Are you ready to brief your staff on the biggest shift in SEND? Don’t spend your weekend wading through the Department for Education’s latest updates. This comprehensive, fully customisable PowerPoint presentation is designed for Headteachers, SENCOs, and Executive Leaders to confidently deliver an engaging, clear, and legally accurate CPD session or staff meeting.Fully aligned with the latest 2026 DfE White Paper updates and the ongoing SEND Code of Practice Consultation, this slideshow translates complex policy changes into clear, practical classroom realities. Slide Breakdown & Core Topics Covered:The Drivers for Reform: Explaining the systemic shifts away from a reactive, diagnosis-led system.The 4 Core Pillars of Reform: National Inclusion Standards, Digital Individual Support Plans (ISPs), the Tiered Support Model, and the Inclusive Mainstream Fund.The 31 December 2026 Statutory Deadline: What the mandatory school Inclusion Strategy must legally contain.The Classroom Reality: How the shift to “Need-Led over Diagnosis-Led” changes everyday adaptive teaching.The Legal Landscape: Overview of the new SEND Code of Practice Consultation. Built-in Workshop Activity & Presenter SupportComplete Presenter Script: Every single slide features comprehensive, professional speaker notes. Just open the PowerPoint and read.Interactive Table-Talk Workshop: Features a structured, two-part interactive activity where staff collaborate to map out current classroom barriers and directly contribute to shaping the school’s upcoming Inclusion Strategy.Format: Fully editable text frameworks. Easily paste this premium content straight into your school’s branded presentation template.

Starting with a new pupil with Special Educational Needs and Disabilities (SEND) can feel daunting especially when you do not know the child yet.You may have stacks of paperwork, previous school reports, or a brief handover, but still be left wondering: What do I actually need to know right now? What should I prepare? And how do I support this child without making assumptions before I have even met them?The SEND Starting Well Pack is a practical, step-by-step toolkit that moves away from generic, box-ticking strategies. Instead, it guides you through an observation-led, person-centered approach during those vital first days and weeks.Built Around 4 Core Questions:What should I prepare? (Environmental and physical readiness)What do I need to ask? (Gathering meaningful insights from families and past settings)What do I need to notice? (Observing communication, sensory, and regulation needs)What might I need to adapt? (Reflecting and tweaking your approach as connection grows) Inside the Pack, You’ll Find Practical Frameworks To:Prepare with Confidence: Ready the classroom environment, sensory setups, and predictable routines before the pupil arrives.Collaborate Authentically: Gather strengths, interests, and communication preferences from families and colleagues without bias.Focus on Belonging: Build safety and strong relationships before increasing academic demands.Challenge Assumptions: Tools to change thoughts like “they won’t” or “they can’t” into positive actions.De-escalate & Respond: Thoughtful strategies for when a child moves away, refuses to participate, or becomes distressed.Reflect & Pivot: Simple templates to review what you’ve noticed and decide what adjustment to try next. Who Is This For?This resource is highly recommended for Early Career Teachers, Trainee Teachers, Class Teachers, Teaching Assistants, Early Years Practitioners managing transitions or mid-year arrivals.Please note: This resource complements existing school SEND processes, individual plans and specialist advice. It is designed to support the initial settling-in and relational period.

Need to upskill your team, brief your whole school, or induct new staff on the EYFS Framework updates? Don’t spend your weekend parsing through statutory framework documents and guidance notes. This comprehensive, fully customisable PowerPoint presentation is designed for EYFS Leads, Headteachers, Nursery Managers, and Senior Leaders to confidently deliver an engaging, clear, and compliant CPD session or staff meeting. new compliance documentation.This pack strips away the legal jargon and gives your team actionable, practical instructions regarding what they must do differently in the setting. Slide Breakdown & Core 2026 Updates Covered: Introduction to the 2026 Framework: Why Section 3 has been revised and what Ofsted inspectors are looking for.New Statutory Safer Sleep Rules: Explicit, zero-tolerance rules embedded directly into the framework (flat surfaces, separate spaces, and same-room supervision for babies under 6 months). Strengthened Volunteer & Recruitment DBS Mandates: Tightened requirements preventing volunteers and new staff from starting until enhanced criminal record checks are fully received.Lowered Reporting Thresholds: Moving from reporting “serious harm” to reporting any allegations of “harm” to Ofsted or Childminder Agencies.New Early Years Screen Time Guidance: Mandatory regard for the newly published early years screen use standards.Banned Dog Breed Prohibition: The total ban on registered childcare operating from any premises where a banned dog breed is present. Safer Eating & Device Policies: Reinforcing safe weaning practices and mobile phone restrictions. Built-in Presenter Support & Activity Complete Presenter Script: Comprehensive aligned speaker notes under every single slide. Just open, present, and read. Interactive Policy Audit Activity and Action Plan activity: A built-in, 15-minute collaborative workshop segment where staff audit your current sleeping spaces, device policies, and sign-in procedures against the new 2026 mandates.Format: Fully editable text frameworks. Copy and paste these high-quality slides directly into your setting’s branded presentation layout.

