SEND Network

Developing an inclusion strategy: Leveraging the inclusive mainstream fund for systemic change

Academy21 — Tue, 25 Aug 2026 16:43:57 +0100

The introduction of the government’s Inclusive Mainstream Fund offers a vital opportunity to move toward a more proactive, sustainable model, but this shift requires us to rethink our traditional approaches to resource allocation.

For school leaders, the task is not simply to “make teaching inclusive.” It is to reimagine how we distribute our resources, define the learning environment, and deliver support that is both timely and durable. At Academy21, we recognise the immense pressure school leaders are under to achieve more with budgets that, while significant, remain stretched and varied across different regions.

To truly deliver on the promise of inclusion, we have the opportunity to embrace a shift: leveraging high-quality online provision as a strategic pillar of your school’s Inclusion Strategy.

Join our upcoming webinar to learn how to develop, implement and embed effective Inclusion Plans

The challenges in making use of the Inclusive Mainstream Fund

The £1.6 billion Inclusive Mainstream Fund is a significant investment, but the scale of the challenge – with one in three children requiring SEN support at some point in their schooling – means that we must be highly strategic. If this funding is dispersed too thinly, or used solely to maintain existing, over-capacity structures, there is a risk that the long-term impact will be limited.

Schools often face the challenge of balancing immediate needs with long-term goals. We frequently see capital directed into high-fixed-cost interventions, such as hiring additional staff or purchasing physical resources, that, while well-intentioned, can struggle to keep pace with the diverse and evolving needs of a student body. Similarly, the creation of inclusion bases can sometimes become an unintended burden on staff time and operational budgets, rather than the specialist hub we intend them to be.

The objective is to move away from maintaining the status quo and toward investing in more flexible, scalable solutions. When a school’s strategy is limited to replicating strained onsite provision, it can be difficult to achieve the same level of impact as a more collaborative, hybrid approach. We have the chance to move beyond the assumption that inclusion is defined solely by physical presence and instead use this funding to build an infrastructure that provides immediate access to expert-led interventions, regardless of a school’s size or location.

This helps school leaders to move towards a more responsive model, stepping away from the costly overheads of maintaining traditional facilities that may not always be optimally utilised. Instead, schools can invest directly in high-quality academic and pastoral support, scaling resources to match the actual needs of their students exactly when and where it matters most.

Why online provision is a strategic essential

1. Decoupling support from geography

In many regions, schools face real difficulties in sourcing the specialist provision needed to meet the diverse requirements of their students. Relying solely on local, in-person specialists can lead to long waiting lists and inconsistent support.

By integrating DfE-accredited online provision, schools can provide immediate, live, subject-specialist teaching to students wherever they are. This is not about separating students; it is about providing a stable and focused environment where they can build the confidence required for success, often working in tandem with the pastoral support they receive within their physical school setting.

2. Scalable, data-driven targeted support

The new focus on “Targeted” and “Targeted Plus” support requires schools to have evidence-based interventions ready to deploy. Academy21’s model allows schools to scale support up or down based on the specific, evolving needs of the student, providing flexibility that is difficult to achieve with fixed-term staffing contracts.

Whether a student needs a full curriculum of core subjects or a specific intervention to build literacy or numeracy confidence, schools can commission exactly what is needed, when it is required. This flexibility ensures that the Inclusive Mainstream Fund is directed toward measurable student outcomes, rather than being absorbed by administrative overheads.

3. Creating a "safe harbour" for inclusion

Inclusion is ultimately about ensuring that every student feels they belong. For a student experiencing significant social anxiety or behavioural barriers, the traditional mainstream classroom can sometimes feel like a place of exclusion. By using high-quality online learning as a core part of your provision, you create a “safe harbour.”

Many of our students start their journey in a calm, supported online environment where they can engage directly with expert teachers in small groups. Because the digital environment is structured, students often feel more empowered to participate and engage with the curriculum. Once this foundation of confidence is established, the transition back to the wider mainstream classroom is a structured, evidence-led progression.

Building your inclusion strategy: A practical framework

As you draft your mandatory Inclusion Strategy, consider moving beyond the internal school wall to create a multi-layered ecosystem:

Universal offer: Enhance your high-quality, adaptive teaching for all students by using online professional development and subject-specialist curriculum support, ensuring your staff are empowered to handle a wide range of needs.

Targeted offer: Instead of building a resource-heavy internal unit, use your budget to commission high-quality online provision that provides core academic curriculum under the supervision of a dedicated school-based mentor. This allows your onsite staff to focus their expertise on the essential pastoral and social support that is most effectively delivered face-to-face.
Targeted plus/specialist offer: Utilise online provision for students who require significant adaptations to the curriculum or those whose needs make traditional classroom attendance temporarily impossible. This ensures their education remains consistent and of high quality, even when their personal or medical circumstances change.

A call for collaborative growth

The £1.6 billion Inclusive Mainstream Fund is a catalyst for change. If we funnel this investment into the same rigid, bricks-and-mortar structures that have struggled to keep pace with rising needs, we risk missing the opportunity for genuine progress. True leadership requires us to think differently.

For Academy21, inclusion is about removing barriers. It is about creating environments – whether physical or digital – where every child feels safe enough to learn, seen enough to belong, and supported enough to achieve.

The path forward requires us to stop acting as isolated settings and start collaborating as a unified network. By pooling resources and integrating proven digital expertise into your mainstream strategy, you can stretch your funding further and ensure that high-quality specialist support is the rule, not the exception.

Are you ready to design a strategy that works for your students and your budget? Let’s partner to bridge this gap. To learn more about how Academy21 can support your school’s Inclusion Strategy, contact our regional partnership team today. Together, we can build an education system that truly works for everyone.

What School Can Feel Like for Neurodivergent Staff

SEND Network — Mon, 24 Aug 2026 16:58:47 +0100

In this clip from the SEND Network Podcast, neurodiversity consultant, teacher and inclusion specialist Simon Airey reflects on his experience following a late autism diagnosis. Simon discusses alexithymia, sensory and emotional overload, autistic burnout and the cumulative effect of navigating unexpected changes throughout a school day.

He also explains how understanding his autism has helped him recognise his own needs, communicate more openly and feel more confident asking for space when things become overwhelming. The conversation also explores shutdowns, masking and why seemingly small events can sometimes feel disproportionately difficult when someone is already overloaded.

How Chosen Hill School Uses EDClass to Support SEND Pupils

EDClass — Mon, 24 Aug 2026 13:03:38 +0100

David Hearing, Alternative Provision Lead at Chosen Hill School in Gloucestershire, explains how the school uses EDClass to support pupils who may struggle to access mainstream lessons, including students with SEND and EHCPs.

David discusses how flexible online learning can help pupils continue their education from home, on-site or as part of a part-time timetable, while smaller and quieter learning environments can provide a stepping stone back into mainstream lessons.

He also shares why regular communication, safeguarding, qualified teacher support and a strong relationship between the school and provider have been important in helping pupils maintain their learning and make progress.

Moving from EHCP quality insight to impact – a catch up with Southwark Council

Invision360 — Thu, 20 Aug 2026 09:00:00 +0100

When it comes to improving EHCP and EHCP annual review quality, having the right tools in place is only part of the story. The real impact happens when data turns into action.

We recently caught up with Southwark Council’s Audit and Learning Lead, Emma McDonald, to hear how their journey with the Invision360 quality assurance modules and data dashboard AWS Quick is helping them move beyond data capture and into meaningful, sustained improvement.

A culture of learning and improvement

At the heart of Southwark’s quality assurance approach is a strong commitment to triangulation, learning, and continuous improvement.

Their quality assurance process isn’t just about assessing quality it’s about understanding it, challenging it, and improving it.

“At Southwark, our quality assurance is driven by learning, improvement, and next steps.”

