VIEWS & OPINION
A headteacher’s call for a rethink on SEND and accountability: a plea for change
Comment by JAMES SEARGEANT, Headteacher at Wyborne Primary and Nursery School
As the headteacher of a proud and inclusive mainstream primary school, I am writing with a heartfelt plea for reform in the current assessment and accountability system that is deeply impacting our ability to provide the best for our children with Special Educational Needs and Disabilities (SEND).
Our school, soon to support over 30 children with Education, Health and Care (EHC) plans, is a testament to the value of inclusive education. We are committed to ensuring that all children,
regardless of their needs, thrive academically, socially, and emotionally. However, despite the exceptional progress many of our SEND children make, the current system fails to reflect their growth accurately and fairly. In our current Year 6 cohort, we have 8 children with EHC plans. These children have made tremendous strides since Key Stage 1, but it is highly unlikely that they will meet the national expected standard at Key Stage 2. Some will also not sit the tests. This is not due to a lack of effort, or a failing on their part, but because the rigid, one-size-fits-all assessment system is not designed to accommodate the diverse needs of SEND children. Despite this, their results (even those who do not sit) will still be included in our overall published school outcomes, distorting the true picture of their progress.
Our results are cohort-led, yet children are so much more than a score. They are individuals with unique strengths, challenges, and potential. The current system does not celebrate their journey or recognise the effort put into ensuring their personal development. Instead, schools are punished for not meeting the national average, regardless of the specific challenges they face.
The reality is, until schools are no longer judged on standardised test scores, the SEND crisis will persist. This narrow focus on attainment
distorts the public and governmental understanding of inclusion, and hinders our ability to fully embrace the diversity of needs within our classrooms.
Having been a headteacher for over 10 years, I can say without hesitation that this system is increasingly soul-destroying. It chips away at my morale and the morale of my colleagues who are deeply invested in doing what is right for children. We need a system that celebrates the growth of every child, not one that penalises schools for the very diversity that makes them stronger.
The call for evidence on curriculum and assessment has now closed, and policymakers are in the process of deciding the future of our education system. This is a critical moment. I urge those responsible for shaping the direction of education to seriously consider the voices of school leaders who are on the frontlines, navigating the complexities of inclusion every day.
As we start 2025 and anticipate the curriculum and assessment review findings, I am still pondering what the new year will look like for our most vulnerable pupils. The outcomes for SEND children are not just numbers; they represent real children, with real lives, and real futures at stake. This is not just about improving academic outcomes; it is about creating an educational landscape that values the individual growth and development of every child, not just their test results. Schools must foster a sense of ‘belonging’ for all. We must shift the focus from accountability measures that penalise schools for embracing diversity to a system that supports us in fulfilling our inclusive mission.
I ask policymakers to ensure that future reforms genuinely reflect the needs of SEND children and allow schools to celebrate their growth in meaningful, holistic ways. The time for change is now. I also invite other school leaders, particularly those committed to SEND inclusion, to join this conversation. Together, we can help create a more just, equitable, and inclusive system for all children.
How ChatGPT can cut lesson preparation time by nearly one third
Comment by journalist and editor SAL MCKEOWN
A recent trial by the Education Endowment Foundation (EEF) explored the potential of ChatGPT to reduce teacher workload. 259 secondary school teachers in England took part. Half used ChatGPT, alongside a guide for lesson and resource planning for Year 7 and 8 science classes. The other half served as a control group. The results look promising. Teachers using ChatGPT saved an average of 25.3 minutes, bringing their total planning time down to 56.2 minutes per week compared to 81.5 minutes for the control group. This translates to a 31% reduction in planning time.
A key element of the trial was a practical guide on how to make the best use of ChatGPT in the classroom. It was developed by Bain & Company in collaboration with teachers and education charities. One teacher from a school in Dover said: “The training materials and tips on how to use it were very helpful. While I’ve built a substantial bank of excellent resources over my years of teaching, I found ChatGPT particularly useful for quickly creating cover lessons, generating ideas for lesson plans from scratch, and developing multiple-choice questions.” A team of evaluators checked the quality of the resources and reported that there was no significant difference in the quality of lessons produced by the ChatGPT group and the control group. Independent assessments of lesson materials also supported this finding, though further research with a larger sample size is needed to confirm this conclusively.
February 2025 What can the technology do?
ChatGPT generated lesson ideas and activities, created quizzes and adapted existing resources to meet student needs and match different learning styles. Interviewees felt it was especially useful for: • New teachers: ChatGPT provided support and guidance in structuring lessons and developing resources.
• Creating cover lessons: The AI tool quickly generated lesson plans for unexpected absences.
• Generating ideas from scratch: ChatGPT helped overcome blank page syndrome and sparked new approaches to teaching. Many teachers reported positive experiences. A teacher of MFL said: “I hesitated for ages about using ChatGPT. When I bit the bullet, in 10 minutes I was signed up and had something I could use in class. It was easy.”
More time for teachers
This research highlights the potential of generative AI tools to address the critical issue of teacher workload. Sarah Moosa is STEM lead at Frederick Bremer School in Walthamstow. She said: “It has significantly reduced my day-to-day workload by providing quick, high-quality suggestions, which frees up more time to focus on individual student needs and engagement in the classroom. I anticipate continuing to use ChatGPT regularly, particularly for planning and administrative tasks, as it has already proven to be an invaluable tool.”
It looks as if similar AI tools will soon be a regular feature in schools. However, teachers also raised important questions about the potential impact of AI on the profession. If ChatGPT can generate content so efficiently, will we still need human teachers?
www.education-today.co.uk 25
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
