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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
2025
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.