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Improving identification of SEND and appropriate provision through staff CPD and updating pupil plans
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Following a 'Requires Improvement' Ofsted rating in Spring 2022, this primary school faced inconsistent SEND identification, unclear recording of need, and mismatch between provision and pupil outcomes. Through the Whole School SEND Peer Mentoring programme, leaders reviewed SEND data accuracy, corrected census coding errors, redesigned SEND support plans to better capture needs, outcomes and provision, introduced a graduated response framework, and delivered staff CPD using EEF materials and the WSS Teacher Handbook. Joint quality assurance and learning walks strengthened links between documentation and classroom practice. Evidence of impact includes increased staff confidence in describing need, more robust and purposeful SEND plans aligned to provision, clearer implementation of the graduated response, and improved inspection outcomes, with SEND removed as an improvement priority following re-inspection in February 2025.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), leadership, peer-mentoring