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Enhancing Inclusion and SEND Provision: A Case Study of New College Swindon
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Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
After receiving an Ofsted rating of Requires Improvement, this further education college partnered with the SEND Centres of Excellence peer-review programme to evaluate SEND provision across multiple campuses. Challenges included inconsistent inclusive practice, limited specialist qualifications among staff, reliance on subcontracted provision, uneven resourcing, and weak accountability for personalised learning plans. Actions centred on a two-day peer review with learning walks, programme observations, leadership consultation, and identification of CPD and infrastructure priorities. Evidence of impact includes strengthened leadership focus on SEND, establishment of plans for a Director of SEND role, expanded CPD for staff, increased use of assistive technology, improved employer and local authority partnerships, smoother transition pathways, reduction of the high-needs attainment gap from 17.2% to 3.9%, and confirmation of progress through an Ofsted monitoring visit.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND)