Leaders assessing provision for pupils with SEND should not overly focus on visible indicators in books, such as different work or scaffolds. Instead, they must consider whether these practices genuinely support independence and expectations. Balancing evidencing progress while ensuring quality of provision is crucial for fostering truly inclusive schools.
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Invisible Inclusion: what does ‘good’ look like, and how do we get there?
Inclusive practice in education involves a careful balance between visible support for pupils with SEND and the subtle, often invisible strategies that foster their success. Leaders must cultivate a shared understanding of effective inclusive practice, prioritising professional curiosity and collaborative discussions to ensure all pupils meaningfully engage with the curriculum and thrive.
Is it time to redefine SEND?
Defining special educational provision as that which is ‘additional to or different from’ feels less fit-for-purpose with each passing academic year. Is it time to redefine SEND?
