Join today
Leading SEND From Within the Classroom
This Microcourse explores what it means for classroom teachers to take responsibility for SEND provision and how inclusive practice can be embedded into everyday teaching. Designed for teachers across primary and secondary settings, it focuses on the role of high quality teaching, adaptive approaches, and effective communication in supporting all learners.
Key themes include the principles of inclusive classroom practice, the shift in responsibility following the SEND Code of Practice, and how teachers can create responsive learning environments while maintaining high expectations, all grounded in practical classroom insight.
Meet the Course Presenter
Key themes include the principles of inclusive classroom practice, the shift in responsibility following the SEND Code of Practice, and how teachers can create responsive learning environments while maintaining high expectations, all grounded in practical classroom insight.
Meet the Course Presenter
About the Creator
Emma Breckenridge is an experienced primary education leader and school improvement specialist with nearly two decades in the sector. She has held a range of senior leadership roles, driving sustained improvements in school performance across diverse settings. Alongside her leadership work, she serves as a lead Ofsted Inspector and Challenge Partners reviewer, bringing a strong understanding of inspection, evaluation, and accountability.
Emma has contributed extensively to professional development at a national level, including work on the NPQH, NPQEL, and the Early Career Framework. She also has significant experience in Initial Teacher Training, supporting the development of teachers and mentors across both UK and international contexts. Her work is grounded in practical classroom experience and a focus on evidence informed approaches to improving outcomes for all pupils.
Emma has contributed extensively to professional development at a national level, including work on the NPQH, NPQEL, and the Early Career Framework. She also has significant experience in Initial Teacher Training, supporting the development of teachers and mentors across both UK and international contexts. Her work is grounded in practical classroom experience and a focus on evidence informed approaches to improving outcomes for all pupils.