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Being out of school for the past few months has given me time to reflect on what I would change about special educational needs and disability provision in mainstream schooling. As a Sendco, I see what works and what doesn’t. These are the things I believe we need to change on our return:

1. Embrace inclusion in practice

“I don’t want him to become that child - you know, the one who doesn’t get invited to parties.”

This was a comment from a parent who came to look around my school with a child who has a high level of SEND.

There remains a significant stigma attached to children with SEND and this needs to change. We need to ensure that our most complex children are frequently given the opportunity to actively contribute to school life, and that their profile is raised in the class community in a positive way.

In addition, I believe that all children need to be educated about additional needs, and encouraged to understand those of their peers who may demonstrate challenging episodes or behaviours. Most children are naturally compassionate and are more than capable of rising to this kind of challenge.

2. Embed inclusive teaching

Inclusive teaching should mean we plan strategies and techniques to support all children, not just specific interventions for those with SEND. Lessons should have high expectations at all times, with inclusive techniques, such as active listening, visual aids and auditory memory techniques explicitly taught and built into daily life.

This would, I believe, transform many of our classrooms for those of our children who have additional needs - as well as many who aren’t “on the register” but who would benefit from these tools and strategies to maximise their learning potential. It would also reduce the chance of cognitive overload.

3. A better model of cooperative working

For many parents who have children with SEND, the process of getting the correct support, funding or even access to an appropriate school for their child is a long and difficult battle. It is important to acknowledge that, while we take care of their children for a snapshot in time, it is the families who are committed to ensuring that the needs of their children are met until they are eventually able to be independent (where that is possible).

Collaborative working should not be an ideal that is hoped for, but something built into the everyday life of our children with additional needs. Collaboration is so much more than simply showing parents an updated plan. Instead, there should be opportunities for parents to actively work alongside the school, sharing their family experiences and offering comments and suggestions.

Collaboration also means looking beyond the school/parent dynamic towards the learning mentor, speech and language therapist, family liaison officer, community paediatrician, early help worker, educational psychologist and specialist teacher (and other key workers). It takes desire, commitment and perseverance for collaborative practice to become habitual.

4. Change the attitude

Schools need to make SEND part of “what happens here”, as opposed to “what we add on to what happens here”. This would help to pave the way towards making sure that those of our children with the most complex needs leave school with a high level of self-worth, feeling like valued members of their school community and in receipt of the support that they need to move them towards independent living.

Embracing these subtle changes in perspective and pedagogy (which, unusually in SEND, cost no money) would make a significant difference to inclusive practice in any school.

Leyla Gambell is a Sendco and experienced teacher based in Kent. She tweets @agentsenco

This article originally appeared in the 29 May 2020 issue under the headline “How should schools shift how SEND provision is approached in mainstream?”