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Strengthening SEND provision in a primary school through Peer Mentoring
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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 being rated by Ofsted as 'requiring improvement', this primary school faced challenges including an unambitious, poorly sequenced curriculum, inconsistent SEND identification and support processes, weak oversight of SEND funding, and low attendance among disadvantaged and SEND pupils. Through the Whole School SEND Peer Mentoring programme, leaders developed a MAT-aligned inclusive vision, trained staff using WSS resources (Teacher Handbook, PfA audit, mindfulness webinars), implemented the SEND 'Nutshell' data tool, strengthened SEND data systems, supported non-specialist curriculum delivery, and introduced an attendance strategy engaging families. Evidence of impact includes more accurate SEND identification, improved staff confidence and shared ownership of SEND, better classroom use of data to inform teaching, strengthened attendance tracking, and an Ofsted monitoring visit noting that SEND provision had been 'transformed.'
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), leadership, peer-mentoring