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Collaboratively developing a curriculum for learners with complex SEND needs
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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 two merging trusts, leaders identified increasing numbers of pupils requiring adapted or specialist curricula due to limited special-school places. Through collaborative SEND reviews, schools recognised inconsistency in the intent and delivery of nurture and specialist provision. SENDCOs from across the trusts worked with a local special school to co-design a Specialist SEND Curriculum Pathway (SSCP), structured around Pre-Formal, Semi-Formal and Formal routes. Actions included curriculum mapping, staff visits, shared assessment frameworks and alignment with EHCP outcomes. Evidence of impact includes improved pupil engagement and wellbeing, increased full-time attendance, clearer curriculum intent, positive parental and external-professional feedback, and strengthened staff expertise to support pupils with complex SEND within mainstream settings.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), curriculum pathways, specialist-school partnership