supporting children and young people with autism – secondary participant)
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Motivating staff through active reflection, and recognition of effective ways of working. By providing opportunities for professional development, leaders can help staff to feel valued.
“I have learnt so much … It has given me more confidence in my practice as I did a lot of self-reflection when discussing personal experiences in my assignments.”
(Level 3 Certificate for Early Years SENCOs – practitioner)
- Developing techniques that strengthen inclusive practice and explore approaches to identify and plan for individual needs alongside opportunities to discuss learning with colleagues from other settings, schools or trusts.
“Each unit gave you resources that you can use with the children to gain further insights into understanding their needs.”
(Level 3 supporting children and young people with autism – primary SENCO)
- Embedding practice by providing opportunities for regular feedback, revisiting prior learning and enabling staff to implement strategies and approaches that meet the needs of the pupils they work with.
Level 3 Certificate for SENCOs in Early Years (CERTSEY) – enabling SENCOs in the Early Years (PVI), including childminders, to have the necessary knowledge, skills and confidence in relation to their duties as outlined in the SEND code of practice.
Level 3 Award in supporting children and young people with autism - enabling school staff, across all phases, to confidently deliver meaningful support with learning applied through a real-life case study approach using the assess-plan-do-review cycle.
By investing in high-quality professional development, leaders create a culture where expertise grows, collaboration flourishes, and barriers to learning are dismantled. When we equip our teams with the tools to succeed, we don’t just improve provision—we transform lives.
For further information about HFL’s range of accredited SEND qualifications or to register interest for the next cohort please visit our website or contact us at easternp.gateway@hfleducation.org
References
- Department for Education (202).5 Special educational needs in England: January 2025. [Online] Available at: Special educational needs in England: January 2025 - GOV.UK
- Hertfordshire’s Ordinarily Available Provision Guidance (September 2025) https://thegrid.org.uk/send-and-additional-needs/ordinarily-available-provision
- Ofsted (2025). Education Inspection Framework: for use from November 2025. [Online] Available at: https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-use-from-november-2025
- Education Endowment Foundation (2021). Effective Professional Development. [Online] Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development
Department for Education and Department for Health and Social Care (2025). SEND code of practice: 0-25 years. [Online] Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Blog authored by Louise Barrell (Lead SEND Adviser) and Natalie Fogden (SEND adviser).
