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Developing a structured, research-informed SRP curriculum to strengthen inclusion and teaching confidence
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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
An infant school with an established nurture group and newly opened Specialist Resource Provision (SRP) recognised that its highly individualised curriculum lacked coherence and parity with mainstream learning. Drawing on research, Whole School SEND online units, and external expertise, leaders co-designed a structured, developmental curriculum rooted in early oracy, total communication and readiness for learning. Actions included visits to other SRPs, collaboration with a Research School, curriculum rewriting, and targeted professional support for staff. Anticipated impact includes increased teacher confidence, greater curriculum coherence, improved inclusion, and a curriculum model transferable to mainstream classrooms supporting pupils with complex SEND.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, specialist resource provision