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Getting learners back into class: Improving whole school SEND provision and staff-student relationships in a secondary school
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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
After significant leadership change and an Ofsted inspection identifying SEND as a development priority, this secondary academy worked with Whole School SEND peer mentoring and online training to rebuild inclusive practice. Challenges included fragmented SEND systems, over-complex support plans, variable adaptive teaching, and learners with SEND being withdrawn from classrooms. Actions included a whole-school SEND review, streamlined learner support plans with clear 'dos and don'ts, extensive CPD on inclusive teaching, reading and scaffolding, and the introduction of focused learner-support strategies such as 'Focus 5'. Evidence of impact includes improved staff confidence, clearer lessons for learners, stronger relationships, improved attendance, reduced exclusions, increased classroom engagement, and a more consistent inclusive culture embedded through routine monitoring and leadership oversight.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), peer-mentoring