SEND in Mainstream CPD Programme has had a positive impact on school practice for those pupils with SEND, leading to more inclusive, high-quality teaching and learning environments.
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The "SEND in Mainstream Schools Programme" (2022-2024) was developed by the Whole School SEND (WSS) SESLON team, in collaboration with the Research Schools Network, to enhance inclusive teaching practices for children with Special Educational Needs and Disabilities (SEND) in mainstream schools. This initiative, which drew from the Education Endowment Foundation (EEF) and Whole School SEND’s resources, aimed to improve schools' SEND provision through a structured two-year programme. The first year focused on training school leaders using modules based on the EEF’s guidance for SEND in mainstream schools. The second year supported schools in implementing their SEND improvement plans through collaborative Professional Development Groups.
The programme involved multiple Teaching School Hubs (TSH) from across the Southeast south London region, including HISP TSH, each selecting facilitators who were trained by the WSS and Research Schools Network to deliver the modules to participants from various schools. A notable feature was the emphasis on strategic, evidence-based improvement using an audit tool to assess and enhance SEND practices. The programme aimed to foster more inclusive teaching environments, improve early identification of SEND, enhance student mental health and wellbeing, and support smoother transitions for SEND students. Progress was monitored through evaluations at various stages to assess its effectiveness.
Feedback from participants and facilitators highlighted the programme's success in enhancing knowledge and promoting more inclusive school environments. However, there were also challenges, such as maintaining high participation in the second year and adapting to online delivery. Facilitators appreciated the professional development opportunities and valued peer collaboration. Participants found the programme helpful for developing strategic plans to improve SEND provision in their schools, with many reporting positive impacts on teaching practices and student outcomes.
Overall, the programme was considered impactful, promoting systemic change in SEND provision across schools. It underscored the importance of school leadership involvement, peer collaboration, and evidence-based approaches to school improvement. Recommendations for future iterations included refining materials, providing ongoing facilitator support, and ensuring that senior school leaders participate in key sessions to sustain progress.
The full case study can be accessed here.