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Improving outcomes for pupils with SEND through improving school SEND systems and governance of SEND, and supporting staff confidence
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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
Following a 'Requires Improvement' Ofsted rating in February 2022, this primary school faced challenges including a poorly planned curriculum, inconsistent support for pupils with SEND, unclear early-years progression, and limited governance challenge. Through the Whole School SEND Peer Mentoring programme, leaders completed a structured self-audit, refined identification processes, embedded a universal'targeted'specialist 'levels of provision' framework, strengthened parental engagement, clarified the EHCP 'golden thread' into classroom practice, improved high-quality teaching, and delivered SEND governance training. Evidence of impact includes increased staff confidence and wellbeing, stronger leadership collaboration, better-informed and more effective governors, more consistent SEND practice across classrooms, and clearer provision supporting improved inclusion and pupil outcomes.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), leadership, peer-mentoring