SEND Reflection Framework

Department for Education data projects that 13,000 additional children and young people requiring some form of specialist education or alternative provision will enter the system in the next nine years.

This data highlights the need for schools to ensure that teachers are equipped to support these pupils, whether in mainstream or special provision. It is therefore essential that all schools review their provision and put in place effective CPD to ensure that teachers feel confident supporting pupils with SEND.

All teachers are teachers of SEND, but one in seven (15 per cent) respondents to the May 2017 teacher voice survey said they disagreed/strongly disagreed with the statement “I feel able to meet the needs of pupils on SEN support". 

To help support the development of the necessary competence and confidence, Whole School SEND are launching the SEND Reflection Framework, part-funded by the Department for Education.

The SEND Reflection Framework will help build teachers confidence by providing a structure within which teachers can support each other to critically evaluate cultures and practices, in order to ultimately improve the quality of their provision for learners with SEND. 

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The SEND Reflection Framework was developed in response to feedback from teachers and school leaders in the Whole School SEND community of practice. It follows in the footsteps of the SEND Review Guide, the first of several Whole School SEND Reviews, developed in 2016 by London Leadership Strategy and partner schools to facilitate the evaluation of SEND provision across a whole school.

The SEND Reflection Framework has a tighter focus on classroom cultures and practice. It can be used in groups, across departments, or across a whole school, enabling teachers to coach each other through the process of better understanding their own strengths and areas for development.

The Framework was developed in collaboration with children, families and professionals from early years, primary and secondary, including both mainstream and specialist providers, placing those who would use and benefit from SEND Reflection at the heart of the development process. This is reflected in the approach of the framework itself, which is one of reflection rather than inspection, supporting staff to review their provision in a non-judgemental, collaborative manner.

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The SEND Reflection Framework sits within a broader suite of free Review frameworks, developed by Whole School SEND partners to empower practitioners to reflect on and improve their practice in a number of different areas. These include the SEND Review, the Teaching Assistant Deployment Review and the Preparing for Adulthood Review, set for release in 2018. The guides can be used internally or as tools of school to school support. For updates and opportunities relating to the Whole School SEND Reviews join the mailing list here.

Whole School SEND is a community of practice bringing together over 4000 schools, practitioners, parents and NGOs committed to improving outcomes for learners with SEND. It is hosted by LLS and draws together work funded by the Department for Education and other investors. For more information and to join the community for free go to the website, email or call 020 3096 7704

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National Education Trust

NET work with schools, the third sector, local and national government, and other education agencies, in order to improve educational outcomes for all and realise their vision of excellence as standard.

Whole School SEND

Whole School SEND is a consortium of over 2000 schools, parents, academics and charities committed to improving outcomes for learners with SEND. It is hosted by LLS and draws together work previously funded by the Department for Education and other investors.

London Leadership Strategy

London Leadership Strategy is a not for profit organisation that exists to improve educational outcomes for all learners nationwide. It does this through a focus on leadership and school to school support, supporting schools and teachers in every stage of their development journey.