SEND training for schools: speech, language and communication - introduction facilitator guidance
Table of contents Aims to support staff to understand the definition of speech, language and communication and the wider implications of needs in these areas to explain the role that Slc plays in learning and how receptive and expressive language can be strengthened and developed through pedagogical choices to explain how challenges with Slc might play out, both generally and in the classroom to build staff buy-in around how high-quality teaching can make a positive difference to all pupils’ Slc development, and specific adjustments can tailor support to pupils who have Slc needs to get staff engaged in discussions that frame pupil experiences through the lens of Slc Feel free to add into the box below any additional aims that you would like to achieve from this session: Facilitator instructions Potential adaptations Facilitator checklist This checklist catalogues steps that you may wish to work through in order to prepare for the delivery of this session, and future sessions.
Content knowledge Speech, language and communication Introduction – Areas of development The SEND reforms (2026) propose new ‘Areas of Development’ to replace the current ‘Areas of Need’.
These areas of development are designed to focus on how all children and young people develop and function, considering their areas of strength, rather than just their difficulties. They should provide an organising framework around which educators can structure and build knowledge of actions they can take in the classroom or setting to support a child to progress. Please note, the final Areas of Development are subject to change - DfE is considering feedback from SEND reform consultation and recommendations from the Expert Panel.
Why speech, language and communication matter Communication and language approaches consistently show positive benefits for young children’s development, including their spoken language skills, their understanding of language, and their early reading skills. These are particularly important for children from disadvantaged backgrounds. The importance of the development of speech, language and communication begins in the early years but has lifelong impact: Children who struggle with language at age five are less likely to achieve the expected standards in English and maths. The fact that the effect is more significant for maths than English shows that language development is a crucial foundation for all types of learning (Speech and Language UK, 2023, p.3).
In schools, the most common type of need among pupils with SEN support is speech, language and communication needs. The primary need identified for one in four pupils is speech, language and communication needs (25.7%) (DfE, 2026a).
Only 63% of those who did not achieve a grade 4 or above in English and maths GCSEs at age 16 were in sustained employment, apprenticeship, or education at age 19, compared with 85% of those who achieved both qualifications. Research consistently shows that young people who do not achieve at least a grade 4 in maths and English are less likely to find work and more likely to experience long-term disadvantage (DfE, 2026b).
While this research highlights the importance of effective early years provision, language development is a lifelong process. This means that staff have an important part to play in supporting language development, in any phase of education. High-quality teaching and effective communication approaches can help to reduce attainment gaps, particularly for pupils from disadvantaged backgrounds, and can support all pupils to make progress.
Slc needs can also have a wider impact on social development and mental health. Speech and Language UK’s recent research found that:
45% of young people referred to mental health services experience language challenges.
Over half (56%) of children and young people with speech and language challenges experience difficulties making and maintaining friendships.
More than a third (35%) have experienced bullying or exclusion.
Source: Speech and Language UK, 2025.
These statistics can make for sobering reading, but there is much that can be done to help pupils with Slc needs to develop their language and communication. Teachers and teaching assistants can make adjustments to their own practice that are beneficial for the language development and comprehension of all pupils but can be especially impactful for pupils who have Slc difficulties as either a primary or secondary need.
Reflection: How might the staff in your setting respond to these statistics?
Are there any that especially resonate in your educational context?
What do we mean by speech, language and communication (Slc)?
All pupils need to develop their speech, language and communication throughout their education and beyond. This is because the required complexity of language and concepts at each stage of education will usually become increasingly demanding. Speech, language and communication (Slc) is an umbrella term that encompasses a broad range of challenges that can affect a pupil’s ability to communicate effectively. Pupils with these needs may face challenges in one or multiple areas of speech, language, or social communication at different stages of their lives. The Department for Education’s statistics show that, among pupils receiving SEND support in England, speech, language and communication needs are the most common primary type of need (DfE, 2026a).
Speech refers to our ability to make verbal sounds and words. Speech difficulties or speech sound
disorders refer to problems with perception, production, or representation of speech or difficulty with voice quality (Daniel & McLeod, 2017). You might notice that a pupil has difficulties with their speech because of the way they struggle to articulate words, speak fluently or use the expected range of vocal pitch for their age group. Speech sound disorders are relatively common in children aged 3 to 5 but may resolve by age 6, especially with intervention (Baker & McLeod, 2011). However, some older pupils might stammer or stutter when they speak aloud or speak with a level of volume that can make communication challenging.