Setting the foundations for consistent quality

Southwark Council has been working in partnership with Invision360 since September 2024, embedding a more consistent and robust approach to EHCP and EHCP annual review quality assurance.

Using Invision360 as a vehicle for quality assurance has enabled the team to establish a clear, shared understanding of what “good” looks like. But as Emma explains, the real transformation began when the team started using the insights from the data dashboards to drive learning and improvement:

“Invision360 quality assurance is the vehicle but the real journey starts when you use the findings to shape what you do next.”

Southwark’s SEND team’s improvement results speak for themselves (in just ten cycles with the EHCP QA module!)

📈 A 20% increase in EHCPs graded ‘Silver’ since the initial benchmarking audit
📉 A 42% reduction in plans identified as having “significant gaps”
✅ Consistent progress across all areas of the plan, keeping them on track with KPIs

Rather than one-off improvements, these changes reflect a steady upward trend across multiple audit cycles showing that quality is not just improving but being sustained.

Asking “so what?”: Moving beyond surface-level data

Like many local authorities, Southwark was already seeing gradual improvement in headline data with the quality of their EHCP annual reviews, more ‘Silver’, fewer ‘Bronze’, and stable ‘Gold’.

But that raised an important question: What’s actually driving this change in the quality of EHCP annual reviews and what’s holding us back?

Emma reflected on this turning point:

“We were seeing the general trends - more silver, less bronze, gold is static -and we could drill down into themes. But we started asking ‘so what?’ What’s the next step? What’s stopping us getting more Gold quality annual reviews?”

This shift in mindset marked a move from observation to action.

Unlocking deeper insight with criteria-level data

Previously, identifying the root causes behind EHCP annual review performance meant hours of manual work reviewing individual audits and collating findings.

That changed with the introduction of Invision360’s AWS Quick dashboard.

“AWS Quick provides me with the criteria-level data that I was previously taking hours to collate manually. Our EHCP annual review improvement data had plateaued, but now I can pinpoint exactly which criteria are preventing further progress and build a targeted action plan from that insight.”

“Every month now I do exactly what the instructions tell me on AWS Quick, and I’m able to pull out the specific criteria that are causing us a problem.”

Instead of broad assumptions, the team now works with precise, actionable data.

Each month, Emma and the team:

Identify EHCP annual review criteria that are consistently being met
Highlight specific gaps across audits
Translate those gaps directly into clear next steps and targeted actions

“I’m now able to present in my data set to our stakeholders what is going really well, being met in the majority of audits, and then I’m able to identify some really clear next steps which really supports us with action planning”

A partnership that supports practice

For Southwark, the journey hasn’t just been about technology it’s been about collaboration.

“I’ve been on the Invision360 journey since the start and I love the flexibility and openness of Invision360 to work with. The move to AWS Quick has been really supportive.”

When Emma initially considered manually tallying criteria gaps, the Invision360 team stepped in with a smarter solution already built into the platform.

“I said I was going to go through every audit and do a tally chart. Invision360 stopped me and said that’s going to take you ages, we’ve already got something that will do that.”

That responsiveness has made a tangible difference:

“AWS Quick has been a game changer for me. It’s made my life a lot easier, and it’s helped us focus our energy where it really matters.”

What’s next?

By combining consistent auditing, criteria-led insights, and targeted action planning, Southwark Council is building a model of EHCP and EHCP annual review quality assurance that doesn’t just measure performance but actively improves it.

Their journey shows what’s possible when:

Data is accessible and meaningful
Insights are translated into action
Partnerships are built on flexibility and shared goals

For teams working on a monthly or even quarterly quality assurance cycle, the impact of this approach can be even more powerful making progress more visible and easier to communicate to stakeholders.

As Emma puts it:

“I look forward to sharing the progress with senior leaders”

👉 You can read more about Southwark’s journey in their full case study here

Why Representation Matters for Autistic Children | Katie Mulgrew

SEND Network — Fri, 14 Aug 2026 14:14:33 +0100

What happens when a child sees something of themselves in a character on screen? In this clip from the SEND Network podcast, writer and comedian Katie Mulgrew shares how watching Doctor Who with her autistic and ADHD son, opened up a new way for them to talk about his emotions and energy.

How To Support Students with ADHD

EDClass — Tue, 11 Aug 2026 11:50:00 +0100

For students with Attention-Deficit/Hyperactivity Disorder (ADHD), the traditional classroom setting can often present unique challenges. Sustained focus, managing impulsivity, and organising tasks can feel like an uphill battle, leading to disengagement and hindering academic progress. However, with the right tools and strategies, these challenges can be transformed into opportunities for growth and success. This is where EDClass shines, offering a flexible and engaging online learning environment specifically designed to support and empower pupils with ADHD.

ADHD is a neurodevelopmental disorder characterised by persistent patterns of inattention, hyperactivity, and impulsivity. These core symptoms can manifest in various ways, such as difficulty following instructions, losing materials, fidgeting, talking excessively, or interrupting others. In a busy classroom, these behaviours can sometimes be misunderstood or lead to a feeling of being "different," impacting a student's confidence and motivation.

EDClass understands these complexities and provides a tailored approach that addresses the specific needs of students with ADHD. One of the most significant benefits is its structured and predictable learning environment. Routine and clear expectations are crucial for students with ADHD, as they help to reduce anxiety and improve focus. EDClass lessons are presented in a consistent format, with clear objectives and step-by-step instructions. This predictability allows students to anticipate what's next, minimising distractions and allowing them to dedicate their cognitive resources to learning the content.

The recent EDClass Ofsted report from their accreditation visit specifically highlighted the system's dedication to tailored education, stating: "Another significant strength of EDClass is the provision of carefully considered individualised schemes of work. Known as ‘learning pathways,’ these take account of, and build on, the curriculum each pupil was following in their registered school prior to joining EDClass."

And that: "Teaching nurtures and supports pupils’ self-motivation and takes account of their needs. Staff plan precise learning activities to ensure that each pupil follows an appropriate sequence of lessons that helps to develop knowledge and understanding. Careful supervision and the effective use of electronic systems ensure that pupils waste no time in their learning." This commitment to personalised pathways is exactly what students with ADHD need to bridge learning gaps and build confidence.

Furthermore, EDClass leverages interactive and multimedia content to maintain engagement. Traditional textbooks and lengthy lectures can be particularly challenging for students with ADHD, who often thrive on dynamic and varied stimuli. EDClass incorporates a rich array of videos, animations, quizzes, and interactive exercises. These diverse modalities cater to different learning styles and keep the content fresh and stimulating, preventing the mind from wandering. Imagine a history lesson brought to life with an animated battle sequence, or a science concept explained through an engaging video demonstration – these elements are designed to capture and hold attention.

Here's an example of how EDClass can make a difference:

Let's consider a student who has ADHD and often struggles to complete written assignments in class. In a traditional setting, the sheer volume of text can feel overwhelming, leading to procrastination or incomplete work. With EDClass, that student will be presented with a task broken down into smaller, manageable chunks. Instead of one long essay, they might have a series of short answer questions, interactive drag-and-drop activities to sequence events, or even the option to record their answers verbally. This reduces the cognitive load and provides a sense of accomplishment with each completed micro-task.

EDClass also incorporates features that directly address difficulties with organisation and self-regulation. Students can track their progress, see upcoming assignments, and receive reminders. This external scaffolding helps to build executive functioning skills that are often challenging for individuals with ADHD. The platform's immediate feedback on quizzes and activities provides instant gratification and reinforces correct understanding, which is highly motivating.

Another key aspect is the flexibility of learning at one's own pace. Students with ADHD may need more time to process information or may benefit from taking short breaks to re-centre themselves. EDClass allows them to pause, rewind, and repeat lessons as needed, without the pressure of keeping up with a whole class. This self-directed learning fosters a sense of control and autonomy, empowering students to take ownership of their education.

