179 items match current search and filters.
Building a culture of belonging and high expectations for pupils with SEND
Research Summary
Following a 'requires improvement' Ofsted rating and major leadership changes, a secondary academy partnered with Whole School SEND to build a culture of belonging, streamline SEND support plans, embed inclusive practice, and improve pupil wellbeing, engagement, and attendance.
Embedding SEND as Whole-School Priority through a Peer Mentoring approach
Research Summary
An all-through school rated by Ofsted as requiring improvement was supported by the WSS regional lead to strengthen SEND leadership, build staff confidence in adapting teaching, enhance TA impact, and embed inclusive classroom practice, contributing to improved outcomes.
Improving the quality of SEND provision through establishing a model of distributed leadership
Research Summary
A Whole School SEND regional lead supported a secondary school to develop distributed SEND leadership, clarify levels of provision, embed high-quality teaching, and improve curriculum oversight, contributing to strengthened practice and a subsequent Good Ofsted judgement.
Improving identification of SEND and appropriate provision through staff CPD and updating pupil plans
Research Summary
Following a 'Requires Improvement' Ofsted rating, a primary school partnered with Whole School SEND. Revised documentation, staff training, and a graduated response framework, allowed better identification of pupil needs and matching provision to outcomes.
Strengthening SEND provision in a primary school through Peer Mentoring
Research Summary
A primary school rated as requiring improvement was able, with support from Whole School SEND, to implement new systems for data sharing, staff training, and inclusive teaching, while embedding SEND leadership across the wider MAT.
Embedding strategic SEND leadership across a secondary school
Research Summary
A secondary academy graded 'Requires Improvement' partnered with Whole School SEND to strengthen its leadership of SEND. SEND was made more visible in classroom practice, increasing accountability, and quality assurance processes sustained progress.
Strengthening SEND Leadership through a Peer Mentoring approach
Research Summary
A Whole School Send regional lead supported a secondary school judged by Ofsted as requiring improvement to strengthen SEND leadership and data-informed practice, refine the graduated approach, improve staff confidence, and enhance identification and support for pupils with SEND.
Transition: A school approach
Research Report
Developing SEND transition forms and adjustment spreadsheets with year group staff improved information flow between classes, demonstrating how systematic record keeping can secure smoother moves for pupils with ISEND.
Flexible Seating and Flexible Teaching
Research Report
Flexible seating, adaptable grouping, and teacher mobility supported engagement and resilience for pupils with SEND in maths, illustrating how responsive classroom design enhances participation.
Technology to Access Literature and Develop Comprehension
Research Report
Offering a disengaged reader controlled access to age appropriate texts through EasyReader transformed his attitude to reading, improved regulation, and deepened comprehension, challenging phonics only approaches for older SEND learners.
Transition (reintegration) out from hospital school
Research Report
Gathering staff and parent views about reintegration from a hospital school highlighted the limits of fixed review points and scarce placements, pointing to the need for more flexible pathways, shared planning, and attention to student and family mindset.
Emotional Regulation: SCERTS
Research Report
Applying the SCERTS model helped nursery staff interpret dysregulated behaviour as communication, enabling more empathetic responses and improving engagement for children with emerging emotional regulation needs.