SEND
The importance of whole-school SEND training
Dr FREYA SPICER-WHITE, Chief Clinical Officer at Outcomes First Group, on why SEND training should be given to the entire school community.
The 2026 Schools White Paper, Every Child Achieving and Thriving, and the accompanying SEND reforms introduce the biggest shift in SEND-related teacher training England has ever seen. The government is making SEND training universal, mandatory, and substantially funded, with a complete redesign of expectations
for all teachers. At Outcomes First Group we are welcoming this focus and believe it will increase positive school experiences for all pupils.
Currently many teachers feel their training does not fully equip them to deal with all the SEND presentations they are experiencing in their classrooms; on an individual pupil level but also when their classroom has a mixture of learning, behavioural and emotional needs. Moving forward, all teacher training and courses will benefit from increased input from specialist SEND teachers who truly understand how to adapt lesson plans and classroom environments to suit multiple needs. In addition, educational and clinical psychologists, alongside speech and language therapists and occupational therapists, can provide insight into a child’s unique personal learning profile.
This is great news for everyone. And I believe SEND training needs to extend beyond teachers to be embedded across the entire school community. The school culture is not solely the responsibility of the teaching team; every member of the school’s adult population has an important role to play, and as such everyone should be included when SEND training is considered.
I once delivered SEND training to a school’s Premise Team, comprising the caretaker, maintenance, domestic and kitchen staff. This team engaged with my session with enthusiasm and curiosity. I have two key memories of this training session. The first was after we had spent time discussing sensory sensitivities; a cleaner reflected that she had not realised that some noises might be distressing for some Autistic pupils and she made a plan for how and when she could use loud equipment. The second was after we had spent some time learning about choice and how this can empower young people to feel safe in their environments. The school cook shared that she had just undertaken a complete menu overhaul; after reflecting about the importance of choice, she decided that instead of just rolling out her new menu, she was going to send her changes round to the classrooms and gather feedback from all the pupils.
Whilst these two staff members do not directly interact daily with pupils as much as their class teachers, by attending and engaging in a SEND awareness training session, their actions had a significant impact on the pupils in their school.
When a whole school commits to SEND training, the benefits extend far beyond the classroom. By increasing everyone’s knowledge and understanding, we are creating a team of people who can share with their families and friends; this ripple of acceptance and understanding will spread, and that can only be a good thing.
18
www.education-today.co.uk
Belonging in Batley RAJINDER RANDHAWA, SEND and
Safeguarding Lead for Batley Multi Academy Trust, explains the strategy that makes sure all pupils feel a sense of belonging.
The publication of the Schools White Paper, Every Child Achieving and Thriving, provides an exciting opportunity to further enhance and improve the quality of education all young people receive, regardless of their background or starting point. But as leaders, we recognise a fundamental truth: policy alone does not change lives; people do.
Research from the National Children’s Bureau (2025) reveals a sobering ‘Belonging Gap’. While 90% of schools claim to be inclusive, only 60% of pupils feel a genuine sense of belonging. In disadvantaged communities like Batley, this gap is widened by the fallout of economic hardship, rising costs, and the lingering social shadows of the pandemic. We have seen the social contract of school attendance weaken and vital links to speech and language therapists severed.
In our Trust, we refuse to let these challenges become permanent barriers. Instead, we lean into our most fundamental human trait: our need to be social. Human beings are sociable animals; we talk, laugh, cry, and achieve better when we are together. We all benefit from belonging to different groups – a family, a friendship, a club, a class, a school or a trust, a community. In our community, a strong sense of belonging is non-negotiable. Whether it is a family, a club, or a Trust, belonging ensures that every individual knows they are seen, heard, valued, and cared for. This is ‘the Batley way’. From the caretaker’s greeting at the school gates to the interactions in the dining hall, every moment is an opportunity to reinforce a child’s place in our community. We apply a rigorous Plan, Do, Review, and Evaluate cycle. The next phase of developing the Batley way has been to devise our bespoke Belonging Strategy, an evidence-informed framework for Diversity, Equity, Inclusion, and Belonging (DEIB) built upon six pillars:
• Belonging audit: using data to identify and support those who feel disconnected.
• Equity in curriculum: ensuring every child sees their identity reflected in their learning.
• Leadership signals: establishing (DEIB) - as a core element of school identity.
• Operational systems: rigorously monitoring data to address disproportionality.
• Narrative and identity: ensuring our ‘public face’ matches the inclusive reality on the ground.
• Governance and guardrails: holding leaders accountable for measurable inclusion targets.
This systematic approach ensures we enhance the experiences of our most vulnerable learners, including those with SEND and those known to social care. By analysing both quantitative and qualitative data, we adjust our sails to ensure every child can thrive.
There are tremendous success stories we read about globally of individuals who transcended their circumstances because they found a sense of purpose and belonging. From the girl who contracted polio at age 6, suffered a traumatic accident, who then became a world-renowned artist, to Paralympic athletes pivoting from setback to gold medals, these stories prove that when a child believes they belong, they can achieve the impossible. In our Trust, the mantra remains clear: No child left behind, ever. A great education, underpinned by a fierce sense of belonging, is the greatest gift we can give the next generation. In Batley, we aren’t just waiting for the future of inclusion – we are building it.
April 2026
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44
