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Embedding SEND as Whole-School Priority through a Peer Mentoring approach
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Following a 'Requires Improvement' Ofsted rating in 2022, this all-through school faced challenges including limited staff confidence in adapting teaching for SEND learners, inconsistent understanding of needs, and weak monitoring of provision. Through the Whole School SEND Peer Mentoring programme, leaders were upskilled via 'Every Leader a Leader of SEND' and 'Every Teacher a Teacher of SEND' training, SEND leadership capacity was strengthened, staff received focused training on ADHD, autism, tangible learning approaches, and student independence, TA deployment was refined, and SEND systems were reviewed. Evidence of impact includes revised leadership structures, expanded TA staffing, improved monitoring cycles, widespread adoption of practical lesson adaptations, stronger pupil voice, positive MAT review findings, and a subsequent Good Ofsted judgement with SEND removed as an improvement priority.