dditional Inclusion Enrichment

At Mid Essex Teacher Training, we believe that inclusion is fundamental to high quality teaching and learning. Every child and young person deserves equitable access to education and the opportunity to thrive, regardless of their individual needs, background, or circumstances. Developing teachers’ understanding of inclusive practice and SEND is therefore a key priority, ensuring that our trainees are equipped to create supportive, ambitious, and accessible learning environments for every pupil.

The SEAX Trust

The SEAX Trust is a multi academy trust of five academies, each with their unique style and specialism. The SEAX schools are: 

If you are a leader or staff member at another special school in Essex and you are interested in finding out more about working together, please get in touch to discuss this with our friendly team. 

Working in partnership with SEAX Trust, we are exploring a range of additional enrichment opportunities for 2026–27 to further enhance trainees' practice and understanding of SEND, despite the SEND specialist route not running this year.  This collaboration reflects our continuing commitment to developing inclusive practitioners. Proposed opportunities will include specialist school visits, expert-led workshops, SEND-focused professional learning, and opportunities to learn from experienced practitioners across the Trust.

Through this partnership, trainees will gain valuable insights into effective inclusive practice and strengthen their ability to meet the diverse needs of learners in mainstream and specialist settings.

Additional training covers for 2026-2027:

Training Day 1:  11th November 2026 - SEMH needs; trauma perceptive practice; de-escalation techniques; visit to SEMH school classes

Training Day 2:  9th December 2026 - strategies for supporting neurodiversity; preparation for adulthood

Training Day 3:  17th March 2027 - literacy, phonics and oracy in special schools and beyond

Training Day 4: curriculum spectrum and assessment in special schools; strategies for supporting SLCN needs; enabling environments, cognitive overload and sensory awareness.