• How can schools effectively monitor and evaluate the impact of provision they make for children with SEND? How should progress and attainment be assessed for those with different types of SEND?
Background
Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; health and wellbeing both in and out of school; school belonging and engagement; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)
Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest
Next steps
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Topics
Related UKRI funded projects
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SEEN: Screening Early for Educational Needs
Context and Challenge The special educational needs and disabilities (SEND) system in England is in crisis. Evidence-based solutions are required to ensure that children’s SEND needs are identified early so that they can...
Funded by: ESRC
Lead research organisation: University College London
Why might this be relevant?
The project addresses the evaluation of universal screening measures for identifying SEND needs in children, aligning with the question's focus on monitoring and evaluating impact of provision for children with SEND.
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FS:Insight
Helping children with special educational needs reach their potential requires significant reforms in policy and support processes. With waiting lists for special needs assessment and appeals to Tribunals at a record hig...
Funded by: Innovate UK
Lead research organisation: FULLSPEKTRUM LTD
Why might this be relevant?
Addresses the need for monitoring and evaluating provision for children with SEND.
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A postcode lottery of SEND provision? Analysing and explaining variability in the education of children with SEND since the Children and Families Act
Despite education reforms, children with Special Educational Needs and Disabilities (SEND) in England continue to experience multiple disadvantages in education. They have higher rates of absence and risk of permanent an...
Funded by: ESRC
Lead research organisation: Loughborough University
Why might this be relevant?
Fully relevant as it investigates spatial disparities in SEND provision and outcomes, addressing progress and attainment assessment.