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Enhancing Inclusive Practice: Strengthening Support for Learners with SEND
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Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Recognition of rising SEND demand and inconsistent inclusive practice led this further education college to engage in a SEND Centres of Excellence peer-review programme led by Weston College. Challenges included limited coordination between curriculum and learning-support teams, high dependence on in-class support reducing learner independence, inconsistent curriculum personalisation, and pressure on high-needs funding. Actions included a multi-campus review using learning walks, observations, plan audits, and leadership consultation to generate targeted recommendations. Evidence of impact includes renewed investment in specialist SEND roles, increased CPD in trauma-informed practice and preparation for adulthood, development of the specialist Bloom provision for complex needs, curriculum pathway redesign, strengthened employer partnership ambitions, improved family engagement structures, and closer strategic collaboration with the local authority to expand high-needs provision.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND)