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Strengthening SEND Leadership through a Peer Mentoring approach
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Following a rating from Ofsted as 'requiring improvement', this secondary school identified weaknesses in SEND information use, inconsistent adaptive teaching, and variable identification and tracking of need. Through the Whole School SEND Peer Mentoring programme, leaders focused on strengthening distributed leadership of SEND, refining data analysis and assessment processes, reviewing the graduated approach and SEND register, improving use of the SEND Teacher Handbook for CPD, and enhancing parental engagement and transition planning. Evidence of impact includes a 50% reduction in the SEND register through more accurate identification, improved APDR systems, clearer pupil pen portraits, strengthened communication with parents, staff reporting greater confidence and engagement with SEND strategies, improved classroom adaptation, targeted interventions, more effective leadership coordination, and increased access to learning for pupils with SEND.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), leadership, peer-mentoring