**SEND: Neurodiversity affirming environments**
This in person classroom based training is delivered by Kerry Murphy who has lived experience of
neurodivergence and disability. An environment can act as either a barrier or a co-regulator for children’s
development, play, and wellbeing. This course explores how to design and adapt early years environments so that they affirm sensory, social, and emotional diversity. Participants will learn how to embed practices that foster belonging, flexibility, and authentic participation for all children
neurodivergence and disability. An environment can act as either a barrier or a co-regulator for children’s
development, play, and wellbeing. This course explores how to design and adapt early years environments so that they affirm sensory, social, and emotional diversity. Participants will learn how to embed practices that foster belonging, flexibility, and authentic participation for all children
This course equips participants with knowledge & skills to
recognise how environments can support or undermine the regulation, participation, and agency of neurodivergent children
apply practical strategies to design spaces, routines, and resources that are responsive to diverse sensory and developmental needs
reflect on how the environment acts as a coregulator and what this means for inclusive early
years pedagogy
recognise how environments can support or undermine the regulation, participation, and agency of neurodivergent children
apply practical strategies to design spaces, routines, and resources that are responsive to diverse sensory and developmental needs
reflect on how the environment acts as a coregulator and what this means for inclusive early
years pedagogy
Leaders & Managers
Setting SENCO
Childminders
Practitioners
Playworkers
Setting SENCO
Childminders
Practitioners
Playworkers
Phonics Programme 'STEPS to Success'
This 2-day course will enable all practitioners to deliver a structured, multisensory and cumulative phonics literacy programme.
Training will include reading and spelling theory, principles of effective teaching within the programme, and will also cover the reassessment process.
STEPS will observe the staff member teaching the programme if requested by the school.
Pupils with barriers to learning will:
- acquire phonic and spelling via a structured, cumulative, multi-sensory learning programme
Practitioners will:
- benefit from training from experienced dyslexia specialist teachers
- understand the best ways to improve reading and spelling outcomes
Settings will:
- have staff who are trained to deliver a successful teaching programme
SENCOs, Teachers, and Teaching Assistants
Deputy Head Inclusion Meeting
Networking sessions for secondary Deputy Headteachers responsible for inclusion. These sessions will offer support, advice, and opportunities to share information.
Pupils will:
- benefit from a consistent approach to inclusion
Deputy Headteachers will:
- have opportunities to network with colleagues in similar roles within Greenwich schools
- gain access to specialist advice and support from both internal and external partners
- have dedicated time to reflect, share best practices, and stay current with inclusion practices and statutory requirements
Settings will:
- promote consistency in their inclusion practices
- ensure communication and expectations are of the highest quality
Deputy Headteachers
100% of attendees to have completed feedback, would recommend this course.
Date
11th March 2026 (9:00am - 11:00am)
Venue
The Professional Development Centre (PDC) at Eltham
Tutors
Members of the School Improvement Service
Date
1st July 2026 (9:00am - 11:00am)
Venue
The Professional Development Centre (PDC) at Eltham
Tutors
Members of the School Improvement Service
Effective Governance: A refresher for experienced governors
This session will equip participants with the skills needed to provide appropriate support and challenge to leaders in their school. It is aimed at governors who have served at least one full term of office (4 years) and will provide:
- An overview of most recent statutory responsibilities
- An overview of how to ensure that the school leadership, including governance, is fit for purpose and meets expectations from LA, DfE and stakeholders
- An opportunity to revisit the basics of the role and responsibilities of governance
Governors will:
- have had an opportunity to update their understanding and implementation of all statutory duties
- have the confidence that the leadership of the school would be judged at least Good by Ofsted
- be secure in their knowledge of basic governance
- be confident to provide appropriate support and challenge to leaders in their school
All experienced Governors, including Chairs and Vice Chairs
100% of attendees to have completed feedback, would recommend this course.
Date
12th March 2026 (5:00pm - 7:00pm)
Venue
Online delivery - This session will be delivered virtually
Tutors
Members of the School Improvement Service