Language in the context of Slc refers to verbal and non-verbal means of communication. Verbal language is spoken language. Non-verbal language refers to facial expressions, gestures, body language, sign language and augmentative and alternative communication (AAC). AAC refers to tools and strategies that support or replace spoken or written language for people with communication difficulties, either temporarily or permanently. Teachers and teaching assistants most often encounter AAC when working with pupils who have conditions such as autism, cerebral palsy or speech disorders. In practice, they might see a pupil using a tablet that speaks words when pictures are pressed, a communication book with symbols, or simple yes/no cards. Staff might also use AAC tools themselves to support understanding, such as visual timetables or symbol-supported instructions.
Both receptive language and expressive language are key to understanding how pupils process language.
How children process and make meaning from language is known as receptive language. Receptive language difficulties involve challenges in understanding spoken language.
How children communicate their ideas with others is known as expressive language. Expressive language difficulties affect a pupil's ability to communicate effectively.
Mixed receptive-expressive language difficulties include both understanding and using language.
Expressive and receptive language capabilities differ across children, and the capabilities between either one can differ within the same child. Language difficulties can also intersect with other needs, and they may be the primary or secondary need associated with other special educational needs and disabilities. A language disorder refers to any condition in which language difficulties have a significant impact on everyday life. For example, pupils with Developmental Language Disorder (Dld) may have challenges both understanding what others say to them and producing language to accurately express themselves. Dld has been estimated to affect approximately 7.5% of the school-aged population, or two children in every classroom in primary school (Speech and Language UK., N.D.).
Communication refers to the social use of language. Communication and social interaction difficulties relate to challenges with the social use of language, such as using and interpreting language appropriately in conversations. Communication and social interaction difficulties may involve struggling to understand word meanings and the use of language in context (known as semantic-pragmatic difficulties).
Autistic children and young people may communicate in ways that are different from their non-autistic peers. For example, they might interpret facial expressions or other non-verbal cues differently or approach the conventions of turn-taking in conversation in their own way. These differences can
sometimes lead to misunderstandings, especially if others are not familiar with their communication style. Equally, a pupil with Dld may not communicate in the same way as their peers. They may use words that seem young for their age or not remember what the teacher has told them, or they may speak less than other pupils (NHS, 2021). The Slc needs of pupils with these diagnoses will vary. Knowing pupils' specific needs is fundamental in giving them the right support and enabling them to access learning.
Speech, language and communication needs can also be associated with broader conditions such as Down syndrome, cerebral palsy, hearing impairment, learning disabilities, Adhd, social emotional development and behaviour, and other specific learning difficulties like dyslexia where language is impacted (Dockrell et al., 2015; Lindsay & Dockrell, 2012; Lindsay et al., 2007; St Clair et al., 2011). Equally, some pupils might not be affected by Slc needs, for example, a pupil might have an Adhd diagnosis but have no Slc needs at all. Again, the emphasis here is on knowing individual pupils and their specific needs, rather than relying on assumptions related to labels.
Speech, language and communication needs is an umbrella term which encompasses a broad range of challenges that can affect a pupil’s ability to communicate effectively. Knowing a pupil’s specific needs and the challenges these may present is crucial in giving them the support that will enable them to thrive.
Reflection: Which area of speech, language or communication presents the greatest challenge for the pupils in your setting? How do you know?
How do universal approaches support pupils with Slc in your setting? What adjustments in teaching practice have positively impacted on learners with Slc needs in your setting? What has been ineffective?
The importance of Early Years Although the first years of a child’s life might feel distant in a secondary context, it is important for all teachers and support staff to have a foundational understanding around Slc and this starts with the Early Years.
Communication and language are the foundation for all other areas of learning in the Early Years, underpinning learning, social interaction, and emotional wellbeing. This is because these skills help children build relationships, express their needs, and talk about what matters to them. Children usually express their knowledge and understanding verbally before they are able to read and write, so spoken language is vital in evaluating children’s early learning.
Early language development also supports later literacy as well as social and emotional development. Children need to use language to express their feelings, resolve conflicts and build friendships, which supports their emotional wellbeing and positive relationships. Children from disadvantaged backgrounds and those with special educational needs and disabilities (SEND) are disproportionately more likely to require extra support with spoken language development when they enter school (Breadmore et al., 2019; Dockrell et al., 2014; Eef, 2018). It is important not to make assumptions based on this fact; formative assessment and observation should be used to identify pupils’ needs and respond to these accordingly.
