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Curriculum Through a SEND Lens in a Multi-Academy Trust
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Across a multi-academy trust of 24 primary and 3 secondary schools, quality assurance identified uneven SEND provision and a need to strengthen curriculum leadership for inclusion. A Whole School SEND Professional Development Group was established for middle and curriculum leaders to examine curriculum design through a SEND lens. Actions included analysing SEND profiles, reviewing staff confidence, applying the EEF implementation cycle, sharing adaptive strategies, and receiving bespoke 1:1 support from the Trust Lead Practitioner for SEND. Evidence of impact includes improved consistency in vocabulary development and dual coding, increased confidence and collaboration among subject leaders, reduced reliance on SENDCOs for operational tasks, and sustainable curriculum adaptation being embedded across schools with strong senior leadership support.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), adaptive teaching, teacher professional development