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Three tips for improving your SEND provision

Every teacher is a teacher of special needs, and schools have a secret weapon to guide them through the acronym-filled SEND landscape: their Sendco. Gemma Corby explains that all we need to succeed is a little more conversation and collaboration

The issuing of the new special educational needs and disability (SEND) Code of Practice in 2014 brought great hope. It elevated the status of SEND within schools throughout England and Wales, and boldly proclaimed that “all teachers are teachers of pupils with special educational needs”.

Three years on, it has become apparent that just because an official document says something is so, it does not necessarily make it so. Teachers cannot be expected to become experts in SEND provision overnight.

One of the greatest challenges in providing for SEND has been the shift away from the mentality ...

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