Mel Farris SEND Lead – Early intervention and Improvement

 

Every child deserves the chance to thrive in school. For learners with Special Educational Needs and Disabilities (SEND), that often means finding creative, flexible ways to make learning accessible and meaningful.

As practitioners, we all want the same thing, to see every child succeed. But we also know that time, capacity, and funding can make this work challenging. The good news is that inclusive practice doesn’t always require major interventions; often, it’s about thoughtful adjustments, collaboration, and a shared commitment to getting it right for every learner.

 

Strategies That Work

 

Inclusion begins in the classroom. Small, consistent adjustments can have a big impact on learning, confidence, and belonging:

 

· Adaptive teaching: Breaking tasks into smaller steps or offering choice in how pupils demonstrate learning helps all learners engage meaningfully.

· Visual supports: Diagrams, word banks, and visual timetables provide clarity and reduce anxiety.

· Assistive technology: Tools such as text-to-speech software or communication apps can open doors. One London primary, for example, saw non-verbal learners’ participation soar after introducing tablet-based tools.

 

What works beautifully for one learner might not for another, so flexibility and reflection are key. Schools that review and adapt their approaches regularly tend to see the best outcomes, not because they get everything right the first time, but because they keep listening and learning.

 

Investing in Staff Development

 

SEND provision is only as strong as the confidence and understanding of the people delivering it. High-quality professional development helps staff feel equipped, not overwhelmed, and ensures that inclusive practice is sustainable. Areas that often have a strong impact include:

· Creating autism-friendly classroom environments

· Supporting learners with dyslexia and other processing needs

· Tailoring behaviour approaches to individual strengths

 

Research from the National Foundation for Educational Research (NFER) shows that staff who receive regular SEND training report greater confidence, improved classroom relationships, and calmer learning environments.

In practice, embedding this training within existing CPD, rather than treating it as an add-on, works best. One Croydon secondary, for instance, runs termly SENCO-led workshops on

ADHD strategies. Teachers say this approach has improved engagement and strengthened connections with students.

 

Building Strong Support Networks

 

Inclusive practice thrives on teamwork. Within schools, this means open communication between SENCOs, teachers, and support staff, ensuring strategies are aligned and responsive. Beyond the school gates, collaboration is equally vital.

· Families: Parents and carers are partners in the process. They know their children best, and consistent communication helps create continuity between home and school.

· Specialists and services: Educational psychologists, therapists, and local services bring expertise that can fine-tune support.

· Community organisations: Local SEND networks and charities offer practical guidance and peer support for both staff and families.

 

When these partnerships are strong, schools can build a genuine safety net around every learner.

 

Creating a Culture of Inclusion

 

True inclusion is more than access, it’s about belonging.

Schools that celebrate diversity and promote emotional wellbeing create spaces where learners feel valued, understood, and part of the community.

Practical ways to strengthen this culture include:

· Giving pupils a voice in decisions that affect them

· Recognising and celebrating all kinds of achievement

· Embedding social-emotional learning throughout the curriculum

 

When children feel seen and supported, confidence and engagement grow, and that benefits everyone.

 

As part of the Croydon Education Partnership, our Inclusion working group is leading on the project, Including Croydon, a professional learning and research programme that empowers teachers to develop practical, inclusive approaches in their own schools. Working in line with the London Inclusion Charter, the project will bring together educators from across the borough to design and test real-world solutions that make education more equitable for all learners. Through collaboration, research, and shared learning, Including Croydon will help build a lasting network of education professionals driving positive, inclusive change in classrooms and communities across Croydon. Please do keep an eye out for more communication regarding this.

 

 

Final Thoughts

 

Inclusive education is not a fixed endpoint but an evolving practice, one that grows through reflection, shared learning, and compassion.

Schools across our local area are doing incredible work every day, often under real pressures. By focusing on small, sustainable changes and keeping learners at the heart of every decision, we can continue to build environments where all children, and staff, can truly thrive.