Consider another student, who struggles with impulsivity and often blurts out answers in class, disrupting the flow of the lesson. In an EDClass setting, this student can engage with the material and submit answers digitally, allowing time to formulate their thoughts, and avoid impulsive outbursts. The online environment provides a safe space to learn without the constant fear of making a mistake or being reprimanded.

The integration of qualified teacher supervision within the EDClass platform is also invaluable. While the online content is robust, the ability for teachers and safeguarding colleagues to monitor progress, provide individualised feedback, and intervene when a student is struggling creates an holistic support system. This blended approach ensures that students with ADHD receive both the structured independence of online learning and the crucial guidance of experienced educators.

In conclusion, EDClass offers a powerful solution for engaging and educating pupils with ADHD. By providing a structured, interactive, and flexible learning environment, it addresses the core challenges associated with the disorder. Through multimedia content, clear organisation, self-paced learning, and integrated support, EDClass helps students with ADHD not only to achieve academic success but also to build confidence, develop essential executive functioning skills, and foster a lifelong love of learning. It truly empowers every learner, regardless of their individual challenges.

Looking ahead to the Tes SEND Show 2026

Tes SEND Show — Fri, 07 Aug 2026 15:29:09 +0100

There is already plenty on this year’s programme that has caught our attention at the SEND Network, from organisations supporting learners outside mainstream education to sessions exploring inclusion, belonging and neurodivergent experiences.

Among the exhibitors will be EK Outreach Services, a SEND tuition service working with local authorities and schools across the UK. Supporting children and young people aged 5–25, the organisation provides bespoke educational packages for learners whose education has been disrupted by SEND, SEMH or other barriers to access. Visitors can find them at Stand E50.

Also exhibiting is Enemy of Boredom Academy, which provides a creative and inclusive learning environment specifically designed for SEN learners who think differently. Its approach combines project-based learning, technology and personalised support to help learners rebuild confidence and engagement. They will be at Stand E35.

Nudge Education will also be at the show, sharing its approach to supporting young people who have become chronically disengaged from education. Working with learners in home, school and community settings, its practitioners combine personalised educational support with a broader focus on wellbeing. Nudge Education can be found at Stand V43.

There are some familiar faces on the speaker programme too.

Past SEND Network podcast guest Simon Airey, Teacher and Neurodiversity Consultant at Neuroaffirming With Simon, will lead They Aren’t Playing “Wrong”: Recognising the Importance, Logic and Joy in Neurodivergent Play on 9 October, 14:00–15:00. The session will explore neurodivergent play, regulation, special interests and how educators can move from compliance towards co-regulation and connection.

On 10 October, 12:30–13:30, Dr Sarah Moseley and Ginny Bootman will present Where Connection Meets Inclusion – Building Learning Communities Where Everyone Belongs. Inspired by their Catching Up with Sarah & Ginny podcast, the interactive session will explore how relationships, trust and inclusive practice can help learners participate and thrive.

This is just an early look at what is coming up at Tes SEND Show 2026, and we’ll be sharing more highlights, speakers and sessions with the SEND Network community as we get closer to October.

Tes SEND Show 2026
📅 9–10 October 2026
📍 Business Design Centre, London

View the full programme

What can sport teach us about learning, resilience and supporting young people with SEND?

SEND Network — Fri, 31 Jul 2026 09:50:56 +0100

Drawing on his experience as a former professional tennis player and a student who struggled within traditional education, Dr Tej explains how being coached helped him approach learning differently. Rather than seeing academic difficulties as personal failures, he learned to view them as individual skills that could be practised, developed and improved.

They also consider what schools can learn from sports coaching, why subjects such as sport, music and the arts deserve a greater place in education, and how movement can offer young people a valuable alternative to social media and excessive screen time during the summer holidays.

📺 Watch the full episode now on the SEND Network
🎧 Available to listen on all major podcast platforms

Rethinking screen time: The case for purposeful digital Learning in Alternative Provision

Academy21 — Tue, 28 Jul 2026 13:54:19 +0100

Almost all 8-17-year-olds are online (99%), and most (78%) have their own mobile phone - with ownership rising steeply between age 10 and 11 (56% to 83%). Ofcom data also shows that pupils aged 8 to 14 spend over three and a half hours online daily (rising to six hours for older teens), making the push for blanket bans completely understandable.

But could framing screen time as simply "good" or "bad" make us miss the point about technology, and disregard the myriad opportunities it brings?

The real distinction: Passive vs. active

We now know that measuring technology use purely by hours spent staring at a screen is fundamentally flawed. When we treat all digital time as identical, we equate a teenager mindlessly doomscrolling short-form video feeds late at night with a pupil collaborating on an interactive whiteboard, building code, or tackling mathematics in a live online classroom.

The core issue is not the device itself, but the type of engagement. Passive screen time - characterised by infinite scrolling, auto-playing videos, and low-challenge content - requires minimal effort. Ofcom research shows 65% of children online primarily consume content, while only 34% actively create it. This passive viewing delivers rapid dopamine hits that train the brain to expect instant novelty. Over time, high-effort tasks like analysing a text or solving multi-step equations feel painfully slow, triggering mental fatigue and disengagement - especially in neurodivergent learners.

Why active screen time works for SEND

Conversely, active screen time stimulates curiosity, builds agency, and deepens learning. While passive listening yields just 5% to 10% information retention, active learning where pupils apply concepts boosts retention up to 75%.

For pupils with Special Educational Needs and Disabilities (SEND) or Social, Emotional and Mental Health (SEMH) challenges, active digital environments offer something a traditional physical classroom often cannot: psychological safety. Tools like non-verbal text chat, live digital polling, and onscreen drawing allow anxious learners to participate without the pressure of speaking aloud in front of 30 peers. Multi-sensory platforms cater directly to visual processing styles, while real-time feedback lets specialist teachers adjust the learning pace instantly. In this context, the screen stops being a distraction and becomes an engine for inclusion.

For example, at Academy21, the UK’s leading online AP specialist, our online platform is specifically designed to increase engagement, stimulate pupils, and make them feel safe and heard while developing their cognitive skills and confidence. Lessons are delivered in real time with expert teachers, and technology is used to support engagement and understanding.

Reframing the debate

As we look ahead to September, we need to shift the conversation away from rigid minute-counting. Instead of asking how many hours a pupil spent online, we need to ask what they were doing while logged on. We can actively guide young people toward digital creation - such as illustration, music production, or basic coding - and ensure AP relies on live, interactive teaching rather than pre-recorded videos. Technology is here to stay; the solution isn't demonising screens but helping our pupils master how to use them.

Why experiential data is key to improving EHCP quality and outcomes

Invision360 — Thu, 23 Jul 2026 09:00:00 +0100

For Education, Health and Care Plans, performance data has traditionally focused on timeliness, compliance, and completion rates. While these metrics are important, they only tell part of the story.

What is often missing is a clear, structured understanding of how children, young people, parents, and carers actually experience the EHCP process. Their perspective is critical - not only to understanding quality, but to improving outcomes in a meaningful way.

This is where experiential data is becoming an essential component of SEND quality assurance.

Understanding the value of experiential data in EHCPs

Experiential data captures the lived experience of families and young people as they move through the EHCP journey. It goes beyond whether a plan was completed on time and instead explores whether it was the process was effective and supportive, and whether the EHCP was understandable.

For example, there was clear communication from the LA SEND Team throughout the EHCP process, I perceive my views were valued and reflected in the plan, my child's individual needs are accurately reflected in the EHCP, I know what an Education Health and Care Plan is, my EHCP describes me well.

These are the kinds of insights that cannot be found in quality performance dashboards. When gathered consistently, they provide a richer and more nuanced view of EHCP impact and process quality across a local area.

