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. 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. 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. TS6: Make accurate and effective use of assessment Providers should ensure that trainees are fully conversant with the fundamental principles of assessment and testing, including the differences between formative and summative assessment; bias, reliability and validity; criterion- and norm-referencing; standardisation and standardised tests (such as those that produce a reading age). Trainees should demonstrate that they are able to make effective use of assessment data to ensure that teaching
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. 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. 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. TS6: Make accurate and effective use of assessment Providers should ensure that trainees are fully conversant with the fundamental principles of assessment and testing, including the differences between formative and summative assessment; bias, reliability and validity; criterion- and norm-referencing; standardisation and standardised tests (such as those that produce a reading age). Trainees should demonstrate that they are able to make effective use of assessment data to ensure that teaching