Consultancy, Training & INSET

Consultancy, Training, INSET & in-school Courses


Zena provides support and training directly to schools throughout the north of England. Below is a sample of the range of activities undertaken in schools. All support is bespoke and tailored to the needs of each setting.

Contact Zena​ to discuss the needs of your school or cluster, to arrange a single visit or a package of support.​



Below are the courses we can deliver in your school. 

All courses can be delivered as school INSET, lasting 2 ½ to 3 hours.
Bespoke adaptations can be made where requested.​


Inclusive Practice

About a Child!

Aims of the course

  • To explore practical skills needed and strategies used to involve pupils and parents in person-centred and solution-focused thinking.
  • To develop understanding of the provision required to meet the needs of the Code of Practice (2014) through involvement of pupils, parents and carers.
  • To know the possibilities for next steps to further embed such practice across school.
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Quality First Teaching for All

Aims of the course

  • To begin to understand the significance of working memory in children’s learning.
  • To begin to understand the significance of multi-sensory teaching and learning experiences.
  • To be able to use the two-pronged approach to enable all learners to achieve in mainstream lessons, with the application of appropriate strategies.
  • To identify the components of an inclusive lesson.
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Teaching Assistants on the Frontline of Learning

Aims of the course

  • To explore our understanding of children’s learning.
  • To develop our knowledge and use of questioning skills.
  • To know how to support and develop pupils’ independent learning skills​​.
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Teaching Assistants on the Frontline of Maths

Aims of the course

  • To deepen teaching assistants’ understanding of learning in maths.
  • To develop teaching assistants’ knowledge and use of questioning skills in maths.
  • To know how to support and develop pupils’ independent learning skills in maths.
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Teaching Assistants on the Frontline of Literacy

Aims of the course

  • To understand the use and application of multi-sensory language strategies.
  • To understand effective strategies for reading with children individually, and for guided reading.
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SEND in the Mainstream Classroom
An introduction to including pupils with SEND in the mainstream primary classroom.

Please note that this is a full day course

Aims of the course

  • To clarify understanding of what special educational need is, and what it is not
    To begin to understand some of the cognitive processes involved in learning, and what they might look like in practice.
  • To understand a range of practical teaching and learning strategies that enable all learners to achieve in mainstream lessons.
  • To appreciate some of the reasonable adjustments that might be made to enable access to the curriculum.
  • To critically evaluate some of the components of an inclusive lesson, and the strategies that might be employed.
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Leadership and Management of SEN

Ensuring a Successful System of Performance Management for Teaching Assistants

Aims of the course

  • To understand the place of PM for support staff within the context of school improvement and wider agendas.
  • To know how to use PM to lead to clear improvements in pupil outcomes.
  • To be able to use agreed standards effectively within a PM structure.
  • To be able to ensure that PM structures lead to improved professional skills, attitudes and practice.
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Leading the Best Inclusive Practice for SEND

How inclusive are we now? What does outstanding inclusive practice look like for pupils with SEND? How do we get there? How do we know when we’ve arrived?

Aims of the course

We will be exploring:

  • Examples of best SEND inclusion practice
  • Identification – assessment and screening
  • SEND leadership and what should be the focus
  • Quality 1stteaching vs Wave intervention
  • Best use of spending and LSA / TA support
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Chairing Meetings 

Essential for all who ever have to chair a meeting……as meetings can be dreadful and bad chairing makes them worse!

This course is delivered in partnership between Inclusive Solutions and Inclusive Learning North and as such is subject to different rates. Please contact us for further details.



In this course we look at transformational person centred approaches to approaching the chairing of meetings. We provide deeper insights into the psychological processes that make this role challenging. ‘Best Saves’ for those really difficult moments when chairing meetings are creatively explored. We provide a practical, skill based and creative approach.

Aims of the course:            

  • To identify characteristics of meetings that matter- what excellent chairing looks like
  • To strengthen person centred dimensions to chairing meetings
  • To create a visual graphic and words that uniquely illuminate what great meetings and chairing looks like
  • To explore the various hats that group members and chairs can wear
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So what does that tell us?

Aims of the course

  • Understanding and using standardised assessments within a whole school and ‘vulnerable group’ context.
  • When, how and where to use them, and what they mean.
  • Implementing report recommendations as part of Quality First provision.
  • Analysing the triangulation of assessment between assessment of learner, tracking against curriculum and qualitative data.
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Using Standardised and Cognitive Assessments – the Why, When and How!

Using standardised and cognitive assessments effectively to impact on pupil progress and outcomes.

