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Building a culture of belonging and high expectations for pupils with SEND
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Following being rated by Ofsted as 'requiring improvement' amid extensive leadership change, this secondary school faced a culture where pupils with SEND were marginalised from mainstream learning, support plans were complex and ineffective, and staff confidence in inclusive teaching was variable. Through the Whole School SEND Peer Mentoring programme, the school undertook a whole-school SEND review, embedded quality-first inclusive teaching strategies, streamlined pupil support plans, strengthened reading and vocabulary instruction, enhanced TA training, and delivered targeted CPD on scaffolding, cognitive load, and classroom relationships. Evidence of impact includes improved student wellbeing, attendance and engagement, reduced exclusions, clearer classroom routines ('The Way 2.0'), staff reporting greater confidence, and student voice indicating lessons are now easier to follow. SEND was subsequently removed as an inspection improvement priority.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), leadership, peer-mentoring