The SEND Network & Forum brings together colleagues to develop and refine inclusive provision through a structured and evidence-informed approach.
It combines:
- A clear and consistent focus on inclusion guidance and high-quality classroom practice
- A Purposeful professional network across schools
- A disciplined cycle of data, pupil experience and provision
- Practical development of pupil passports and shared approaches to support
The intention is clear: to ensure that every pupil with SEND experiences teaching that is accessible, purposeful and ambitious, with support that builds independence and confidence over time.
There will be six carefully sequenced sessions across the year, each reflecting a key aspect of effective provision:
- The quality and use of pupil passports
- Understanding and applying inclusion guidance
- Adaptive teaching and classroom access
- Curriculum design and scaffolding
- Deployment of support and intervention
- Strategic use of resources
Throughout the year, the experience of pupils remains central, with a particular emphasis on pupil shadowing to understand the reality of learning from their perspective.
Secondary SEND Forum Key Content and Dates
- 7th October 2026, 9am-12pm
- 2nd December 2026, 9am – 12pm
- 3rd March 2027, 9am – 12pm
- 26th May 2027, 1.30pm – 4.30pm
| Focus | Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 |
| Governance | Welcome / updates / minutes / actions Set purpose and priorities |
Welcome / updates / minutes / actions | Welcome / updates / minutes / actions | Welcome / updates / minutes / actions | Welcome / updates / minutes / actions | Welcome / updates / minutes / actions |
| Data (KPI / Performance) | Analyse SEND baseline (attainment, progress, attendance) Identify key cohorts and gaps Define inclusion priorities |
Review early indicators (engagement, behaviour, attendance) Link patterns to need and provision |
Review interim data for SEND pupils Evaluate progress against support |
Mid-year SEND review Evaluate impact of adaptations and provision |
Updated data review Compare across subjects and cohorts |
Final evaluation ofSEND outcomes Gap closure and impact analysis |
| Pupil Voice (Experience) | — | Pupil shadowing (focus on SEND learners) Gather lived experience of learning |
— | — | Repeat pupil shadowing / pupil voice Evaluate improvement and consistency |
— |
| Practice (Monitoring / Provision) | Arbor pupil passports: implementation and expectations Focus: quality and engagement |
Quality assurance of pupil passports Evidence of use in classrooms |
Adaptive teaching and classroom practice Support and access to the curriculum |
Curriculum accessibility and scaffolding Reducing need for over-adaptation |
Deployment of support (including TAs) Impact on learning |
Strategic review of provision TA deployment and resource spend |
| Professional Network – School Spotlight | School spotlight: effective use of pupil passports (Arbor) | School spotlight: embedding inclusion guidance in practice | School spotlight: adaptive teaching in classrooms | School spotlight: curriculum access and scaffolding | School spotlight: deployment of TAs and support staff | School spotlight: high-impact SEND provision case studies |
| Professional Network – Discussion / Training | Focused session: introduction to inclusion guidance and expectations | Focused session: translating inclusion guidance into practice | Guided discussion: barriers and effective adaptations | Focused training: improving access without over-differentiation | Collaborative discussion: effective use of support and interventions | Strategic reflection: sustaining effective SEND provision |
| Professional Network – Resource Sharing | Share pupil passport models, templates, examples | Share classroom strategies aligned to inclusion guidance | Share adaptive teaching approaches and scaffolds | Share curriculum resources and accessible planning | Share intervention strategies and deployment models | Final SEND toolkit and shared resources |
| Professional Development | Training on Arbor and pupil passport quality | Training on inclusion guidance and expectations | Development of adaptive teaching practice | Development of accessible curriculum design | Development of effective TA deployment | Review of practice and impact across the year |
| Collaboration (Between Meetings) | Set up shared platform (Teams / Drive) | Ongoing sharing of pupil passport examples and strategies | Cross-school collaboration / visits (where appropriate) | Continued professional dialogue | Sharing refined practice across network | Consolidation of SEND toolkit and shared approach |
| School Improvement (SIP / Inclusion Strategy) | Define SEND priorities and link to inclusion guidance | Refine priorities based on pupil experience | Evaluate implementation and fidelity | Update strategy based on findings | Evaluate impact of provision and support | Final evaluation → next priorities |
| Outputs / Impact | SEND priorities agreed Clear expectations for pupil passports |
Improved quality and consistency of pupil passports | Triangulated evaluation (data + voice + practice) | Mid-year impact review on provision | Evidence of improved access and support | Final SEND evaluation Shared toolkit and next steps |
| Links to Governance (LGC / CTS) | LGC: SEND data, KPI CTS: baseline inclusion strategy |
LGC: stakeholder experience CTS: inclusion and accessibility |
LGC: monitoring visits CTS: teaching and adaptation |
LGC: KPI update CTS: mid-year inclusion review |
LGC: monitoring provision CTS: staffing and resource use |
LGC: final SEND outcomes CTS: TSEF and inclusion evaluation |