SEND Reform 2026 Training PowerPoint | Inclusion Strategy CPD SEND Reform 2026 training PowerPoint for Early Years settings, primary schools, Special Educational Needs Coordinators, inclusion leads and senior leaders. This editable CPD presentation helps staff understand the key messages from the SEND Reform White Paper and what the proposed changes mean in practice for classrooms, settings and schools. The training focuses on: ✓ The vision behind SEND Reform 2026 ✓ Inclusion as a core principle ✓ Early intervention and graduated support ✓ The Universal Offer ✓ Inclusion Strategies ✓ Workforce development and staff training ✓ Behaviour as communication ✓ Practical implications for classrooms and settings ✓ The RUC (Regulate, Understand, Change) approach ✓ Immediate actions practitioners can take How I use this resource: This presentation can be delivered as a staff meeting, inset session, SEND network meeting or professional development session. It is suitable for Early Years practitioners, teachers, teaching assistants, Special Educational Needs Coordinators, behaviour leads and senior leaders. The PowerPoint includes discussion activities, reflection questions and practical implementation strategies to support settings in preparing for upcoming SEND reforms. Ideal for: • Early Years settings • Primary schools • Special Educational Needs Coordinators • Inclusion leads • Behaviour leads • Senior leadership teams Supports: • SEND Reform 2026 • Inclusion Strategy development • SEND leadership • Behaviour as communication • Early intervention • Inclusive practice • Workforce development Last updated: June 2026. Related Resources: • What To Do When A Child Hits, Kicks or Screams at Staff • Why Isn’t This Child Accessing Learning? • Creating Calm and Inclusive Classrooms • Behaviour as Communication Reflection Log

You don’t know them yet — but you’re already expected to support them. Starting with a new pupil with SEND can feel daunting, particularly when you have limited information about their communication, regulation, sensory needs, interests and ways of learning. This practical SEND guide is designed for ECTs, trainee teachers, new class teachers, teaching assistants and Early Years practitioners who want to create an inclusive start without making assumptions about a child they have not yet got to know. Rather than giving you a list of strategies to apply to every child, this resource helps you think about what to prepare, what to ask, what to notice and what to adapt. Inside you’ll find practical prompts for: gathering useful information before the child arrives; working with families, previous settings and SENDCos; preparing an accessible and predictable environment; considering communication, sensory, physical and regulation needs; building safety, belonging and relationships before increasing demands; noticing patterns in a child’s communication and participation; questioning assumptions such as “they won’t”, “nothing works” or “they can’t”; responding thoughtfully when a child moves away, does not participate or becomes distressed; adapting your approach as you learn more about the individual child; and reviewing what you have learned during the first days and weeks. The guide is built around a simple principle: You don’t need to know everything about a child before they arrive. You need to know what to look for, what to ask and how to avoid making assumptions. This resource complements a school’s existing SEND processes and professional advice. It does not replace individual plans, reasonable adjustments, safeguarding procedures or specialist recommendations. How I use this resource Use it before a new pupil arrives, during transition planning, or as a practical reflection tool during their first few weeks. It can also support conversations between teachers, TAs, SENDCos, families and previous settings. Related resources: Explore other SEND Classroom Solutions resources for behaviour, inclusion and new-teacher support. Last updated: September 2026

A practical reflection guide for Early Years and primary teachers who want to respond calmly when behaviour feels personal, challenging or overwhelming. This resource supports teachers to reflect on what happened, what they felt in the moment, what the child may have been communicating and what support may be needed next. It is ideal for behaviour reflection, SEND support, new teachers, ECTs, staff discussion and inclusive classroom practice. Useful for: Early Years and primary teachers New teachers and ECTs SEND and inclusion support Behaviour as communication reflection Staff wellbeing and professional reflection Calm, safe responses to distressed behaviour The resource encourages teachers to move from blame or self-criticism towards curiosity, regulation and practical next steps.

A practical AI prompt guide for new teachers, ECTs and student teachers managing behaviour in September. This resource includes 10 ready-to-use ChatGPT prompts to help teachers reflect on behaviour as communication, respond calmly to dysregulation and use the Regulate, Understand, Change approach after challenging moments in the classroom. The prompts support new teachers to think about regulation, triggers, adult responses, classroom routines, inclusive practice and how to seek support from mentors, SENCOs or leaders. Useful for: New teachers and ECTs Student teachers Early Years and primary teachers Teaching assistants Mentors and induction leads SENDCos supporting reflective practice This resource is designed to support calm, inclusive and trauma-informed behaviour reflection during the busy September transition period.

A practical behaviour reflection prompt guide for new teachers, teaching assistants and Early Years practitioners who want to better understand behaviour as communication. This free resource includes 10 ChatGPT prompts to help staff reflect on behaviour incidents, identify possible triggers and consider what a child may have been communicating through dysregulation or distress. The prompts support reflection around: what happened before the behaviour possible unmet needs sensory, emotional or communication barriers adult responses environmental factors next steps after an incident How I use this resource: Copy one prompt into ChatGPT and add brief details about the behaviour incident, the child’s age, setting and context. Use the response as a starting point for professional reflection, team discussion or planning next steps. Ideal for: new teachers Early Years practitioners teaching assistants Special Educational Needs Coordinators behaviour leads inclusion leads Supports: SEND behaviour as communication dysregulation emotional regulation trauma-informed practice early intervention inclusive classrooms Part of the New Teacher Series from SEND Classroom Solutions.

A practical SEND and behaviour support guide for teachers and Early Years practitioners supporting a child who refuses to join activities, group time or learning. When a child repeatedly says no, moves away or avoids classroom activities, it can be easy to view the behaviour as defiance or non-compliance. However, refusal may communicate anxiety, sensory overwhelm, communication difficulties, low confidence, transition needs or uncertainty about what is expected. This free behaviour as communication resource helps practitioners move beyond asking, “Why won’t they join in?” and instead consider what may be making participation difficult for the child. The guide includes: ✓ Possible reasons a child may refuse to participate ✓ Behaviour as communication reflection questions ✓ Practical regulation strategies ✓ Questions to help identify patterns and barriers ✓ Inclusive classroom adjustments ✓ Ideas for gradually supporting participation ✓ A simple Regulate, Understand, Change approach How I use this resource: Use the guide after noticing repeated refusal or avoidance. Practitioners can work through the reflection questions individually, during supervision, in SEND discussions or as part of a team meeting. Choose one practical change to test rather than increasing pressure on the child. Ideal for Early Years practitioners, primary teachers, teaching assistants, Special Educational Needs Coordinators, inclusion leads and new teachers. Supports SEND, inclusive practice, dysregulation, emotional regulation, behaviour as communication and early intervention. Part of the SEND Classroom Solutions behaviour as communication resource collection. Last updated: July 2026.

A practical SEND and behaviour support guide for teachers and Early Years practitioners supporting a child who runs away from adults, activities or classroom spaces. When a child repeatedly runs away in school or an Early Years setting, immediate safety must always come first. Once the child is safe, practitioners also need to consider what the behaviour may be communicating. Running may be connected to sensory overload, anxiety, demands, difficult transitions, movement needs or a child’s inability to communicate that they need a break. This free behaviour as communication resource helps staff move beyond asking, “How do we stop the child running?” and begin identifying patterns that may help reduce the need to run. The guide includes: ✓ Possible reasons a child may run away ✓ Questions to identify triggers and patterns ✓ Practical regulation strategies ✓ SEND and inclusive classroom adjustments ✓ Ideas for supporting transitions ✓ Alternative communication strategies ✓ A simple Regulate, Understand, Change approach How I use this resource: Use the guide following an incident or when reviewing repeated patterns of running. Consider what happened immediately before the child ran and where the child attempted to go. This information can support professional reflection, SEND discussions and proactive planning. This resource does not replace safeguarding procedures, supervision requirements or individual risk assessments. Ideal for Early Years practitioners, primary teachers, teaching assistants, Special Educational Needs Coordinators, inclusion leads and new teachers. Supports SEND, behaviour as communication, dysregulation, emotional regulation, early intervention and inclusive practice. Last updated: July 2026.