Moving towards a more complete SEND evidence base

Local authorities are increasingly expected to demonstrate not just activity, but impact. This means being able to evidence how well services are working from multiple perspectives.

By combining timeliness data, audit findings, and experiential feedback, local areas can build a far more complete understanding of performance. Quantitative data shows what is happening, audit processes assess technical quality, and experiential data reveals how that work is received and applied in real life.

Together, these layers create a stronger evidence base for both improvement activity and inspection readiness.

A simple way to capture rich feedback

An example of how to capture, is the use of short, structured surveys that allow children, young people, and parents or carers to share feedback in a simple and accessible way. Behind the scenes, this feedback can be organised into clear themes and presented in an intuitive dashboard, making it easier for teams to identify patterns and trends.

This kind of approach creates a direct and ongoing connection between families and the local area partnership. Instead of feedback being occasional or informal, it becomes a consistent and reliable source of insight that actively shapes service improvement.

Why listening to families makes a measurable difference

The impact of a good EHCP is seen in the day-to-day experiences of children and young people. Capturing feedback at scale allows local authorities to understand not just isolated success stories, but overall trends.

An example of experiential feedback from a parent:

“The EHCP is clear and detailed, and I felt it genuinely reflected my child’s needs and helped the school understand how to support her. Staff can read the document, understand and know how to help. The whole process felt supportive and now my child is thriving socially and academically. It’s been amazing to see. She’s happy at school now.”

Insights like this, when collected systematically, provide powerful evidence of what is working well, while also highlighting areas that need attention.

Embedding experiential data into quality assurance

When experiential data becomes part of regular quality assurance processes, it adds a valuable new dimension. Rather than relying solely on professional review, teams gain direct insight from those receiving the service.

This allows local authorities to identify strengths with greater confidence and demonstrate them clearly during inspection. At the same time, it helps pinpoint specific areas for improvement, ensuring that change is targeted and meaningful.

Importantly, it also strengthens co-production. By creating a structured way for families and young people to share their views, local authorities can move closer to genuinely person-centred services.

Making it work in practice

Successful implementation often starts with collaboration. Working closely with parent carer forums helps ensure that the approach feels accessible, inclusive, and worthwhile from the outset. Their involvement can be key in encouraging engagement and building trust.

Many local areas begin with a short pilot, selecting a small number of EHCPs each month to test the process. Families are contacted and supported to share their feedback, sometimes through guided conversations to ensure all voices are heard. Over time, the process is refined to make it efficient and sustainable.

The findings are then brought together alongside audit and performance data in regular SEND quality assurance reporting. This ensures that the insights gathered are not only heard, but used.

A more holistic future for EHCP quality

As expectations continue to grow, it is no longer enough to measure success by process alone. A truly effective EHCP system must combine performance data, professional judgement, and lived experience.

Experiential data completes that picture.

By embedding it into everyday practice, local authorities can ensure their services remain responsive, evidence-driven, and focused on outcomes ultimately improving the experience and life chances of children and young people with SEND.

Experiential data capture with Invision360

After great success in our annual review module capturing child, young person and parent carer experiences. We’ve just launched the simple surveys and dashboard in our EHCP QA module, generating rich, structured insights into plan/report quality presented in an intuitive reporting dashboard.

An easy way to capture and analyse lived experiences.

Start the conversation

Get in touch to find out how we can support your local area to start capturing experiential data

🗣️A call for community voices - Inclusion Beyond SEND

David Curran — Fri, 17 Jul 2026 07:30:00 +0100

Moon Hall School Reigate and University of Surrey Widening Participation, are inviting short 300–500 word reflections linked to one of our five conference strands:

Early help, SEND reform and designed-in access
Assistive technology and digital independence
AI, bias and inclusive practice
Curriculum, creativity and future-ready learning
Careers, skills and future pathways

This does not need to be a formal article. It might be one practical example, one question, one concern, one provocation or one idea that deserves a wider conversation.

Selected contributions may be shared through our Collective Voice Substack and LinkedIn in the weeks leading up to the conference, with contributors contacted before anything is published. Contributors retain copyright.

Please also help us widen the conversation by sharing this call with colleagues, practitioners, researchers, families, students, employers and organisations whose voices should be part of it.

🤲 Read when you have space.
🤲 Contribute when you are ready.
The conversation will still be here in September.

Submission form:
https://forms.office.com/e/dP2fgcWTtV

Inclusion Beyond SEND Conference
AT, AI, Careers, Skills, Curriculum and the Future of Access to Learning
📅 Thursday 17 September 2026
📍 University of Surrey, Guildford
There is a Moon Hall discount code available: MHSLOCAL20
Details and tickets are here: https://www.eventbrite.co.uk/e/inclusion-beyond-send-tickets-1992366422603

Inclusion Beyond SEND Conference, 17th September 2026

David Curran — Thu, 16 Jul 2026 18:08:19 +0100

Greeting colleagues!

Moon Hall School Reigate and University of Surrey Widening Participation are hosting

Inclusion Beyond SEND
📅 Thursday 17th September 2026
📍 University of Surrey, Guildford

It brings together SEND, AT, AI, Careers, Skills, Curriculum and the Future of Access to Learning, with a focus on access, confidence and independence.

There is a Moon Hall discount code available: MHSLOCAL20
Details and tickets are here: https://www.eventbrite.co.uk/e/inclusion-beyond-send-tickets-1992366422603

No pressure at all, but I thought I’d share in case it is useful for you or someone in your network.

Best wishes and a happy summer 😎
David

Doctor Who, Autism and the Power of Representation | Katie Mulgrew

SEND Network — Tue, 14 Jul 2026 12:00:00 +0100

Katie recently explored this experience in her Guardian article, “I was struggling to understand my autistic son – until we watched an episode of Doctor Who.” She explains how he recognised his own energy, emotions and “fizziness” in David Tennant’s portrayal of the Doctor, giving them a new way to talk about how he was feeling.

Katie also reflects on diagnosis, masking, emotional regulation, school attendance and the importance of children feeling safe and understood. The conversation explores the transformative role of television, comedy, music and the arts in helping neurodivergent young people express themselves, find community and see new possibilities.

🎧 Available to listen on all major podcast platforms
📺 Watch the full episode now on the SEND Network

Avoiding the Intervention Merry-Go-Round: Using Implementation Science To Make SEND Interventions Stick

Real Training — Tue, 14 Jul 2026 10:14:21 +0100

Have you looked in your literacy/maths cupboards lately? How high are the boxes of interventions old and new stacked? And that’s before we factor in a spiralling collection of educational apps and websites…

The sheer volume of available interventions can be overwhelming. Equally, it can be both exhausting and frustrating to introduce a new strategy only for it to fizzle out within half a term and be replaced with the next shiny intervention - I've certainly been there! Sometimes this could be due to factors beyond our control, but let's focus for a moment on what is.

To break this cycle, we need to recognise that effort must be distributed between selecting an intervention based on its evidence-base, evaluating whether it’s a good match for our current resources and thinking through how it might be effectively rolled out upfront. Staff time and energy is too valuable to be pulled into initiatives that can't be sustained, or are poorly implemented.

Instead, doing the right thing for SEND pupils means embedding quality-first, inclusive teaching into the fabric of every classroom. What's essential here is that both universal inclusive teaching strategies and the interventions that supplement them are carefully selected, fully embedded and demonstrably improving outcomes. It's a priority reflected at a national level; Ofsted's new Inclusion evaluation area deliberately focuses on evidencing the sustained impact of support for vulnerable learners.

When it comes to interventions, to move from a cupboard full of boxes to a culture of sustained impact, we have to change how we roll things out. This is where we can draw upon the concept of Implementation Science. Strip away the academic title, and it’s really just about giving us practical, realistic frameworks to make sure the good ideas we find actually stick in our busy classrooms.

In other words, it’s not just about what intervention we choose, but how we introduce, support, and sustain it.

The Implementation Gap: Moving from ‘What’ to ‘How’

It is incredibly easy (and tempting) to buy a shiny new intervention package, hand the glossy folder to a teaching assistant, and cross it off our to-do list. The hard part is changing daily classroom habits and school culture to ensure that the intervention actually works (whether it takes place within the classroom, or in small groups/one-to-one sessions outside of it). As the Education Endowment Foundation (EEF) notes in their updated guidance:

“Ultimately, it doesn’t matter how great an educational idea or intervention is in principle; what really matters is how it manifests itself in the day-to-day work of people in schools.” – EEF, A School’s Guide to Implementation

This disconnect is what implementation science calls the “implementation gap.” In light of the SEND reforms and the updated Ofsted inspection framework, bridging this gap has never been more critical. The Schools White Paper released earlier this year places increased focus on mainstream inclusion and whole-staff SEND upskilling. By shifting expertise from the lone SENCO to the wider staff base, the government relies heavily on workforce culture. When we rush a rollout, we ignore the fact that school change is deeply human and that a school’s biggest resource is its staff. Effective implementation must unite people around a shared purpose rather than overwhelming them with new legislative mechanisms.

By utilising implementation science frameworks, you can co-produce a vision with your team. Rather than handing out top-down mandates, this allows you to find the perfect balance between:

Fidelity: Ensuring those non-negotiable, evidence-based “active ingredients” of an intervention are delivered exactly as research intends. This should be measured early and often when implementing new interventions.

Adaptation: Allowing enough structural flexibility so the strategy fits holistically into your specific school context and timetable. Adaptations to interventions are common and can enhance sustainability and effectiveness, provided the “active ingredients” are preserved. (Harn, Parisi & Miller, 2013). This is also your opportunity to ensure that this additional targeted support is closely linked to classroom learning.

Auditing with Intention: The ‘Exploration’ Phase

So, before launching any new SEND initiative, we need to slow down and explore our current reality. Effective implementation must begin with a robust, structured ‘Explore’ phase. An honest, data-driven evaluation of the unique strengths and weaknesses of how pupils with SEND are currently supported in your setting.

It’s something that benefits from a considered, systematic approach, and our Auditing and Leading Improvement course explicitly guides you through this.

Following this structure also aligns with Ofsted preparation. Because the new framework prioritises the “lived reality” of inclusion, inspectors will look at how systematically you identify needs and justify your interventions.

SENCOs need the skills to be able to triangulate quantitative SEND data (achievement data, attendance gaps between those with SEND and their peers, % of pupils with SEND opting into a certain subject etc.) with qualitative feedback from staff, pupils, and parents. This gives you a clear, unassailable baseline to present to senior leadership and inspectors alike.

Crucially, an effective audit must evaluate institutional readiness and staff capacity alongside student metrics. In a previous Whole School SEND blog, I highlighted that a practitioner whose well-being is compromised simply cannot support pupils to the best of their ability. If we add an intensive new intervention onto an already overloaded team, the intervention is structurally compromised from day one. Part of the leading improvement mindset means analysing your setting’s systems and consulting on workload impact before a new initiative begins.

Before committing to a new SEND intervention, ask:

Is this actually a universal offer issue or a targeted support issue? Are we trying to patch a widespread quality-first teaching gap with a targeted intervention, or does this student truly require a distinct, specialised programme?
Do we have the contextual infrastructure? Have we ring-fenced time in the school day for staff to deliver and prepare for this intervention, or are we squeezing it into the margins of an already packed schedule?
What are we stopping? To create the operational capacity for this initiative to succeed, what needs to be reduced or stopped? Whilst impact data is important in making these decisions, do balance that with involving pupil voice so that ‘obvious’ cuts don’t inadvertently strip away any extra-curricular activities that SEND pupils may value most.

The Four Stages of Making it Stick

Implementation science follows a cycle of four clear, sequential phases: Explore, Prepare, Deliver, and Sustain.

Stage 1: Explore (The Audit)

This is your foundational groundwork where you self-evaluate your setting, check the evidence base behind your chosen intervention, and build a rock-solid rationale. This data triangulation is exactly what hooks inspectors and proves your strategic intent. When you are gathering your evidence base, the EEF and Evidence for ESSA are both great for meta-analysis of popular, established interventions. For more niche interventions, a free-to-access, scholarly collaboration network such as ResearchGate or the Whole School SEND database can also be treasure troves of evidence.

But don’t forget about practice-based evidence. Do you know someone at a similar setting who has used this intervention? An honest opinion from a trusted colleague, whilst not a guarantee, can help build a picture of the feasibility and sustainability of the intervention.

Stage 2: Prepare (The Setup)

This is the logistical heavy lifting. Before a single pupil sits down, you communicate with all stakeholders to build buy-in, provide professional development for staff, identify intervention champions and leadership teams, adjust timetables and secure resources (Doyle et al, 2025).

Stage 3: Deliver (Initial Implementation & Teething Issues)

You can’t clear a path without kicking up some dust, so expect hiccups here! This is the stage where the intervention might feel clunky; a colleague has announced they’ve tried it twice and it doesn’t work, timetables clash, and progress might feel slow. The EEF notes that the core behaviour in this stage is to reflect, monitor, and adapt. Whilst monitoring fidelity is crucial, rather than launching a massive, exhausting data trawl immediately, use light-touch approaches like lesson walks or peer coaching to gather internal monitoring data and make small, intelligent adaptations to maximize impact.

This phase will be the biggest test of your communication strategy. When teething problems trigger difficult conversations with parents or staff, rely on well-honed communication skills: take a breath, listen actively, paraphrase their concerns, and keep the scope firmly focused on your shared goal – the learner’s success.

Stage 4: Sustain (Full Implementation)

This is the ultimate destination where you maintain the momentum so good ideas don’t get drowned out over time. The intervention is no longer a “new initiative”; it has successfully become “just the way we do things here.” Your colleagues are confident, your data proves the impact, and you have built a sustainable system.

Sustainable Impact Over Quick Fixes

Implementation science tells us that sustainable change takes time, often two to four years to fully embed a major framework shift (EEF, 2024; Fixsen et al., 2005). Breathe a sigh of relief; you don’t have to fix everything by next Tuesday!

So, whether you are looking ahead to your next inspection under the updated Ofsted framework, or simply trying to get the best outcomes for the learners in your care, remember:

The intervention itself is only part of the puzzle – the other pieces are how you lead, support, and monitor its delivery.
Start small and audit deeply – use the principles of implementation science to ensure your foundations are rock solid before scaling up.
Protect your staff’s time – effective implementation cannot happen in the margins of an already overloaded school day.

Change is a process, not an event.

Give yourself and your staff the time to get the how right, and the impact will follow naturally.

Relevant courses

Our Auditing and Leading Improvement course is designed to give SENCOs and Inclusion leads the skills and framework to audit their SEND provision in a structured, methodological way, and identify areas for improvement. It focuses on what it takes to lead the roll-out of new SEND initiatives with a focus on long-term sustainability, pupil independence and TA and teacher agency.

Under the guidance of an experienced tutor, you will apply your new knowledge of Implementation Science to implement an improvement project of your choice in your setting, such as rolling out a new evidence-based intervention, making improvements to your inclusion base, or ensuring teachers have the tools and training to facilitate early intervention as part of the graduated approach.

Bibliography

Doyle Fosco, S.L. et al. (2025) ‘A Conceptual Framework for Whole‐School Implementation of Mindfulness Programs and Practices: Wisdom From the Field’, Psychology in the Schools, 62(7), pp. 2096–2110. doi:10.1002/pits.23453.

Education Endowment Foundation (2024). Putting Evidence to Work – A School’s Guide to Implementation. [online] EEF. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network.

Harn, B., Parisi, D. and Stoolmiller, M. (2013) ‘Balancing Fidelity With Flexibility and Fit: What Do We Really Know About Fidelity of Implementation in Schools?’, Exceptional Children, 79(2), pp. 181–193. doi:10.1177/001440291307900204.

Hickin, K. (2020). LLSENDCiC – SENCo and practitioner wellbeing. [online] Whole School SEND. Available at: https://www.wholeschoolsend.org.uk/blog/llsendcic-senco-and-practitioner-wellbeing.

FREE parent/carer guides to EHCPs

Enhance EHC — Thu, 09 Jul 2026 10:55:18 +0100

We understand that the legislation around SEND is lengthy and complex, and that the variety of information available online around EHC plans is overwhelming.

That’s why we created a free EHCP guidance document for parents/carers, or anyone supporting families through the EHCP assessment, planning and review process. This guidance will provide you with clear information about the key legal requirements of EHC plans, what you should expect for your child/young person’s assessment and plan, and where you can find further support.

We also know that it can be daunting to be faced with putting together a request for your child to be assessed for an EHCP.

How will you know what sort of information to include?
Is there a form to fill in?
What is best to focus on?
What other evidence can you submit?

So we also put together guidance on what sort of information and evidence to include in your request, which can be read in conjunction with the above guide.

To download both of these FREE parent/carer guides, click here.

Ascent Autism Specialist College wins national teaching award for employer partnership work

SEND Network — Fri, 03 Jul 2026 17:30:22 +0100

Ascent Autism Specialist College, part of Remarkable Autism and based in Newton-le-Willows, Merseyside, has been named a Silver winner in the School or College Partnership of the Year category at the Pearson National Teaching Awards.

The award recognises the college’s work in inclusive, employer-led education, with a particular focus on creating practical pathways into work for autistic young adults.

Through partnerships with organisations including Holiday Inn Express, Vinci Facilities and a wider network of community collaborators, Ascent College has expanded access to work placements, vocational qualifications and sustained employment opportunities.

At the heart of the college’s approach is its Vocational Learning Hub, where students develop workplace knowledge, skills and behaviours across areas including design and printing, horticulture, animal care and woodwork.

Students interested in hospitality can also build practical experience through the college’s catering horsebox, which trades to the public twice a week.

The college says its graduated approach to work experience is helping students build confidence, develop employability skills and prepare for adulthood, while also challenging perceptions around what autistic young adults can achieve with the right support and opportunities.

Julliet Doherty, Executive Head of Ascent College, said: “As Executive Head of Ascent Autism Specialist College, I am immensely proud to announce we have won the Silver Pearson Award for School or College Partnership of the Year.

“This honour recognises the dedication, innovation and collaboration of our staff, students, stakeholders and partners. Together we have created inclusive, life-changing opportunities and measurable successes for our students. Thank you to everyone who contributed, this award celebrates our commitment to excellence and continued progress for our autistic young adults.”

Ascent College will now be considered for the Gold award, which will be announced at an awards ceremony in London and on BBC One’s The One Show later this year.

Robin Bush, CEO of Remarkable Autism, said: “We are incredibly proud that Ascent College has been recognised with the Silver Pearson Award for School or College Partnership of the Year. This achievement reflects the dedication, creativity and unwavering commitment of our staff team, who work every day to provide exceptional opportunities and outcomes for our students.

“Most importantly, it celebrates the achievements of our young people and the inclusive, aspirational culture that sits at the heart of Ascent College.”

Ascent Autism Specialist College provides specialist education for autistic young people aged 16 to 25, offering personalised, multi-disciplinary support in a safe and nurturing environment. The college supports students to develop life, social and employability skills, with a strong focus on preparation for adulthood.

The college is part of Remarkable Autism, a Merseyside-based charity supporting autistic children, young people and families through education, therapy and community partnerships. Its wider services include Wargrave House School, Ascent College and Sundial Therapy.

The Pearson National Teaching Awards are run by the Teaching Awards Trust, an independent charity established to celebrate the impact of teachers, support staff, schools, colleges and early years educators across the UK.

The 2026 Silver Winners were announced on National Thank a Teacher Day, with Ascent College recognised among education settings and professionals celebrated for their dedication and impact.

Summer learning doesn’t have to look like school – Here’s why just 15 minutes a day can make all the difference

Dr Tej Samani — Thu, 02 Jul 2026 16:11:04 +0100

The summer holidays are a chance for many families to slow down, spend time together and relax away from the busy routine of term time. But as we know, for children with SEND or additional learning needs, spending a long period away from the structure of school can make returning to the classroom difficult.

Studies show that many children lose weeks of learning over the summer holidays by not maintaining their skills. This isn’t because children stop developing or aren’t capable of learning – it’s simply that our brains forget information when we don’t use it. Fortunately, you don’t need to spend hours tutoring your child over the holidays to avoid learning loss.

One of the simplest and most effective ways to prevent summer learning loss is to share with parents how they can develop a learning habit of ten minutes a day.

Ten minutes of learning doesn’t feel overwhelming for kids or parents. But ten minutes is enough to keep your child’s brain in learning-mode. Practising skills regularly, without pressure or stress, allows children to retain knowledge through memory. It also makes starting school easier in September as children don’t have to spend weeks catching up – they can begin continuing their learning straight away.

Children with SEND especially benefit from keeping a learning habit over the holidays. Many rely heavily on consistency and repetition to gain confidence and develop important skills like working memory, attention and planning & organisation. By encouraging just a few minutes of learning each day, you can help your child maintain those skills without disrupting the fun of summer.

The great thing is that you don’t need to spend all your summer sat at a desk. Here are some ideas for learning outside the classroom:

1. Plan your meals

Writing a shopping list, comparing different foods and planning what you’re going to eat each day can help with literacy, numeracy and executive function skills. Your child can practise sorting, sequencing and decision-making skills as you help with everyday tasks.

2. Cook and bake

Recipes are a great way to learn. Reading them develops comprehension skills, following the instructions develops sequencing and maths is involved every time you bake! Asking your child to adapt a recipe or explain what they’re doing also encourages communication.

3. Grow something

Plant some vegetables in a garden, watch your flowers bloom or encourage your kids to observe the wildlife when you’re out on a family walk. Kids learn science skills as they develop curiosity and discover how to ask questions about the world around them. You can take learning outside and encourage growth measurements, predictions and even journaling.

4. Give children responsibilities

Allowing your child to help you budget for an outing, find the best deal on Amazon or plan a day out encourages problem-solving skills. It also requires them to think independently and make their own decisions. Children develop planning, prioritisation and mental flexibility when they have opportunities to do chores with adults.

5. Get practical

Cooking is great, but why not try some DIY? Building, making or creating models allows children to learn whilst seeing physical results as they work. maths is involved whenever you measure or estimate, and reading extends their comprehension as they follow instructions.

6. Family games night

Board games and card games are great for developing memory, language, problem-solving and maths. They also teach children how to take turns, listen to others and control their emotions. Many games encourage social skills and strategic thinking, all whilst having fun with the family.

Parents often put too much pressure on ourselves to try and educate our children. As educators, if we can support parents to encourage curiosity and allow opportunities for conversation and practice over the summer, that’s a win. If their child reads for ten minutes, helps cook dinner, plays a board game with you, or writes a shopping list they have learned.

Just because the school holidays have begun, it doesn’t mean learning has to stop and also doesn’t mean there should be a pressure to sit at a desk.

But, through active learning these 15 minutes of learning a day add up. Over the course of a typical six-week summer holiday, that’s over 7 hours of learning.

More importantly, it keeps your child’s mind active, maintains the progress they’ve worked hard for all year in school, and helps them feel excited to go back in September.

