Additional 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:

Training Day 1: The SEND code of practice and areas of need; SEN policy and legislation; ECHPs; different types of special school 

Training Day 2: Social, Emotional and Mental Health (SEMH); Trauma Perceptive Practice (TPP); de-escalation techniques 

Training Day 3: Strategies for supporting neurodiversity 

Training Day 4: Curriculum, adaptive teaching and assessment in special schools; enabling environments, cognitive overload and sensory awareness 

Training Day 5: Safeguarding in special schools; preparation for adulthood and careers 

Training Day 6: Literacy, phonics & oracy in special schools; therapies and intervention strategies including SALT (speech and language therapy), OT (occupational therapy), Art therapy, Music therapy 

Training Day 7: Communication, including the use of assistive technology to support learning and teaching; autism; safeguarding for profound and multiple learning disabilities (PMLD) 

Training Day 8: Outdoor learning, safeguarding in outdoor learning; including Duke of Edinburgh

These opportunities remain provisional and are subject to change as plans are finalised for the 2026–27 academic year.