SEN

Inclusion and Support Practices

Inclusive Classrooms

Mainstream schools face unique challenges in inclusion, necessitating that classrooms are welcoming for every student regardless of need or background.4 A common and effective strategy is differentiation, where teachers vary lesson content to suit diverse abilities. Other practices involve using sources from different cultures and creating visual displays that celebrate diversity.

The SEND Code of Practice is the statutory guidance ensuring schools empower young people with SEND by including them in decision-making and providing high-quality teaching. A key insight highlighted is the misconception that teaching for students with SEND is fundamentally different from good mainstream teaching. Effective inclusion means ensuring children with SEND are receiving direct instruction from a qualified teacher, rather than frequently being withdrawn for separate intervention.

Supporting Students and Families

• Learning Plans: Tools like Education, Health and Care Plans (EHCPs) are essential for schools to plan and implement targeted support, monitor progress, and efficiently address varied needs within a single classroom.

• Administrative Efficiency: To maximise time spent on student support, SGLA utilises software (such as TES Provision Map) to streamline admin-heavy processes and manage all SEND provision digitally.

• NHS Anxiety Program: The NHS's Online Support and Intervention (OSI) program, an evidence-based, parent-led online intervention using Cognitive Behavioural Therapy (CBT), especially relevant for students in Year 7 and 8 who are navigating the transition to secondary school. SGLA is hosting a presentation by the anxiety team at upcoming SEND Coffee Mornings on March 6th and 13th, 2025.

• Parent Engagement: SGLA reported a positive turnout for its recent SEND Parent Review Meetings on December 1st, with over 40 parents attending in person and 10 via phone. The next meetings are scheduled for Monday, March 30th, 2026.