1. Common Principles for SEND Core ITE Content and Expectations
Rachael Hare,
Head of ITE
Margaret Mulholland, Director of Development & Research

2. The Carter Review: Key Recommendations
Special Educational Needs and Disabilities (SEND) – ITT should prepare all new teachers to support SEND in their classrooms, providing a solid grounding in the most pertinent issues and setting an expectation for on- going high quality professional development.
Child and adolescent development – ITT should provide new teachers with a grounding in child and adolescent development, including emotional and social development, which will underpin their understanding of other issues such as pedagogy, assessment, behaviour, mental health and SEND.
Differentiation – ITT should equip teachers so they can ensure that all pupils in the class, including lower and higher achievers, should make progress and keep pace with the curriculum.

3. Implementing the Carter Review recommendations
The Secretary of State has appointed three groups in response to the Carter review, to strengthen the quality of ITT.
The three groups:
ITT Framework of Content Expert Group:
An independent group established to develop a framework of core content for ITT.
ITT Mentor Standards Group:
An independent group looking to develop national standards for school-based ITT mentors.
ITT Behaviour Management Expert Group:
An expert group developing the behaviour management content of the core ITT framework.

4. Initial Teacher Training Framework of Content Expert Group
Who’s involved?
In March 2015, the Secretary of State responded to the Carter Review by appointing Stephen Munday to chair an expert group to develop a framework of core ITT content
Members of the expert group were:
Tom Bennett
Kath Goudie
Dina Lewis
Margaret Mulholland
Ruth Miskin
Seamus Oates
Dame Alison Peacock
Rachael Hare
Patrick Derham
John McIntosh CBE
Professor Anthony O’Hear

5. SEND Purpose: To develop a framework of core ITT content. Aim:
To support those who deliver ITT and applicants and trainees to have a better understanding of the essential elements of good ITT core content.
Scope:
To define the essential elements of core course content, for both primary and secondary ITT programmes in England, that are generally required to support trainees to meet the Teachers’ Standards.
SEND

6. ITE
SEND

8. Underpinning Ethos
Aim of consistency and quality across the sector, whilst allowing providers the freedom to determine content.
Moving away from a checklist approach in interpretation of Standards in provision/delivery.
A more iterative view of career long learning ‘starting’ with ITE.
ITE contribution to recruitment and retention through the promotion via ITE of the moral purpose of education.
Stronger links between ITE and NQT.
To complement Standards and Ofsted ITT handbook in highlighting best practice approaches.

9. Opportunities
Raising awareness and prominence of SEND across the Standards rather than sitting isolated within S5.
Expansion of Subject Specific Knowledge and Pedagogy
Address gaps identified by Carter.
To link with behaviour and mentoring frameworks.
To separate the obligations of providers from the Standards of the trainees and extrapolate best practice in provision.
Further promote academic scholarship and research from as early as ITE.
Role of providers ensuring the development of criticality for trainees and professional judgement.

10. Personalisation
Differentiation
Inclusion

11. Standard 5
Providers should ensure that trainees are equipped to identify the needs of all pupils, avoiding labelling by group, and make provision for them, including seeking the advice of colleagues with specialist knowledge and experience.

12. Standard 5
Providers should equip trainees to analyse the strengths and needs of all pupils effectively, ensuring that they have an understanding of cognitive, social, emotional, physical and mental health factors that can inhibit or enhance pupils’ education. Providers should ensure that trainees understand the principles of the SEND Code of Practice, are confident working with the four broad areas of need it identifies, and are able to adapt teaching strategies to ensure that pupils with SEND (including, but not limited to, autism, dyslexia, attention deficit hyperactivity disorder (ADHD), sensory impairment or speech, and language and communication needs (SLCN)) can access and progress within the curriculum. Providers should ensure that SEND training is integrated across the ITT programme.

13. Standard 5
Trainees should be able to recognise signs that may indicate SEND, and support common educational needs through review of their teaching, making adjustments to overcome any barriers to progress and ensuring that pupils with SEND are able to access the curriculum. These should take the form of a cycle or 'graduated approach' in the classroom. This should involve assessing pupil need, planning, reviewing and implementing change to support pupil progress, as referenced in the Code of Practice.

14. Standard 5
Providers should emphasise the importance of emotional development such as attachment issues and mental health on pupils’ performance, supporting trainees to recognise typical child and adolescent development, and to respond to atypical development.