Aims of the course

  • To appreciate the definition, range and purposes of standardised and cognitive assessments: when it’s good to use them and when it’s not.
  • To understand the vocabulary of standardised assessments: what the terminology means.
  • To know how to administer standardised assessments with fidelity: basic guidelines for test administration to secure reliable results (BPVS III, PhAB and YARC are used as example assessments in this course, but the principles covered are applicable to most assessments).
  • To know the qualifications required for the administration of different types of assessments: when you can do it yourself, and when you need someone more qualified.
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Cognition and Learning

Putting the Memory to Work!

Aims of the course

To identify children’s difficulties with working memory and understand how this affects them as learners.
To know some effective strategies for strengthening children’s short-term working memory.
To be able to make learning more accessible for children with poor working memories.

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All Reading by Six!

Aims of the course

  • To understand the use and application of multi-sensory language strategies.
  • To strengthen Quality First Teaching in phonics.
  • To understand how to integrate quality intervention into daily phonics teaching.
  • To know how to identify early those children at risk of literacy difficulties.
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Maths – Removing the barriers

The importance of visualisation in numeracy teaching.

Aims of the course

  • To appreciate how children learn mathematical concepts and why they might fail.
  • To explore the use of concrete materials and pictorial representations to generate secure mathematical understanding.
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​​Maths – Removing the barriers‘ is also available as a DVD for in-house CPD Training. For details please visit our webpage here


Maths – Removing the Barriers with Cuisenaire
The significance of maintaining good concrete and visual representations for children throughout their mathematical education.

Aims of the course

  • To explore the use of Cuisenaire rods to secure mathematical understanding.
  • Continuing to explore a range of practical strategies for all primary ages.
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Comprehending by 11!

Advancing reading comprehension skills for primary aged children

Aims of the course

  • To understand how reading comprehension develops.
  • To understand effective strategies for reading with children individually, and for guided or reciprocal reading.
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Getting the ‘Write’ Intervention – Part 1
Identifying children’s difficulties in writing and doing something about it!

Aims of the course

  • To understand the relationship between reading, spelling and handwriting.
  • To identify potential writing difficulties in the early years.
  • Use strategies for teaching reading, spelling and handwriting that address these difficulties.
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Getting the ‘Write’ Intervention – Part 2
Identifying reluctant writers and doing something about it!

Aims of the course

  • To reflect on the learning from Part 1.
  • To analyse barriers to learning that exist in writing beyond the mechanics of spelling and handwriting.
  • To explore a range of strategies for responding to these barriers to learning.
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Social Emotional and Mental Health

Emotional Well-being

‘Develop a deeper understanding of children’s emotional needs’

This course is delivered in partnership between Inclusive Solutions and Inclusive Learning North and as such is subject to different rates. Please e-mail us for further details.

This course gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well-being of all children. We need to find ways to allow children to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. 


Aims of the course:      

  • Increased understanding of emotional needs
  • Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems
  • Deeper understanding of core values surrounding inclusion
  • Opportunity to reflect on professional attitudes and behaviour towards children and their emotional challenges
  • New skills and processes to make emotionally challenged children’s inclusion and achievement more successful
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We can deliver:

  • INSET training and Staff training
  • School consultancy visits, SEND reviews, provision reviews and audits 
  • SENCO support
  • Part-time interim SENCO roles
  • Support staff deployment and training
  • Provision and impact mapping
  • Intervention monitoring and management
  • Person-centred and solution-focused support
  • SEN assessment
  • Quality First Teaching support
  • Teaching and learning strategies
  • NQT and RQT support
  • Cluster and conference meeting presentations, workshops and facilitation
  • Educational conference planning

An increasing number of schools and clusters now prefer to invite Zena into their school to deliver courses, staff training, INSET days or a package of support directly with staff.


Feedback from our recent staff training:

One of the very best and most productive INSET days we have ever had in our school….thank you so very much – Headteacher. Sefton

It was fantastic to see such enthusiasm from the staff to the training – Headteacher. Cumbria

“One of the best training courses I have ever been on; enjoyable and practical. Loved it!” Deputy Head. Lancashire

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For further information or to book, please contact us here

……or complete our In-house Enquiry Form below:
In-house Enquiry Form

Pricing information below:

Zena Martin – rates 2019-2020


Our aim is to provide all attending delegates of our Inclusion Forums, INSET days or in-school training with the slideshows, handouts and resources required, so that you can deliver the same course again in your own school.  We achieve this by providing delegates with access to hidden web pages that contain all the necessary resources to download.

Our copyright terms are that attending delegates are free to use the materials within their own school only. Please contact us if you would like to share with clusters of schools, teaching school alliances or MATs.


Educational conference planning and delivery

We can also arrange and deliver half or full day conferences at a suitable venue on behalf of schools or clusters for anything from 10 to 200+ delegates, tailored to your requirements, course/s, catering and number of delegates.


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