Supporting students with special educational needs and disabilities is more than a statutory duty, it’s a core part of inclusive, high-quality education. In chapter three of our Policy, Practice, Performance eBook, the focus is on how schools can turn good intentions into effective actions ensuring every SEND pupil receives the support they need to thrive.
Policy: Building the right foundation
Every school must publish an up to date SEND policy, but the most impactful ones go further than compliance. A strong SEND policy outlines not just what will be done, but how.it explains the process of identifying needs, implementing the graduated approach and the roles of SENCOs, teachers and teaching assistants. It also shows how families are engaged throughout and how the school connects with the local authority’s local offer. In short, a good policy makes support visible, structured and inclusive.
Practice: Making support part of daily teaching
For SEND support to work it must be embedded in the classroom. Teachers should have easy access to support plans and the training to adapt their teaching effectively. TAs must be well informed and purposefully deployed. SENCOs play a crucial role in coordinating and reviewing interventions, but success relies on regular collaboration between all staff. Perhaps most importantly, families must be kept in the loop, updated on progress, listened to and included in the process.
Performance: Measuring impact and driving improvements
Where SEND policy and practise align, performance improves. Pupils with additional needs make academic progress, engage more fully in school life, and show better attendance and behaviour. Staff grow more confident in inclusive teaching and parental trust strengthens. This isn’t accidental, it’s the results of consistent, joined up working across the school.
Taking action: Turning strategy into success
To move from policy to real world impact, schools must ensure SEND information is easily accessible and actively used. Systems should help track support strategies and their outcomes. Regular dialogue between teaching staff and SENCOs fosters a shared responsibility for each pupil’s progress. Data, both school level and across thrusts, can be a powerful tool in identifying patterns and refining provision, with the right systems and commitment, no pupil needs to be left behind.
Download our full ‘Policy, Practice, Performance’ eBook to read more also about parental engagement and cybersecurity, and get in touch with us to find out how we can help your school in providing support for SEND pupils.