Embedding Inclusion into Teaching - CPD Offer for Herts PCGE Students & Teachers

Facilitated by a joint venture between Inclusion 2028 and BUPA Inclusion in Action Live labs, the CPD course took place on Monday, 2nd March, initially in partnership with the University of Hertfordshire’s PGCE Secondary Education Teacher Training cohort, the opportunity was subsequently opened to practicing Physical Education teachers in local primary schools. A total of 14 PGCE students and a further 14 PE practitioners from Primary Schools across Hertfordshire attended the training, which was led by Anne Marie Riddle and Mary Szulikowski, the lead Inclusion 2028 tutors.

The key outcomes for the course were:

1. Build teacher confidence in delivering inclusive sport for pupils with SEND.
2. Demonstrate how the STEP principle is used to adapt and differentiate Physical Education and physical activities.
3. Support schools to run pupil-led, choice-driven inclusive sport clubs for four weeks before 20/07/2026.

The session featured a practical segment focused on embedding inclusive practice. Students from Lonsdale School for those with Physical & Neurological Impairments (PNI) joined the session, offering trainee teachers genuine experience facilitating adapted sport for students with impairments using the STEP principle. The activities utilized adapted equipment and provided direct engagement with inclusive sport delivery.

Following the practical session, a theory component deepened participants' understanding of different impairment groups. The session also featured information about the Hertfordshire Specialist team and Inclusion 2028, as well as resources available to support the delivery of inclusive Physical education.

This collaborative session offered practical strategies and meaningful experiences to ensure all pupils have opportunities to participate in sport, promoting a culture of inclusion within school settings.

It is important that we continue to provide opportunities like this for Trainee Teachers to ensure they are confident as they enter the workforce to embed inclusive practice into teaching and learning from the outset and continue to upskill the current workforce to adapt their delivery to be more inclusive.