Lately I’ve been thinking a great deal about SEND provision in my school – for several reasons.
a) It is at the forefront of our thinking as we plan our staffing and curriculum within the real-world context of declining financial resources – how best to deploy finite resources to meet every the needs of student? In common with other Heads I’ve spoken to, given the need to maximise the impact of every £, I’m keen to prioritise the quality of the mainstream provision – teachers, class size, loadings – because that is where SEND students spend most of their time. We need to know what we’re doing has impact so I also favour investment in specific learning and behaviour interventions (e.g. Thinking Reading, our BSC,) over the more nebulous benefits of in-class support. This can be important but it can also be wasteful. It’s a discussion we’re having.
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