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Enhancing Inclusive Practices for SEND Learners: A Case Study of Education Partnership Northeast
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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
After commissioning a whole-college SEND peer review to strengthen inclusive practice, this further education college group worked with the SEND Centres of Excellence peer-review programme to address variability in SEND provision, over-dependence on learning mentors, inconsistent use of assistive technology, and the need for stronger curriculum integration of inclusion. Actions included a two-day cross-campus review using learning walks, staff interviews, EHCP alignment checks, and implementation of targeted workforce development and curriculum reforms. Evidence of impact includes the launch of a pre-internship programme, development of a cross-college Talent Pool work-experience model, remodelling of specialist SEND provision, introduction of immersive classrooms and SEND champions, strengthened NEET frameworks, high-needs positive destinations rising to 100%, and parity of achievement between EHCP and cross-college learners.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND), internships