Teach Secondary Issue 13.6

incomes of £300 a month across our 10-month training courses, to help support our trainees with everyday expenses such as transport and the purchasing of resources. Though a modest amount, this £3,000 may at least mean that these trainees need no longer secure part-time employment during their training, thus improving their work-life balance and wellbeing. As a SCITT, we also have access to four flats that we offer out to trainee teachers and ECTs who are new to the area. The flats are provided at reduced rents to give these teachers time to settle into the area and save some money during those early years, when incomes can feel particularly tight. Another key recruitment and retention challenge is the aforementioned increase in the number of students with SEND. In light of the many varied and growing needs across the Milton Keynes education landscape, we ensure that trainees undertake an extensive training programme throughout the course on how to adapt their teaching to meet the needs of all the learners within their care. To guarantee that trainees are able to develop into confident ECTs, we’ll provide themwith access to local expertise and training that spans a diverse array of areas, including adaptive teaching strategies, literacy, ASC and dyslexia. We also work regularly with SEND specialist Anita Devi, who facilitates sessions that prepare our trainees to plan and deliver presentations on specific areas of SEND to their peers. Moreover, fromSeptember 2024 we will be introducing an Adaptive Teaching Intensive Training and Practice week, during which trainees will be able to work with local experts to hone their skills in low stakes settings and environments. Having these opportunities to plan, rehearse and receive feedback on strategies that they’ve trialled helps to ensure that ECTs can develop the necessary experience to support students with SEND before putting what they’ve learned into ‘live’ practice with a real class. Constant refinement As we enter a new academic year, concerns regarding recruitment and retention remain at the top of the agenda for our SCITT. With a new government now in place, it will be interesting to see what incentives they might offer to help deliver Labour’s manifesto pledge to recruit 6,500 new teachers. While we wait for those initiatives to be revealed, we remain committed to developing our own incentives via bursaries for any subjects that lack existing government-funded bursaries, our subsidised rental properties for ITTs and ECTs, and enhanced SEND training. Education is ever- changing, meaning all teacher training providers must step up and embrace these changes. Moving forwards, we recognise that it’s vital to regularly reflect on and further refine our programmes, so that they don’t remain static but are fit for purpose in the long-term. ABOUT THE AUTHOR Sally Newton is secondary partnership manager at the Tommy Flowers SCITT provider of primary and secondary PGCE and apprenticeship courses At Tommy Flowers SCITT, trainees are provided with a 5-point approach to developing their SEND knowledge and skills. It’s a model that’s evolved through national research, professional experience and student feedback, building each year on our prior understanding of what worked, and what aspects we need to change. Point 1: In their second week, the cohort is divided into teams tasked with creating research projects around different SEND needs. Their final presentations must include a series of top tips, plus a practical strategy on how to make SEND part of their CPD throughout their career. Point 2: Between weeks 3 and 5, the cohort are allocated research time for their group presentations, and are required to help create shared leaflets and participate in discussions around classroom strategies. This will involve desk research, as well as speaking to practitioners and parents. Point 3: By week 6, all trainees have presented their research findings to their peers and a SEND expert and received shared feedback for growth. The SEND expert will demonstrate how tomanage multiple needs in the classroom, before giving all trainees a mini briefing on ‘Working Memory in the Classroom’, based on theoretical understanding throughmetaphors and practical strategies. All trainees then finish their first termwith in-depth knowledge of at least 8 to 10 different types of need (e.g. ADHD, anxiety disorder, dyslexia, visual impairment, acquired brain injury, etc.) Point4: Throughout their placement year, traineeswill be encouraged to connect with their school’s SENCo and discuss any specifics around the learners in their class and howtomeet their needs. Point 5: In the cohort’s fifth term, a local SENCowill be invited to talk to the trainees about their role and how, as teachers, they can help to support a school’s SENCo and wider SENDprocesses. This is a comprehensive training process, giving all trainees a rounded approach to SEND while adding to the bodyof knowledge through interactive dialogue and research.Most of all, it helps to re-shape the mindset of the qualifying teachers so that they actively embrace inclusion as part of their professional standards. Anita Devi is a former SENCo, senior leader, school improvement advisor and LASEND advisory teacher teachwire.net/secondary SENDAND ITT – A 5-POINTAPPROACH 39 R E C R U I T M E N T