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School improvement for learners with SEND through WSS 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
Judged by Ofsted as requiring improvement, this primary school faced low aspirations, high pupil mobility, poor attendance, and unreliable SEND data. Working with a Whole School SEND Regional SEND Lead through peer mentoring, leaders initially shifted focus from adaptive teaching to strengthening SEND data as a strategic improvement tool. Actions included development of a SEND 'Nutshell' document, verification of the SEND register, creation of an Ordinarily Available Provision (OAP) offer, remodelling of TA deployment, strengthened monitoring systems, and improved assessment using pre-key stage outcomes. Evidence of impact includes more accurate identification of SEND, improved attendance monitoring, stronger leadership confidence in SEND strategy, increased teacher ownership of inclusive provision, and improved learner engagement supported by clearer systems and accountability.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), peer-mentoring