Inclusion Beyond SEND Conference

David Curran — Tue, 30 Jun 2026 08:56:12 +0100

Tickets are now live for our Inclusion Beyond SEND conference, taking place at the University of Surrey, Guildford on Thursday 17th September 2026.

A joint event by Moon Hall School Reigate and the University of Surrey Widening Participation & Success, sponsored by Everway and AT Superstore.

This is a one-day conference exploring:

**AT, AI, Skills and the Future of Access to Learning**

The carousel gives a quick look at the five connected strands shaping the day:

🟡 Early help, SEND reform and designed-in access
🟠 Assistive technology and digital independence
🟣 AI, bias and inclusive practice
🟢 Curriculum, creativity and future-ready learning
🔵 Careers, skills and future pathways

There will be keynotes from Patrick McGrath and Matthew Wemyss and closing speech by Michelle Catterson, a panel chaired by Al Kingsley MBE, and 12 workshop presentations across the 5 strands, including Dr Nicole Ponsford 🔍📊✨ , Associate Professor Deirdre Hughes OBE, Marius Frank, Victoria Hedlund, Lucy Pelling and many more.

The aim is to bring together conversations that are often happening separately across SEND, assistive technology, AI, curriculum, careers, skills and future pathways.

The question underneath the day is simple:

**How do we design access, confidence and independence into learning from the start, rather than adding support later?**

Inclusion is not only about helping young people get through school.
It is about helping them access the future.

Tickets are available here: https://lnkd.in/ekiWmjAT
Or contact me at currand@moonhall.co.uk

Hopefully see you there 🤝

David Curran

Assistive Technology Lead and Head of Innovation & Futures

Moon Hall School Reigate

Earlier SEND Intervention: Could Bringing Psychometric Testing Skills In-House Be Part of the Solution?

Real Training — Mon, 29 Jun 2026 15:00:24 +0100

By Dr Siobhan Mellor, Educational Psychologist and Director of Pedagogy and Learning, Real Training

The Schools White Paper provides a clear directive for earlier identification and support for pupils with SEND, without waiting for a formal diagnosis. In order to achieve this, developing in-house assessment skills within schools is vital.

Psychometric tests (whether attainment/ability-based or exploring SEMH needs) offer important data that contributes to a holistic picture of a child’s needs. The right tests, conducted in the right way, can reveal things about a child’s weaknesses and strengths that observations or curriculum assessment alone cannot. Yet, exam access arrangements aside, many schools, especially primary settings, still choose to outsource testing to external professionals, such as Educational Psychologists (EPs).

This is an issue because, as anyone who works in a school knows, waiting to secure EP time can be the bottleneck that delays early implementation of support. Meanwhile, the strategies that the school attempts to put in place may not always be the most appropriate.

While some SEND diagnoses, quite rightly, require a specialist literacy assessor or EP, a significant portion of the work required to determine needs can be done in-house by SENCOs, teachers and even specialist TAs.

It all comes down to getting the right training in psychometric assessment in place.

A national shortage of EPs

It’s no secret that a national shortage of educational psychologists threatens the success of the SEND reforms. The £1.8bn Expert at Hand grant for LAs is a positive step forward – but the question is whether the professional workforce can be expanded fast enough to deliver it?

Recent research commissioned by the British Psychological Society reveals record provision gaps, with estimates showing a ratio of one EP for every 480 pupils in the best-covered LA, to one EP for over 9,400 in the least-covered.

As an EP, I find this concerning. Even taking into account the plans to redirect EP time away from bureaucratic statutory duties and the existing funding to train 200 EPs per year, capacity will simply not meet demand from schools to deliver the reforms as intended.

It’s also worth noting that the shortage of specialist professionals is not limited to EPs, but extends into other professions, including SaLTs, occupational therapists, specialist assessors and specialist teachers. The vital Expert at Hand workforce must be built up across the board.

Dealing with this challenge requires out-of-the-box thinking. If more school professionals were trained to confidently carry out standardised psychometric testing independently, we could drastically reduce the wait time for intervention and focus EP time towards pupils with the most complex needs.

How in-house psychometric testing can support targeted early intervention

Consider a hypothetical Year 4 student, Nia, whose teacher notices that she is falling behind her peers when it comes to reading. Rather than waiting months for an external expert, an assistant SENCO with a Certificate of Competence in Educational Testing (CCET) qualification can step in immediately.

They administer the CTOPP-2 to measure Nia’s phonological processing. The assessment reveals her phonological awareness is average, but her processing speed, as measured by the rapid symbolic naming sub tests, is below average. To gain a more complete view, they follow up with the WIAT-III-UK-T.

The results pinpoint the key area of need: Nia’s untimed reading accuracy and comprehension is perfectly fine, but her oral reading fluency is low. Her primary challenge is reading efficiency linked to low processing speed; it is not an accuracy issue rooted in poor phonological awareness.

Equipped with this data, her teacher and SENCO quickly devise a plan to implement targeted interventions to support processing speed difficulties, as well as offering extra time for classroom tasks, and pairing her with a reading buddy.

Nia may still struggle to make progress and require a referral to an EP or dyslexia assessor. Yet equally her progress might improve and this may not be needed. And should an Expert at Hand be required, they now won’t be starting from scratch but will inherit a solid foundation of test data, saving valuable time.

Precision support – not guesswork

The other issue with relying solely on external professionals for psychometric testing is that often schools do try to jump in and provide some kind of support for pupils while they are waiting for external assessor availability. Unfortunately, this means acting without a complete picture of the child’s needs.

Early intervention is only useful if it is the right intervention. Having robust psychometric data to hand takes some of the educated guesswork out of the equation. Providing a cognitive profile of the student’s strengths and weaknesses, alongside teacher observations and parent and pupil voice, allows SENCOs and teachers to tailor strategies to their exact needs.

With the right tests, it’s possible to get to the bottom of questions like;

- Is the pupil falling behind in maths because of an underlying working memory deficit, making multi-step sums feel overwhelming, or do they have a numeracy difficulty?

- Is the pupil unable to finish their work because they didn’t understand the more complex language within the question or because they are struggling with slow processing speed?

- Is the pupil being disruptive during English lessons because they have attention difficulties, or a reading or language processing difficulty?

Test data not only helps us make more informed decisions about addressing areas of weakness, but it can also reveal areas where a pupil may excel. We often forget that playing to a pupil’s strengths can be an important lever when it comes to personalising interventions.

Robust training a necessity

While these assessment tools are powerful, they must be handled with care. Frankly, doing no testing at all is better than doing it badly.

Psychometric tests are underpinned by complex principles such as basals, ceilings, reliability, validity, confidence intervals and standardised scores.

Without specific training, it is impossible to accurately interpret how a pupil’s scores compare to typically developing populations, why a test might yield different results over time and whether this is significant, how reliable certain tests are, or how to navigate the cultural and language limitations of a specific test.

CCET: the path to confidence

The CCET qualification empowers SENCOs, teachers, and experienced TAs to select, administer, and interpret psychometric tests confidently, accurately and ethically. It follows exactly the same content that we receive as EPs in our initial training, making it a fantastic opportunity to make the assessment competencies in educational psychology accessible to school staff.

Crucially, it also enables educational professionals to gain the confidence to explain a pattern of results to parents clearly, accurately and compassionately, helping them to understand why a specific intervention plan is being put in place.

CCET is open to anyone working in a school setting. For some schools, there may be potential here to alleviate workload for SENCOs by building a qualified assessment team around them. Ask yourself whether an Assistant SENCO, specialist TA, particular teacher or Head of Phase might benefit, especially as we move towards a model of pooled SEND resources.

A missed opportunity…

Whilst schools have the best intentions, being unclear on the specific needs of an individual can lead to interventions being selected that were never truly targeted.

When early intervention is delayed (or ineffective), we run the risk of a negative impact on pupil self-esteem and academic progress, as well as lost time, resources and parental confidence.

