This is not a ‘to do’ list but a reflection and discussion tool to support SLTs to consider how well we know our learners who are identified with SEND and how our school systems (pedagogy, CPD, interventions, assessment, QA of teaching, pastoral support) and culture (language, behaviours, beliefs) really enable every teacher to be a teacher of SEND.
This review tool is for reflection by senior leaders. It’s not a tick list but a set of examples of strategies schools and trusts across the country are using to distribute leadership and knowledge for supporting marginalised learners. School leaders who contributed to this felt that often their intentions for inclusion were clear but their capacity to change school systems to distribute leadership were more difficult to mobilise.
This document is intended to helps us think about who holds the knowledge of each learner with SEND in our setting and how to ensure we have ways to share vital knowledge needed to support a child who is facing barriers to their learning.
As a tool it helps us to look harder at school systems and ask why is it that vital knowledge about children who face the greatest barriers to their learning is held by just a few people (SENCo or support staff, Head of Year). To unlock the power to make good professional decisions about how we support our young people we must have good evidence and knowledge to help us plan and teach each child.
The document provides some food for thought on this. Please do share further examples and any feedback with
Margaret Mulholland, ASCL SEND and Inclusion Specialist.
Download the ASCL tool for reflection and development of inclusive practices