Questions for Subject Leaders: SEND
Although by no means exhaustive, this list of questions that subject leaders might use as a reflective tool as they lead staff in the teaching of their subject represents some of the key areas of consideration with regards to ensuring that pupils with SEND are provided for across the curriculum.
For a free downloadable version of these questions, follow the link below:
To be able to answer most of these questions well, background knowledge about the approaches is preferable – depending on the level of SEND training a subject leader has had, it might not be immediately clear how a subject leader might monitor and evaluate an aspect of practice. If subject leaders would like to further their knowledge with regards to the provision for SEND pupils, the following documents might be useful:
SEND Code of Practice: https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf
EEF Guidance Report: Special Educational Needs in Mainstream Schools: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send
Ofsted Education Inspection Framework: https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-september-2023
Send Huh by Mary Myatt and John Tomsett: https://www.johncattbookshop.com/products/send-huh-curriculum-conversations-with-send-leaders
Quality first teaching
Is the teaching of a high quality for all pupils in your subject?
Assessment – responsive and adaptive teaching - meeting needs of pupils with SEND
How is learning assessed in your subject? Does this give an accurate picture of pupil’s individual needs?
How are teachers assessing specific needs?
How do teachers use assessment information to adapt the way they are teaching your subject so that the needs of pupils with SEND are met?
In my subject, is support focused on the needs of individuals or a homogenous SEND group?
How are teachers responsive to the needs of individuals when teaching my subject?
Target setting – high expectations - belief
Do teachers set and hold high expectations of pupils with SEND? In what ways is this evident?
In what ways to teachers set targets for pupils with SEND in your subject?
What evidence is there that teachers believe pupils with SEND can achieve?
Curriculum Intent
To what extent is the curriculum for my subject designed with children with SEND in mind? What key features show that it is/isn’t?
In what ways is the curriculum differentiated in order to meet the needs of pupils with SEND? Is there anything additional or different for any of them?
Is the curriculum, and the delivery of it, characterised by challenge for children with SEND?
Is core content specified in the curriculum for your subject? How is this distinguished from aspirational/additional content?
How well is content in your subject’s curriculum sequenced to ensure it builds on prior content and provides a foundation for future content?
How central is vocabulary instruction to the teaching of content in your subject?
To what extent is the curriculum for my subject designed with children with SEND in mind? What key features show that it is/isn’t?
In what ways is the curriculum differentiated in order to meet the needs of pupils with SEND? Is there anything additional or different for any of them?
Planning
To what extent are pupils with SEND being planned for? Is it as an afterthought?
Curriculum Implementation – teaching and learning - pedagogy
To what extent do teachers use recall and review to aid pupils with SEND in remembering what they have learned previously in your subject?
Is the curriculum, and the delivery of it, characterised by challenge for children with SEND?
To what extent do pupils with SEND access the whole curriculum in your subject?
To what extent do teachers use the following strategies in the teaching of your subject:
flexible grouping?
cognitive and metacognitive strategies?
explicit instruction?
using technology to support pupils with SEND?
Scaffolding?
Are SEND pupils taught with their peers?
To what extent do SEND pupils understand the purpose of the learning?
Are teachers carrying out interventions for pupils with SEND in my subject? If so, in what ways are they high quality, structured, targeted?
How are teaching assistants deployed in the teaching of my subject?
In what ways are teaching assistants having a positive impact on pupils with SEND in the teaching of my subject?
For a free downloadable version of these questions, follow the link below:
