Full-day, blended or train-the-trainer: which format fits which setting?
There is no single best format. Full-day training suits staff who need to practise physical intervention, blended training saves time, and train-the-trainer builds internal capacity, so format follows the school’s actual need.
What can positive handling training not solve?
Training can improve understanding of prevention, de-escalation and reasonable force, but it cannot replace a clear behaviour policy, fix unsafe staffing or remove the need for judgement. The post offers a fair test.
Why are some physical intervention courses dramatically cheaper than others?
Cheap courses cost less because something has been removed, such as tailoring to the school’s risks, time for practical work, safe staff ratios or the legal and ethical decision making that makes training defensible.
Identifying and supporting autistic children and young people: what the evidence says
A DfE rapid evidence review led by UCL examines how mainstream schools identify and support autistic pupils, finding teachers central to early identification and the strongest support evidence in structured teaching and low-arousal environments.
Supporting stammering, speech and language in the early years: what the evidence says
A DfE review of speech and language needs in children aged nought to five finds no reliable stammering screen, so parental concern matters, with support layered from universal to specialist.
Behavioural and social communication interventions for SEMH and autism: what the evidence says
A DfE evidence review of 73 systematic reviews found no single intervention works for every autistic pupil or pupil with SEMH. Peer-mediated approaches, structured behavioural supports and physical activity showed the clearest gains.
Cross-cutting themes in supporting SEND: what the evidence says
A DfE evidence review led by UCL sets out what works across special educational needs. Early identification, assessment of the whole child, teacher expertise and supportive relationships recur, alongside peer-mediated learning and literacy support.
Identifying and supporting sensory and physical needs: what the evidence says
Sensory and physical needs are usually identified by specialists, according to a DfE evidence review led by UCL, though teachers still contribute day to day observation of how pupils manage.
Identifying and supporting speech, language and communication needs: what the evidence says
The DfE review finds speech, language and communication needs are the most common primary need on SEN support, and recommends layered support from good classroom teaching to specialist, one-to-one help.
Identifying and supporting cognition and learning needs: what the evidence says
The DfE review led by UCL says teachers spot cognition and learning needs early, working with the SENCo and parents, while specialists diagnose. Support should reduce processing load through systematic, targeted teaching.