To meet the diversity of learning needs within the classroom, teachers face the challenge of keeping abreast of developments in educational research in order to implement sound curriculum design and pedagogical interventions to support learners with special educational needs and disabilities (SEND). However, according to the 2019 School Snapshot Survey, 59 per cent of teachers reported that there is not always appropriate training in place for them to ensure that students will receive appropriate SEND support (DfE, 2020). Additionally, further education (post-16) providers, academies and free schools do not require teachers to have qualified teacher status (QTS) or qualified teacher learning and skills (QTLS) status. One of the hallmarks of teacher training programmes that lead to qualified status is an explicit requirement to demonstrate effective practice across dimensions of SEND provisions – for example, Teachers' Standard 5 states: 'have a clear understanding of the needs of all pupils, including those with special educational needs… and be able to use and evaluate distinctive teaching approaches to engage and support them.' (DfE, 2011, p. 12) As such, there are three scenarios upon which to reflect. First, those who do not complete a teacher training programme (typically around three to five per cent of the teaching population – Howson, 2020; DfE, 2021) may not have had the opportunity to develop and demonstrate proficiency in meeting the needs of all learners. Second, completing a teacher training programme does not necessarily guarantee knowledge and skill development (Harju and Niemi, 2020) based on the latest research and practices, hence new teachers may not always enter the profession with the most up-to-date knowledge. Third, as is the case for all teachers and leadership, how can we ensure that education providers and practitioners remain up to date on developments across dimensions of SEND? In all scenarios, the development and use of bespoke continuing professional development (CPD) can ensure that teachers in their context are supported in delivering a suitable SEND provision for their students.