SEN Support: a survey of schools and colleges

A research report into SEN support has been published by the DfE, which looks into how students on SEN Support are currently supported, and how this practice can be shared, improved and developed.

The research was conducted by surveying staff in primary and secondary schools and colleges across England; these staff included SENCos, teachers, SLT and TAs. They were asked about identification, support, issues and barriers, deployment of TAs, and what sources of information are used to develop understanding.
There was a range of key findings, including:
 - a third of staff said they did not have responsibility for identifying students with SEN
 - the most common support action was to make a referral to Speech and Language Therapy
 -  individual or small group teaching was frequently used to support students with reading or spelling difficulties
 - the majority of schools reported that TAs provided in-class support
 - lack of time to plan with TAs was a common factor
nasen is mentioned as one of the most-often referred to sources of support for staff, alongside specialist websites and books.

Related resources

  • Questions for governors/trustees to ask about SEND

    Guidance - 23 May 2017 Paid Member Only

    This resource has questions for school governors or trustees to ask their SENCO and other senior executive leaders about SEND.

  • The Governing Board and SEND

    Guidance - 11 Apr 2017

    In this article, which was originally published in nasen Connect in January 2017, Gillian Allcroft from the National Governance Association talks about the responsibilities of the Governing Board in relation to SEND. Having a governor dedicated to SEND may not be the best way forward!

  • School Well-being: promoting mental health in schools: inclusive practice

    #SEMH #well-being #mentalhealth

    Guidance - 24 Feb 2017

    Written by Jagdish Kaur Barn, an educational psychologist at FocusPsychology, the article discusses how schools might evaluate their current practice regarding mental health, and how they could begin to improve practices in order to promote positive mental health for their pupils. This article originally appeared in 'Special' in July 2016.