Teach Secondary Issue 14.7

and improved SEND training initiatives, and inclusion metrics being incorporated within the new inspection framework. While I’m certainly in favour of SEND and inclusion being made key priorities for the government, I feel these particular plans will go nowhere near far enough, or ultimately amount to much more than a rehash of past intentions and initiatives. Fix the pathways, not the children The notion that ‘Every teacher is a teacher of SEND’ centres on the belief that all educators should be trained in recognising, adapting for and supporting students with SEND. While I’mfirmly supportive of ensuring that teachers know as much as possible about the needs of children with SEND, any expectation that this increased knowledge will somehow address most of the challenges linked to inclusion is somewhat problematic, to say the least. Mainstream teachers often receive only a limited amount of training by external SEN specialists. Collaboration with the Special Schools sector is rare, despite the wealth of valuable frontline expertise available. Unfortunately, the existing education system continues to emphasise ‘ Helping SEND students to keep up ’ through interventions delivered outside the classroom, rather than considering the idea that school environments and curriculum design could be vastly improved to enable all children – including, but not just those with SEND – to thrive in the same lessons. The goal of having all teachers become SEN teachers will never work as a standalone objective. Why? Because the National Curriculum isn’t designed for students with SEND. Traditional pathways through assessment and accreditation were originally created to measure the progress of neurotypical students, thus resulting in the vast majority of children with SEND being identified as ‘failing’. Rather than conceding that howwe teach and measure children’s progress may need fixing, we instead conclude that the children themselves need fixing! The existing system isn’t based around inclusion, but exclusion – and until that’s addressed, it scarcely matters howmuch teachers learn about SEND. Because they’ll never be able to truly deliver on inclusion. Agenuine revolution If we really are in the midst of a SEND crisis, then now is the perfect time to make some big changes. We need a government that’s brave enough to genuinely revolutionise education. Mainstream education shouldn’t just work ever harder to make square pegs fit; rather, it should be able to flex to fit the needs of every child, in all their wonderful shapes and forms. Rather than revisit the same old unsuccessful, albeit well-intentioned aims of the past, I’d suggest that the government should include within its plans a look at the Special Schools sector, as part of wider efforts to ABOUT THE AUTHOR Terri Bottriell-Wyse is the headteacher of a special school, as well as a satellite provision based within a mainstream secondary school, supporting pupils with learning and additional needs LESSONS TO BE LEARNED 5 considerations in special schools that could benefit all learners... 1 SAFE ENVIRONMENTS Before expecting anyone to learn anything, teachers must ensure their students’ physical and emotional needs are being met. Schools should feel like safe, comfortable spaces.When a child feels they can trust the adults around them, and can discern clear structures, manageable expectations and predictable routines, they can better focus and learn. 2 ACCESSIBLE LEARNING OPPORTUNITIES The vast majority of children, regardless of need, enjoy learning through doing – so let’s make it an expectation that all subjects can be taught using practical strategies. Also, never tell yourself that a child ‘cannot access the learning’ in your lesson. It’s your job to find a way. Be creative, and work out how you can change the way you’re teaching, so that every child in your class can gain from the learning experience. 3 CLEAR COMMUNICATION No one ever learned less because their teacher communicated both verbally and visually. During lessons, ask yourself if there’s anyone in the room who might benefit from a different style of communication. Remember that the same principle can also apply to your various communications with parents and carers. 4 NOTWO CHILDRENARE THE SAME Regardless of need or neurodiversity, every child is unique, so focus on getting to know and understand each child – their experiences, strengths, interests, the challenges they face, etc.With that in mind, there should be enough bend and flex in your system to adjust and respond to the different types of learners we teach. Methods of assessment and accreditation should always allow for progress and achievement at all levels to be properly measured and appropriately celebrated. 5 PREPARATION FOR ADULTHOOD In a Special School, we have the luxury of being able to adapt our curriculum to cover only what’s relevant to the students attending.When our young people leave us, they need more than just the knowledge of how to pass exams; they need the skills and knowledge to navigate the world around them, and find success in their careers and social relationships. Is what you’re teaching purely about passing tests and assessments? Or are you also preparing the students to be good, happy and successful citizens? revolutionise the education system. As part of improving inclusive practice in mainstream environments, let’s examine existing practice in SEND schools that might benefit mainstream practitioners and have the government fund this accordingly. Neurotypical and neurodiverse children alike would both gain frommaking inclusive educational design a key goal. This would also enable teachers to refocus on what they originally set out to be – not ‘teachers of SEN’, but excellent teachers of all children , irrespective of their differences. 51 teachwire.net/secondary S E N D