A head of English at an international school explains why his setting reviewed the texts taught there – and how it was done

Improving schooling for pupils with SEND needs a systemic approach, says Margaret Mulholland, but shining examples show it can be done

A new research review and toolkit explores the increasing attainment gap for pupils with SEND and why evidence-informed practice isn’t making it to the classroom

Our approach to SEND has been wrong, writes Margaret Mulholland, but here are five ways to make it right