Inclusion by Design: A Communication & Interaction Framework
- Date: 3 March 2026
- Time: 09:00 - 12:00
- Topics: Teachers, School Improvement, SEND, Professional Development, Inclusion, SMEH, Curriculum and Assessment
- Programme: Wider MAT opportunities
- Bookings: 11 / 25 booked
Event overview
Inclusion by Design: A Communication & Interaction Framework
ποΈ March 3, 2026 β 9:00amβ12:00pm
πVenue β Inspiring Leaders HQ, 2a Vickery Way, Chilwell, Nottingham, NG9 6RY
π― Target Audience: This session would be relevant for SEND Directors, Trust Education Leaders β Primary and Secondary.
This collaborative session will bring colleagues together to strengthen existing practice and reduce risk in how we meet Communication & Interaction needs across our schools. Together, we will co-create a shared Communication & Interaction Framework that supports personalised learning in mainstream classrooms, enhanced provision for pupils who need an additional offer and future alternative provision design, rooted in consistency, inclusion and belonging.
Through structured discussion and practical reflection, we will build on what is already working well, honestly identify where gaps and risks currently sit and explore how we can design a more intentional pathway to supporting emerging need. As part of this work, we will map clear progressions from birth to Year 7 across the communication and interaction pathway, making explicit what effective development looks like at each stage, how adults can support it and how this learning contributes to preparation for adulthood over time.
The session will leave you with:
A clear, shared language for Communication & Interaction;
Practical actions that can be tested immediately in classrooms and teams;
A framework that supports sustainable provision now and into the future across mainstream, enhanced and alternative provision.
This is a working session...expect to think together, share practice and help shape a framework that will directly influence provision across your setting and partnership.