The enduring impact of speech, language and communication
Research shows that children with unresolved speech, language and communication needs are at higher risk of leaving school with fewer qualifications, which can limit their choices later in life (Snowling et al., 2001).
The impact can be lifelong, affecting not only employment but also health and quality of life. Adults with ongoing speech, language and communication difficulties are more likely to experience anxiety, low self-esteem and depression (Law et al., 2009). People with speech, language and communication difficulties may also face barriers when looking for work, for example, when attending interviews and communicating in daily work-related tasks.
For pupils who do not achieve grade 4 or above in their English and maths GCSEs, this can form a barrier affecting future life chances. The Organisation for Economic Co-operation and Development (OECD, 2016) found that adults in England with low basic skills (including literacy and numeracy) are more likely to be unemployed, earn less, and experience poorer health outcomes, which illustrates how important it is to support the development of Slc. Importantly, evidence shows that timely universal and targeted support can make a significant difference, helping children to develop their speech, language and communication skills, improve their engagement in learning, strengthen social relationships and achieve better long-term outcomes.
The statistics relating to the lasting implications of unmet Slc are concerning, but there is much that
can be done to help pupils to develop their language and communication. There are universal approaches which will benefit all pupils, especially those with additional needs related to Slc. Then there are adaptations and adjustments which may be needed by some pupils (temporarily or on an on-going basis).
What role does Slc play in learning?
Speech, language, and communication are foundational to learning and development. These skills act as a gateway to pupils’ wider development, particularly in relation to literacy and access to curriculum content. Speech, language and communication underpin whether pupils are able to understand what is being communicated to them and then respond in turn. It is easy to take for granted that pupils will comprehend what they are being told to do, how to follow a process or develop understanding of a model or explanation.
Receptive language When pupils understand the language used in lessons, they are better able to: follow explanations respond to questions participate in routines make sense of new concepts All pupils benefit from universal approaches to classroom language that make it easy to follow and understand.
Here are some examples of support for Slc development that should benefit all pupils, especially those with
additional needs: Pupils with Slc needs may need more time to process language in the classroom and they may also find it easier to understand spoken instructions when they can focus solely on listening. If visual supports are used, these should complement and reinforce the spoken information rather than compete with it.
Many pupils benefit from language that is consistent and predictable, especially when it is used for routines and expectations. Pauses, repetition, pace and change of register can also be helpful in supporting pupils to understand what they are being told. Some pupils may also need language to be simplified.
Using familiar vocabulary can help pupils understand explanations. New concepts are easier to learn when they build on prior knowledge, and pre-teaching key vocabulary can support understanding (Eef, 2019). However, language should not be simplified so much that it avoids introducing important new vocabulary, or reduces access to the concept.
Expressive language When pupils can express themselves, they are better able to: build on their understanding rehearse ideas ask for help demonstrate what they know Expressive language helps teachers and teaching assistants gain insight into what pupils have understood and helps pupils to both express their ideas and articulate their needs. Pupils with Slc needs may need more time to process their responses. Many of the high-quality teaching practices of universal provision will support all pupils with language development, not just pupils with Slc needs.
Through planned high-quality talk activities, teaching staff in all phases of education can help support the development of pupils’ expressive language. For example, opportunities to listen, speak, discuss, explain, question, and use new vocabulary can influence the speed and depth of pupils’ language development. This might mean structuring pair talk to enable all pupils to take part, encouraging pupils to build questions that help them interrogate new learning or using scaffolded sentences to encourage rehearsal of new words and sustained vocabulary development.
High-quality teaching and Slc Teachers and teaching assistants can make adjustments to their own practice that are beneficial for the language development and comprehension of all pupils, but can be especially impactful for pupils who have Slc difficulties (as either a primary or secondary need).
Many strategies and practices that help pupils understand and remember new information are closely linked to high-quality instruction, which makes learning more accessible and memorable. For example, using scaffolded, high-quality conversations can be helpful for pupils. Through structured talk opportunities, pupils can have the chance to talk through new ideas, practise using subject-specific vocabulary and try out different ways of speaking. These opportunities help pupils build their understanding and develop communication skills they
can use in different situations.
