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£200 Million Landmark SEND Teacher Training Programme

  • Feb 13
  • 2 min read

13th Feb 2026

What has been announced:


The Department for Education (DfE) has launched a £200 million landmark training programme to help all nursery, school and college staff better support pupils with special educational needs and disabilities (SEND). It’s described as the most ambitious national SEND training offer ever in the English education system.


Why this matters:


The aim is to improve teachers’ confidence and skill in adapting teaching so pupils with different needs can succeed.

Training will cover things like supporting visual impairments, speech and language needs and using assistive technology (e.g., speech-to-text tools).

The government says this responds directly to parent and educator feedback that existing SEND training has been inconsistent

Who will get the training


Every teacher and education staff member in England in nurseries, schools and colleges is expected to have access to these courses.

The SEND Code of Practice will be updated so that all settings are expected to provide SEND and inclusion training to their staff

This training is part of wider SEND reforms and investments (including more specialist places and staffing).


Whilst the NNPCF welcomes this investment in SEND training, we believe training on its own is not enough. High-quality professional development must sit alongside access to specialist support, such as speech and language therapists, educational psychologists and other experts, so that SENCOs, teachers and teaching assistants can access timely advice and guidance to deliver effective support in the classroom.


NNPCF remains concerned about the number of teachers leaving the profession. To make a meaningful difference for children and young people with SEND, we need a workforce that feels valued, supported and equipped to meet the needs of their school community. Sustainable improvement will require not only training, but the right staffing, specialist input and a positive culture change in some schools, to ensure that every child and young person can fully access inclusive practice.


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