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Using the 'Teacher Handbook: SEND' to embed inclusive leadership across a federation of primary schools
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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
Facing rising complexity of need across two primary schools, leaders used the Whole School SEND Teacher Handbook: SEND as a core tool to embed inclusive leadership and adaptive teaching. Subject teams identified curriculum-specific strategies, which were consolidated into a federation-wide inclusion handbook and monitored through distributed leadership and peer review. Evidence of impact includes consistently inclusive classroom practice, improved teacher confidence in adapting learning, strong pupil voice demonstrating understanding of support, high engagement with learning, and positive staff wellbeing linked to clarity and shared responsibility. External peer review confirmed that inclusive strategies were embedded without limiting access to the full curriculum, reinforcing quality-first teaching as the foundation for SEND provision.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, CPD resources