Ms Helen Walsh:

The NCSE offers excellent training with regard to special classes. We attended a special education conference today at which our autism lead was very much talking about the fact that where we see demand existing for teachers, we will support them to do it. It does, though, tip off a key point, which is that teachers in special classes very much need ongoing support. It is not just the teacher who has done the four-day or two-day training who may feel competent. We are aware that ongoing support and communities of practice are needed in that space. NCSE is upping its game with regard to providing access to communities of practice. NEPS is doing similar in that space. Many of the issues with teacher professional learning relate to that sense of confidence and competence. There is much more to do in that space. It is certain, as we can see within the policy advice, that we will not get to where we want to go unless we really address this comprehensively at almost every level, not just with initial teacher education, ITE, newly qualified teachers, NQTs, and ongoing continuing professional development, CPD. That model of support we offer to teachers within the system must match the research and what it tells us about teacher capacity. As the NCSE moves forward, it fully intends to support this in a more ongoing continuous basis, obviously, subject to our capacity to do so. We know what the research tells us, however, which is that teachers need ongoing support, modelling and coaching to achieve the best outcome for the students in their care.