DfE publishes Teacher Recruitment and Retention Strategy and the Early Career Framework

We pull out from these important documents the areas which are particularly relevant to SEND.

This week the DfE launched two important documents: the Recruitment and Retention Startegy and the  Early Career Framework; it is hoped that this framework will also aid in recruitment and retention. It is therefore helpful to look at both documents together. The Early Career Framework in particular looks very positive for children and young people with SEND, as it reflects many of the teaching strategies which have been employed by teachers of pupils with SEND for many years. Both documents are welcomed.

The Teacher Recruitment and Retention Strategy does not mention SEND explicitly, but does talk about enabling teacher to specialise whilst remaining in the classroom; it may be that one route to doing this will be through SEND, although this will have to be seen.

Read the whole Recruitment and Retention document or a one-page summary. 

The Early Career Framework does mention SEND explicitly and there is reference to several areas which are also of direct relevance. For example:

  • 'The ECF has been designed around how to support all pupils to succeed and seeks to widen access for all. This includes those pupils identified within the four areas of need set out in the Special Educational Needs and Disability (SEND) code of practice.' (p.4)
  • p.10 refers to the importance of working memory and of not over-loading it, including by using strategies such as chunking, retrieval and spaced practice
  • There is an emphasis on literacy, particularly reading
  • Standard 5 (from p.17) is called 'Adaptive Teaching' and this whole section is relevant to SEND. In a reflection of the new draft Ofsted framework, the word 'differentiation' is not interpreted positively, instead talking about the need to respond to individual needs through teaching and support. Your use of language will be important here: 'responsive and adaptive teaching' seems likely to replace 'differentiation' as the language of choice
  • Working with the SENCO is emphasised (p.17)
  • Standard 7, Managing Behaviour (p.22), talks about creating a 'supportive and inclusive environment'
  • In 'Professional Behaviours (Standard 8, p.24), there is an emphasis on working effectively with teaching assistants

This is a very useful document; it is based on research and evidence (there is a comprehensive list of references at the back) and it would be valuable reading for all teachers, early in career or established. SENCOs should certainly take a look and consider how they may be able to use it in supporting them to develop effective inclusive practice across their school or setting.

Related resources

  • Supporting SEN Scaffolding

    18 Jul 2019 Silver AND Gold Member Only

  • National SEND update

    Information - 18 Apr 2019 Gold Member Only

    A useful presentation that will look at current SEND policy and statistics.

  • Training opportunities

    Information - 18 Apr 2019 Silver AND Gold Member Only

    The last six months have seen training for SENCOs move away from a centralised model, but how will the quality of the national award be preserved and protected? Michele Moore has the answer