1. 1

2. Leadership
“The leadership of inclusion and SEN in schools not
only demands excellent skills, but also plays a
pivotal role in determining the ethos of the school,
improving behaviour and the outcomes of children
with SEN.”
Brian Lamb OBE

3. 3
Leading Inclusion and SEN in any
urban school is a challenging role.
With the person next to you, share
your ideas on what you see as the
greatest challenges and key issues
for such a role.

4. 4
The Inclusion Debate
The following 5 slides are issues that are related to Inclusion and that often
cause debate and discussion.
In pairs you have 1 minute per slide to discuss your own views.

5. 5
SENCOs should be on the Senior
Leadership Team
SENCOs

6. 6
All SENCOs should have QTS
SENCOs

7. 7
Students with SEN should be
supported in-class and not
withdrawn for interventions
SENCOs

8. 8
Teaching Assistants should be linked to
departments, not individual pupils
Teaching Assistants

9. 9
There should be a reduction in
special school provision and a greater
focus on educating students with SEN
in mainstream schools.
SENCOs

10. 10

11. 11

12. 12
In groups of three, your task is to plan the re-structure of an Inclusion department in a complex
challenging urban secondary school.
You will then do a 2-3minute presentation to the rest of the group on your structure and the
rationale behind it.
Guidelines:
You should give careful consideration to
• Context/ Current profile of SEN population
• Available funding
• Staffing levels
• Line management structure
• Academic data on SEN population
BUDGET
£420 000
Creating an Outstanding Inclusion Department

13. 13
HighlightsBest 8 inc. Eng & Maths showing spread by SEN
• SA+ BESD largest underachieving group
• Although listed as SA+, few interventions
actually took place
• Significant SEN underachievement at KS3
• There are no school based interventions for
BESD pupils except counselling. The school relies
on external BESD consultants/ mentors/
Educational Psychologists.
• Boys are significantly over represented on the
SEN register
• Local Authority SEN interventions have been
reduced
• The vast majority of SEN intervention is
through a large number of teaching assistants.
The quality of this resource is mixed.