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- High expectations are crucial for pupils with SEN. They challenge societal biases, promote inclusion and equality, boost self-esteem and motivation, and improve learning outcomes. As educators, it is our responsibility to hold high expectations for all students, recognizing their potential and supporting them in their learning journey.
inclusiveteach.com/2023/10/25/the-importance-of-high-expectations-for-pupils-with-special-educational-needs-sen/The Importance of High Expectations for Pupils with Special ...
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How can schools ensure high quality provision for pupils with special educational needs?
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How can leaders promote achievement for pupils with Sen/D?
How can a senior leadership team support pupils with special educational needs?
What is the attainment gap between pupils with special educational needs & disability?
This section presents a framework for understanding leadership for SEN/D consisting of five key dimensions of: values; approaches to teaching and learning; resources for support; specialist...
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Executive summary. This report presents the findings of a study into the nature and forms of school leadership that promote the achievement of students with special educational needs and...
- Executive Summary
- Context For Research
- Methodology
- Report Structure
- Pupil-Centred School Support
- The Importance of Home–School Relationships
- Multi-Agency Collaboration and Partnership Working
Around 1.4 million pupils in English schools have an identified special educational need (SEN).[footnote 1] These range from the most severe to comparatively minor. Identified numbers have increased for the fourth consecutive year, from 14.4% of all pupils in 2016 to 15.5% in 2020.[footnote 2] Many of these pupils are in mainstream primary and seco...
Around 1.4 million pupils in English schools have an identified special educational need.[footnote 8] The SEND code of practice[footnote 9] states that ‘a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made’. For pupils of compulsory school age, this means that they...
Based on the questions above, our aim was to understand the experiences of children and young people with SEND in mainstream schools. New understandings developed through this research will inform what we do on inspection and the framework for area SENDinspections. A qualitative, case study research design was used. We explored, in depth, the exper...
This report presents findings from our research. Each section explores a different facet of the experiences of pupils with SENDand the provision offered by their mainstream schools. Broadly, these cover pupils’ school-led support, home–school relationships and multi-agency involvement. The conclusion considers the findings in relation to the resear...
Introduction
Schools described using strategies that are part of a pupil-centred approach to education in which the staff intended to understand the strengths and needs of the pupil and make tailored adaptations to the whole curriculum. This helped several schools to include pupils, enabling them to participate in the varied aspects of mainstream school life alongside their peers. Previous research has found that this kind of inclusion helps achieve a positive school experience for all pupils.[footnote 37...
Understanding the pupil
In accordance with previous research that suggests that school staff should develop their understanding of each pupil with SEND to promote inclusion, all the schools that took part in this research described building strong relationships with pupils. They did this in order to understand the pupils’ unique strengths and needs, help tailor support and provide interventions. This understanding was often bolstered by SEND-focused training and opportunities for continuing professional development...
Gaps in understanding
One of the barriers to including pupils holistically in school life was gaps in understanding of pupils’ strengths and needs. For example, Harper’s teacher spoke of trying to tailor tasks in order to encourage and maintain greater interest in curriculum goals and maintain progress with reading. However, they were also unsure of whether or not he had passed the phonics screening check and, when asked to describe his SEND, they identified it as his ‘ability in class’, indicating some uncertaint...
Introduction
The quality of relationships between home and school has an impact on the way schools plan and provide support for pupils with SEND. This relationship is critical for ensuring that schools accurately identify and meet the needs of children and young people.[footnote 55]A significant component of this relationship is the extent to which schools work to develop co-production with families, a way of working that brings together pupils, parents or carers and education, health and care services wh...
Identifying need
Research suggests that early identification of SEND is crucial. Timely, effective provision can help to narrow the educational gaps between pupils with SEND and those without.[footnote 56] It can also help pupils with SEND to adjust to school positively.[footnote 57] Most pupils had their SEND identified soon after starting formal education. Identification of needs most frequently occurred in Reception, key stage 1 or lower key stage 2 in primary school. We saw in the main 2 different approac...
Co-production
Co-production is a way of working in which children and young people, families and those that provide services work together. The aim is that professionals listen to, understand and learn from the views of children and families, and, in the fullest possible way, involve them in decisions about the plans for support that will enable the child to achieve their goals. This approach is widely seen as allowing more effective provision to be made for children and young people with SEND.[footnote 59...
Introduction
The Children and Families Act[footnote 66] states that the task of planning and evaluating provision for children and young people with SEND should be, as far as possible, a partnership between schools, local authorities, health, care and any commissioned service providers. When schools work in isolation, some types of support are less likely to be available to a pupil or young person with SEND.[footnote 67] However, research and Ofsted’s area SEND inspections suggest that putting in place ef...
Ambitions for collaborative working
Local authority and CCG staff in both local areas emphasised the importance of collaborative working. Some staff described a ‘team effort’ approach to providing services and recognised the importance of this in enabling schools to meet pupils’ needs: Assistant director for community and transformation, CCG, local authority 2 Head of service education and SEND, local authority 1 Both local authorities promoted a quality mark for inclusion in their areas that suggested a broader commitment to c...
Jun 25, 2024 · Mobilise your whole school to raise the attainment of pupils with special educational needs (SEN). Learn strategies for meeting each pupil's academic and wellbeing needs, and how to choose and evaluate appropriate interventions.
Oct 27, 2021 · Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school.
Dec 1, 2011 · It provides a framework of five key elements which leaders can use to analyse current approaches and to start thinking about strategies for moving towards a whole-school model. The framework ...
Jan 24, 2021 · Research by Oldham and Radford (2011) emphasises the importance of SENCos as leaders, in being assertive advocates of pupils with SEND, with the capacity to impact on whole school universal inclusive practice.
