The author takes the view that the focus for pupils with special educational needs should be raising standards of attainment and achievement across curriculum subjects, and raising standards of pupil achievement in personal, social and emotional development. And this seems a laudable aim.

Although intended for a wide readership among all those interested in special education, I think that it will be also be interesting to those who are not directly involved with SEN but need a pragmatic, factual book to refer to and browse in. It could also be useful to teachers in training.

The 10 chapters cover a range of topics, such as defining SEN, curriculum and assessment, use of pupil attainment data, standards and school provision for pupils with SEN and specialist provision. Each chapter ends with a summary, a thinking point and suggested key reading.

My main reservation is that although there is plenty of useful information, including case studies, there is little to motivate or inspire those seeking to secure better outcomes for children with SEN.

Caroline Roaf

Visiting fellow, Oxford Brookes University