When we bring psychometric assessment in-house, however, it shifts the focus from label-first to needs-first approach and enables the following;

Earlier and more targeted intervention becomes possible.
Teachers and SENCOs feel a greater sense of agency and ownership of SEND assessment and interventions.
When Experts at Hand are required, they can focus their time on more complex assessment, or on the pupils that might need expert-led, as well as school-based intervention.
Collaboration between school staff and external professionals improves.
Getting early intervention right and making the best use of Expert at Hand time are two pivotal factors that will influence whether schools can successfully support more children with SEND in the mainstream across every age and phase.

At the moment, however, the system is facing significant capacity issues that may pose a challenge to this.

It is my firm belief that having more school professionals trained in psychometric testing and assessment skills is a key part of the solution.

From Improvement Notice to sector-leading SEND practice

Invision360 — Thu, 25 Jun 2026 14:40:32 +0100

“Ensuring every learner with SEND is seen, supported and empowered to thrive.”

When Bury Council received an Ofsted/CQC SEND Improvement Notice in February 2024, it marked a pivotal moment for the local area. There was a clear recognition that meaningful change was needed not just to processes, but to how the entire system worked together in supporting children and young people with SEND.

At the time, EHCPs varied significantly in quality. There was no shared definition of what “good” looked like, and professionals across education, health and care were working within fragmented approaches. For families, this meant inconsistent experiences and plans that didn’t always fully reflect their child’s needs.

Rather than pursuing quick fixes, Bury chose a more ambitious route: a whole-system transformation built on genuine partnership.

Building a shared vision for change

Bury Council formed a strategic partnership with Invision360, combining local system leadership with national expertise in quality assurance and audit transformation.

Together, they set out to co- design a new approach from the ground up, one rooted in collaboration, transparency and shared accountability. A joint leadership group internally brought together voices from across the system, including local authority, education settings, health services, social care and parent carer forums.

This wasn’t a consultation it was co-production in action. Partners collectively shaped the solution, developing a Priority Action Plan that everyone owned. This collaboration was critical in building trust, aligning expectations and embedding a culture of continuous improvement across the partnership.

A key commitment was to redesign the EHCP quality assurance framework, creating “a robust single and multi-agency approach to audit and assurance.” Invision360 was to play a central role in enabling this transformation through the implementation of our nationally recognised EHCP audit module. This would create a cultural shift from fragmented, manual processes to a consistent, transparent and data-driven model, enabling real-time insights and shared learning across all agencies.

Recognising that successful implementation required cultural as well as technical change, the partnership required to develop and deliver a comprehensive onboarding and training programme. This was to support professionals across education, health and social care regardless of digital confidence to engage with the new system, build capability, and apply consistent quality standards in practice. This emphasis on workforce development was to ensure the system was not only implemented, but embedded.

For the first time, professionals across all services were working to the same standards, using the same language.

Shifting culture, not just systems

While the introduction of new tools and frameworks was important, the real transformation has been cultural.

The partnership moved away from a compliance-driven mindset towards a developmental approach that encourages learning and continuous improvement. A new grading model replaced traditional judgements, allowing practitioners to see quality as a journey rather than a pass-or-fail exercise.

Multi-agency moderation sessions quickly became a powerful driver of this shift. Bringing professionals together to review and discuss practice not only strengthened consistency, but built trust and shared understanding across the system. These sessions are now consistently rated 9.7 out of 10, with participants valuing both the insight and collaboration they create.

Participants highlight their value in building shared understanding, strengthening relationships and embedding accountability: “Engaging and insightful… a fantastic session to support multi-agency working.” – Social Care Practitioner

A key achievement has been a clear cultural shift towards genuine multi-agency ownership. Schools and settings are now fully integrated into the quality assurance process, strengthening collaboration and bringing vital frontline expertise into audits. This ensures EHCPs are practical, deliverable and grounded in real-world experience.

Schools and settings are now consistently reporting that the improved clarity and precision of plans have strengthened their ability to implement provision effectively, resulting in more confident practice and better outcomes for learners.

“Our experience of the local area’s EHCP Quality Assurance framework has been overwhelmingly positive. The consistency and clarity of the QA process has strengthened the quality of our EHCPs, with plans that are now more precisely drafted, better formulated and easier for practitioners to interpret and implement. This has had a direct impact on the quality of provision in our settings, enabling staff to deliver support that is timely, targeted and aligned with each learner’s needs. In my roles as acting CEO, headteacher and active member of the local areas SEND and Improvement Assurance Board, I have observed how the improved quality of EHCPs is helping schools deliver more targeted, effective support that makes a tangible difference to our learners.“ CEO & Headteacher, Bury Local Area School

Delivering measurable results

The impact has been both rapid and significant.

This graph demonstrates a considerable improvement in the quality of EHCPs over three audit cycles. The proportion of plans audited as ‘Silver’ standard (fully meeting statutory requirements with clear description of all needs, outcomes, and provision) has risen from 0% to 36%.

At the same time, plans audited as having ‘Significant Gaps’ (indicating failure to meet at least one or more statutory requirements and contains significant weaknesses across key sections) have been reduced dramatically from 64% to just 12%.

Crucially, where prior to this partnership no EHCPs were audited as meeting either ‘Gold’ or ‘Silver’ standards, nearly half (48%) now achieve these benchmarks within just three cycles.

Overall, the partnership between Bury and Invision360 is delivering measurable, sustained and system-wide transformation.

Perhaps most strikingly, this improvement in quality has not come at the expense of timeliness. Bury now issues 99% of EHCPs within the statutory 20-week timeframe, demonstrating that it is possible to deliver both consistency and efficiency.

Putting families at the heart of the system

For children, young people and their families, the difference has been tangible.

EHCPs are now clearer, more detailed and easier to understand. Professionals are better able to translate plans into meaningful support in real-world settings, and families report greater confidence in how decisions are made.

The introduction of a dedicated feedback platform through the Invision360 experiential data feature has been transformational in ensuring that lived experience directly shapes ongoing improvements. Rather than being a one-off input, the voices of families now play a continuous role in refining the system.

As one parent shared:

“The EHCP is clear and detailed, and I felt it genuinely reflected my child’s needs and helped the school understand how to support her. Staff can read the document, understand and know how to help. The whole process felt supportive and now my child is thriving socially and academically. It’s been amazing to see. She’s happy at school now.”

A model built to last

What makes this work particularly powerful is its sustainability. The changes introduced are not temporary fixes, but part of a long-term shift in how the local area operates.

There is now a shared professional language around quality, underpinned by continuous audit cycles and robust data for decision-making. Relationships across agencies have strengthened, and there is a clear sense of collective responsibility for outcomes.

Bury is continuing to build on this foundation, expanding audit capacity, increasing the use of lived-experience data and exploring opportunities for benchmarking with other local areas. The ambition is not just to improve, but to lead.

Why this matters

This partnership demonstrates what can happen when local leadership, national expertise and a public-private collaboration can come together with a shared purpose. A powerful example of how purposeful public–private collaboration can deliver measurable, system-wide change for children and young people with SEND

It shows that improvement is not about isolated interventions, but about aligning people, processes and insight around a common goal. Most importantly, it proves that systems can become more consistent, more transparent and more responsive, without losing sight of the individual child.

As Wendy Young, Head of SEND, reflects:

“True leadership in education is not measured by individual impact, but by the collective difference we make.  When we work together with empathy, purpose, and shared vision, we create a world where every learner, including those with SEND, is seen, supported and empowered to thrive.” 

Start the conversation

Every local area faces its own challenges, but the principles behind this transformation are widely applicable.

If you are looking to strengthen EHCP quality, respond to inspection outcomes or build a more joined-up SEND system, Invision360 can help you take that next step.

Get in touch to find out how we can support your local area.