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Developing accurate assessment and improving provision for children with complex needs within mainstream
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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
Within a coastal multi-academy trust, several primary schools faced growing numbers of pupils whose needs could not be met through adaptation alone, yet lacked access to specialist placements. Building on collaborative SEND work, schools further developed specialist spaces and curriculum pathways within mainstream settings. Actions included creating sensory-rich learning environments, introducing flexible access between specialist and mainstream classrooms, developing personalised assessment using small-step progression tools, and strengthening staff training through peer collaboration and specialist-school partnership. Evidence of impact includes improved pupil regulation and attendance, increased independence through visual supports, strong parental confidence, and external validation of provision quality. The work has strengthened the trust's capacity to meet complex needs inclusively.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), curriculum pathways, sensory space, specialist-school partnership