Loading...
Enhancing staff confidence and pupil outcomes through better one page profiles
Files
Citations
Altmetric:
Authors
Editors
Date
2026
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In a high-deprivation primary school with rapidly rising SEND need, leaders identified that existing One Page Profiles (OPPs) were compliance-driven and lacked authentic pupil and family voice. Using Whole School SEND principles and adaptive-teaching training, staff co-constructed clear principles for meaningful OPPs through collaborative CPD, evaluation of exemplars, and reflective discussion. Teachers were supported to embed pupil and parental contributions and to use profiles as living documents rather than static records. Early evidence of impact includes strong parental feedback in review meetings, pupils reporting pride and self-understanding, improved professional dialogue focused on partnership rather than deficit, and greater confidence among staff that SEND documentation genuinely informs adaptive teaching and transition planning.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development, learner profiles