A practical SEND and behaviour checklist to help teachers identify barriers preventing children from accessing learning, communication and classroom expectations. Are children struggling to access learning despite your best efforts? This practical Regulation Before Curriculum Checklist helps practitioners reflect on whether a child is ready to process communication, engage with learning and respond successfully to classroom expectations. Designed for busy Early Years and primary practitioners, this resource combines reflective questions with practical strategies that can be implemented immediately. The resource supports practitioners to consider: ✓ Relationships and trusted adults ✓ Regulation and emotional readiness ✓ Processing and communication needs ✓ Environmental barriers ✓ Classroom expectations ✓ Practical strategies to support access to learning Ideal for: • Early Years practitioners • Teachers • Teaching assistants • Special Educational Needs Coordinators • Inclusion leads • Behaviour leads Supports: • SEND practice • Behaviour as communication • Dysregulation • Early intervention • Trauma-informed practice • Inclusive classrooms • Reasonable adjustments This resource encourages practitioners to move beyond asking: “What do we need the child to do?” and instead consider: “What does the child need in order to access learning successfully?” Part of the SEND Classroom Solutions resource collection. Explore more resources: • What To Do When A Child Hits, Kicks or Screams at Staff • Behaviour as Communication Reflection Log • Creating Calm and Inclusive Classrooms Need additional support?

Designing an inclusive classroom can feel overwhelming, especially if you’re a new teacher or setting up a classroom for the first time. This free resource contains 20 carefully written ChatGPT prompts to help you create calm, inclusive learning environments that support every child from day one. Rather than providing generic ideas, these prompts help you personalise recommendations for your own classroom, taking into account your age group, children’s needs, physical environment and available resources. The prompts cover: ✓ Classroom layout ✓ Sensory-friendly environments ✓ Visual supports ✓ Behaviour and emotional regulation ✓ Communication-friendly classrooms ✓ Executive functioning ✓ Independence ✓ Inclusive displays ✓ Transitions and routines ✓ Trauma-informed practice How I use this resource Copy and paste a prompt into ChatGPT, then personalise it with details about your classroom, year group and children’s needs. The responses can be used to generate practical ideas before the school year begins or when reviewing your classroom environment. Ideal for: • New teachers • Early Years practitioners • Teaching assistants • Special Educational Needs Coordinators • Inclusion leads • Primary teachers Supports: • SEND • Inclusive classrooms • Behaviour support • Emotional regulation • Classroom environment • Reasonable adjustments • Teacher workload This resource is part of the New Teacher Series from SEND Classroom Solutions. Related resources • The RUC Approach for New Teachers • What To Do When A Child Hits, Kicks or Screams at Staff • Why Isn’t This Child Accessing Learning?

A practical behaviour as communication guide for new teachers, teaching assistants and Early Years practitioners who want a simple framework for responding to dysregulation. This free infographic introduces the Regulate → Understand → Change framework: a practical way to respond when behaviour escalates, reflect on what the child may be communicating and adapt support for next time. This resource includes: simple steps for responding to dysregulation behaviour as communication reminders example language for staff reflection questions practical tips for new teachers SEND and inclusion-friendly strategies How I use this resource: Use this as a classroom reference, staffroom display, induction handout or discussion tool during mentoring and staff training. It is especially useful for new teachers who want practical behaviour support without relying only on sanctions or rewards. Ideal for: new teachers Early Years practitioners teaching assistants Special Educational Needs Coordinators behaviour leads inclusion leads Supports: SEND behaviour support dysregulation behaviour as communication inclusive practice emotional regulation trauma-informed practice early intervention Part of the New Teacher Series from SEND Classroom Solutions.

A trauma-informed response guide for Early Years practitioners/ Teachers Struggling to respond confidently when a child hits, kicks or screams at staff? This practical resource supports Early Years practitioners to move beyond behaviour management and instead understand behaviour as communication. Using the simple Regulate → Understand → Change (RUC) approach, this guide helps practitioners respond calmly, reflect on possible causes of dysregulation and identify supportive next steps. This resource includes: ✓ A practical step-by-step response guide ✓ The RUC framework (Regulate, Understand, Change) ✓ Reflection prompts for practitioners ✓ Strategies to support regulation and emotional safety ✓ Trauma-informed and SEND-friendly approaches ✓ Practical ideas that can be implemented immediately Ideal for: • Early Years practitioners • Nursery staff • Childminders • Reception teachers • Special Educational Needs Coordinators • Inclusion leads Supports: • Dysregulation • Behaviour as communication • SEND practice • Early intervention • Trauma-informed practice • Creating calm and inclusive environments This resource is designed to support practitioners in responding confidently and compassionately to challenging behaviour while maintaining safety for all children. Part of the SEND Classroom Solutions resource collection. Need additional support? Visit: sendclassroomsolutions.carrd.co