Question group

Every child achieving and thriving: Special Educational Needs and Disabilities

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Every child achieving and thriving: Special Educational Needs and Disabilities • How can we improve outcomes for those [pupils/students] who need a specialist placement, preparing them to be as independent and prepared for adulthood as possible? What do the best special schools do that could be replicated elsewhere, including in mainstream provision? Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities • 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? Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities • When and how should targeted and specialist support – including SENCOs, other specialist professionals, specialist units and special schools – be employed [in education]? What is/should be the role of in-school support units in supporting children and inclusive education? Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities • What are the barriers to learning experienced by children with SEND, and what universal and targeted strategies and interventions are effective in helping them overcome these barriers? How do they vary depending on type of SEND? Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities • What are the elements that need to be in place or adaptions that need to be made to mainstream schools and teaching practice to make education settings inclusive to children with different types of SEND (at the child, school, and system level?) Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities • What differences in support are needed across different educational settings (including early years, colleges, and Alternative Provision) to ensure the best support for learners with SEND to thrive and achieve? What support can be universal, and which support needs to be targeted? Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities • Are there different developmental trajectories of cognitive, emotional, and social skills for different types of SEND, and if so, what does this mean for classroom pedagogical practice? Department for Education, 2025
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Every child achieving and thriving: Special Educational Needs and Disabilities What teaching approaches, particularly through inclusion in mainstream education, would better support children with different types of Special Education Needs and Disability (SEND) to achieve and thrive? Department for Education, 2025
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