The section below details more specific ways that Slc needs might require support in the classroom. Often, these practices will chime with what we already know about high-quality teaching practices and, as such, they should be beneficial to all pupils, but especially those with Slc needs.
How can we support pupils with Slc challenges?
Pupils with Slc needs may need more obvious language and visual cues to follow sequential steps in a process or explanation, for example, when being shown how to answer a question with a written prompt. Without these, some pupils might struggle to identify that these are steps that should be taken in a given order.
Explicit instruction is highlighted in the Eef’s Guide to Inclusive Teaching (2026) as an example of high-quality teaching that benefits all pupils but can be especially impactful for pupils with SEND or Slc needs. All pupils can benefit from explicit instruction and modelling of listening skills, and the intentional sequencing of language in a process or explanation. For example, pupils with Slc needs might find the listening element of oracy activities difficult. This could be because their communication needs make following and turn-taking in a conversation challenging, or because they are unfamiliar with the cues that help demonstrate active listening. Listening is a skill that can be taught, although some pupils with social communication difficulties will find a task like this more accessible with a pre-determined structure or scaffolding. Universal approaches to teaching listening skills will support all pupils to engage more purposefully with talk activities, and explicit teaching of oracy skills can benefit everyone.
In addition, The Inclusive Teaching Framework (2026) outlines some teaching practices which can be especially helpful for pupils who have Slc needs. These are:
Visual cues: pictures, symbols, gestures and objects support pupils with receptive language, because although words are gone once they are spoken, a visual can remain in place for ongoing reference. This can particularly support children who find phonological processing difficult.
Model and scaffold high-quality conversations: careful phrasing of questions and explanations reduces language load. The use of clear and unambiguous language and pacing during explanations can help all pupils (Eef, 2026). Avoid unfamiliar words, complex sentence structures and idioms where these may block understanding. Pre-teach new vocabulary to prevent it inhibiting meaning.
Opportunities for oracy development: structured talk helps pupils practise listening, clarify meaning, track conversations and express ideas. Teachers can structure talk by using prompts, sentence starters and conversation models. Linking talk to curriculum content with a clearly defined purpose supports both language and learning. Regular everyday classroom conversations and informal feedback help pupils hear, practise and develop language, while valuing their existing ways of talking. Teacher modelling can help pupils develop their responses over time.
Develop speech and language across the curriculum: subject content naturally builds vocabulary, sentence patterns and forms of communication such as explanation, argument and narrative. Using the language within different subjects can help pupils build expressive and receptive language skills when
literacy needs in relation to this are supported. For example, subject-specific words in maths and science, and stories or arguments in history and literature encourage pupils to use complex language with a wide variety of sounds and meanings that can support broader speech development.
Reflection: Do any of these principles ring true with practice you already see in your setting?
Are there any of these practices which you feel might be especially beneficial for the pupils in your setting?
Glossary Some selected terms used within the slide deck and within the government’s reforms are included here for reference. Some staff will be familiar with these terms, but others may not. In the latter case, you might consider explicitly providing some of these definitions alongside the slide presentation.
Additional Needs: a general term used to describe where additional support, adjustments or provision is needed by children and young people to access education and training on an equal basis with others. This includes Special Educational Needs and Disabilities but can also refer to economic disadvantage, looked-after-children or children and young people who have low prior attainment and need extra support to succeed in education.
Areas of Development: replacing the ‘Areas of Need’, these are focused on promoting the development of children and young people and consider their strengths as well as things they find difficult. The five proposed ‘Areas of Development’ were
(Department for Education (2026b), Fig. 5): executive function: skills for organising, planning, remembering and managing tasks speech, language and communication: understanding and using language to interact and learn social and emotional: building relationships, managing feelings and social interaction sensory: processing and responding to sensory information (such as sight, sound, touch) motor and physical: movement, coordination and physical health needs Communication: refers to the social use of language.
Inclusion: the government’s approach to inclusion is guided by the definition set by the Un Convention on the Rights of Persons with Disabilities, which focuses on breaking down barriers. Children’s needs are not fixed. They may change over time, and many will face barriers to learning at different stages of their lives – whether due to poverty, bereavement, caring responsibilities or other life circumstances. All staff in truly inclusive settings are able to recognise and respond to a wide range of additional needs, not as a response to specific diagnoses, but as a proactive approach towards creating environments where all children can access learning, feel valued and safe, and succeed.
