Deconstructing SEN to Construct Inclusion - David Bartram
“The leadership of inclusion and SEN in schools not
only demands excellent skills, but also plays a
pivotal role in determining the ethos of the school,
improving behaviour and the outcomes of children
Brian Lamb OBE
Leading Inclusion and SEN in any
urban school is a challenging role.
With the person next to you, share
your ideas on what you see as the
greatest challenges and key issues
for such a role.
The Inclusion Debate
The following 5 slides are issues that are related to Inclusion and that often
cause debate and discussion.
In pairs you have 1 minute per slide to discuss your own views.
SENCOs should be on the Senior
In groups of three, your task is to plan the re-structure of an Inclusion department in a complex
challenging urban secondary school.
You will then do a 2-3minute presentation to the rest of the group on your structure and the
rationale behind it.
You should give careful consideration to
• Context/ Current profile of SEN population
• Available funding
• Staffing levels
• Line management structure
• Academic data on SEN population
Creating an Outstanding Inclusion Department
HighlightsBest 8 inc. Eng & Maths showing spread by SEN
• SA+ BESD largest underachieving group
• Although listed as SA+, few interventions
actually took place
• Significant SEN underachievement at KS3
• There are no school based interventions for
BESD pupils except counselling. The school relies
on external BESD consultants/ mentors/
• Boys are significantly over represented on the
• Local Authority SEN interventions have been
• The vast majority of SEN intervention is
through a large number of teaching assistants.
The quality of this resource is mixed.