Language: (in the context of Slc) refers to verbal and non-verbal means of communication.
Non-verbal language: refers to facial expressions, gestures, body language, sign language and augmentative and alternative communication (AAC).
SEN: special educational needs.
SENCO: special educational needs co-ordinator – a professional responsible for overseeing SEND provision within a school or setting.
SEND: special educational needs and disabilities – a broader term than SEN.
Settings: the different types of educational environments where children and young people receive learning and support. This includes early years provision (including childminders, maintained nursery schools, school-based nurseries, and private, voluntary and independent (Pvi) nurseries), schools (mainstream and special), and colleges or other post-16 education providers.
Speech: refers to our ability to make verbal sounds and words.
Universal offer: is the everyday support and inclusive teaching that all mainstream settings provide for all children and young people.
References Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 narrative review. Language, Speech, and Hearing Services in Schools, 42(2), 102–139.
Breadmore, H. L., Vardy, E. J., Cunningham, A. J., Kwok, R. K. W., & Carroll, J. M. (2019). Literacy development: Evidence review. Education Endowment Foundation.
Daniel, G., & McLeod, S. (2017). Children with speech sound disorders at school: Challenges for children,
parents and teachers. Australian Journal of Teacher Education, 42(2), 81–101.
Department for Education. (2025). Early years foundation stage profile results: 2024 to 2025. Gov.UK.
Department for Education. (2026a, 30 June). Special educational needs in England.
Department for Education. (2026b, 06 August). 16-18 study leavers national level destinations' from '16-18 destination measures’.
Dockrell, J. E., Howell, P., Leung, D., & Fugard, A. J. B. (2017). Children with speech language and communication needs in England: Challenges for practice. Frontiers in Education, 2, Article 35.
Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., & Lindsay, G. (2015). Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy, 31(3), 271–286.
Dockrell, J. E., Lindsay, G., Roulstone, S., & Law, J. (2014). Supporting children with speech, language and communication needs: An overview of the results of the Better Communication Research Programme. International Journal of Language & Communication Disorders, 49(5), 543–557.
Education Endowment Foundation. (2018). Preparing for literacy: Improving communication, language and literacy in the early years. Education Endowment Foundation.
Education Endowment Foundation. (2019). Improving literacy in secondary schools: Guidance report. Education Endowment Foundation
Education Endowment Foundation. (2026). The Eef guide to inclusive teaching: Universal approaches.
Gascoigne, M., & Gross, J. (2017). Talking about a generation: Current policy, evidence and practice for speech, language and communication. The Communication Trust.
Gilbride, N. & Jackson, J. (2026) The Inclusive Teaching Framework. Ambition Institute.
Law, J., Charlton, J., Dockrell, J., Gascoigne, M., McKean, C., & Theakston, A. (2017). Early language development: Needs, provision, and intervention for preschool children from socio-economically disadvantaged backgrounds. Education Endowment Foundation.
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modelling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401–1416.
Lindsay, G., & Dockrell, J. E. (2012). Longitudinal patterns of behavioural, emotional and social difficulties and self-concepts in adolescents with a history of specific language impairment. Language, Speech, and Hearing Services in Schools, 43(4), 445– 460.
Lindsay, G., Dockrell, J. E., & Strand, S. (2007). Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: Child and contextual factors. British Journal of Educational Psychology, 77(4), 811–828.
NHS. (2021, October 15). Children’s integrated therapies: Development language disorder. Oxford
Health NHS Foundation Trust. https:// oxfordhealth.nhs.uk/cit/resources/dld
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Snowling, M. J., Adams, J. W., Bishop, D. V. M., & Stothard, S. E. (2001). Educational attainments of school leavers with a preschool history of speech- language impairments. International Journal of Language & Communication Disorders, 36(2), 173–183.
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Developed in partnership with Timings | Section | Overview 5 mins | Areas of development and aims | Reminder of the areas and presentation of the aims of the session.
15 mins | What do we mean by speech, language and communication? | Explores how speech, language and communication (Slc) affect educational outcomes; defines key terms and makes the link between Slc and foundations for learning.
20 mins | What role does Slc play in learning? | Discussion: prior experiences of teaching in relation to Slc Exploration of receptive and expressive language. Receptive language example: phase-specific exemplification of how teachers balance the tension between accessible language and new concepts Option 1: receptive language discussion task Expressive language example: phase-specific exemplification of how learners’ language can be developed through purposeful practice Option 2: expressive language discussion task
15 mins | What challenges might Slc present in the classroom? | Exemplification of how challenges with Slc can present in the classroom: active listening in oracy and sequencing in processes or explanations Inclusive teaching practices: introduction of practices then time to discuss these
5 mins | Reflection | Choice of two reflection tasks.
Potential adaptations | Suggestions General | You may wish to add your name or the name of your school or college to the bottom of the first slide. You may want to consider using the session content to create a handout, workbook or resource for participants in your session. Note On Language: Throughout this, and other resources, we have made choices about the names we use to refer to people, places and ideas (such as ‘teachers’ and ‘pupils’). You may be accustomed to using different terms within your own setting. Please feel free to change any of these terms where you feel that doing so would be appropriate and helpful. (A quick way to do so is to use Ctrl+F, ‘Replace All’.) Session timings | Timings of individual slides (e.g., 2 minutes) and a running timing in minutes (e.g., [4]) are provided based on a 60-minute session. However, the session is intended to be flexible enough to adapt this to slightly longer or shorter times as required (e.g., 75 mins or 50 mins). For shorter sessions, you may need to limit optional slides and consider the use of time provided for reflection activities – for example, considering the length of discussion time and how many responses you elicit. For longer sessions, you might offer more of the optional slides and extend the time available for reflection and discussion – for example, taking more contributions from teachers and explicitly drawing out the suggested key points as they are raised by the teachers themselves. It might be that you would prefer to deliver this content over several shorter sessions in which case you can adapt the deck accordingly. For example, you might cover a session via three 20-minute slots, rather than in a single one-hour slot.
Introductory pupil voice quotes | In the introduction, there is a choice of pupil quotes – one primary-age, and one secondary-age. They are intended to illustrate the impact of pupils’ positive experiences of school; particularly their perception of belonging and ability to achieve and thrive in school. You may wish to use quotes from your own pupils in place of these suggestions. Where you use your own quotes, it is important that they reflect the
following: They present positive development on the part of the pupil, not merely talking about difficulties and challenges.
Examples in ‘What role does Slc play in learning?’ | Each example in the session is given in three versions: primary, secondary and further education. Where possible, we have given two primary and secondary examples. Select the example which is appropriate for your phase/context or use this as an opportunity to show the specific area for development in the phase before/after the one being taught in your context. You may wish to write the exemplification slides yourself and make them more context-specific, rather than using the existing examples. If you choose to adapt the examples, follow the guidance on the slides to ensure that the exemplification matches the content being covered in that section. It may be useful to have conversations with staff before the session, so that you are able to draw on live examples of current challenges or successes in your setting.
Discussion and reflection question options | In the section ‘What role does Slc play in learning?’ there is a choice of tasks focusing on either receptive or expressive language. If you have time, you may wish to do both. At the end of the session, there are options for different reflection activities – you could use one of these or edit/ replace the questions to reflect the priorities, strengths and challenges in your own context. The options suggested are: thinking about key takeaways from the session through the lens of a pupil or group of pupils you teach reflection on a previously taught lesson where complex language or new vocabulary needed to be scaffolded
Task | Status (Tick for complete) Prior to delivery… | Prior to delivery… I have read the aims of this session I have read the instructions on how to deliver the session I have read the section of the guidance on the content knowledge of the session and completed the reflection questions I have established the context within which I will be delivering this session (such as the allotted time, and how this session will relate to other PD) I have considered the prior knowledge and range of experiences of those I will be delivering to I have considered the range of roles of those I will be delivering to, and how I can ensure that all staff feel motivated and able to contribute I have considered the best route to take through the session I have adapted resources, such as using different examples of practice or pupil voice, where appropriate I have considered how to group or pair up staff where they will be discussing and reflecting with one another I have identified what I think will be the trickiest parts of the session to deliver, and I have either scripted these or practised delivering the existing scripts I have planned how I might get feedback on the session once it has been delivered Where staff are required to have read a pre-read or attended another session prior to this one, I have ensured that the pre-read has been shared and/or the session has been delivered Having delivered the session… | Having delivered the session… I have reflected on what went well I have reflected on what I might do differently for future sessions I have recorded these insights so that I can use them to support my planning of future sessions