Research School Network: Transforming SEND Support in Walsall: Evidence-Based Strategies for Lasting Impact Our Evidence Lead in Education, Rachel Seneque, assesses the impact of our Walsall SEND programme
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Transforming SEND Support in Walsall: Evidence-Based Strategies for Lasting Impact
Our Evidence Lead in Education, Rachel Seneque, assesses the impact of our Walsall SEND programme
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by Billesley Research School
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Enhancing SEND Provision: Reflections on the Making a Difference SEND Programme
As the Making a Difference for Pupils with SEND programme comes to a close, it is crucial to reflect on its key components and the impact it has had on colleagues and pupils. Designed following a thorough needs analysis, the programme comprised a bespoke nine-module evidence-informed framework. Launched at an autumn conference, it aimed to support educators in making evidence-informed decisions that lead to impactful and sustainable SEND provision.
Evidence-Informed SEND Practice
The programme was rooted in the most robust evidence available, drawing extensively from research and guidance reports from the Education Endowment Foundation (EEF). The programme also aligned with the EEF’s Professional Development guidance, ensuring that professional learning mechanisms — such as building knowledge, motivating staff, developing teaching techniques, and embedding practice — were effectively incorporated (EEF, 2021). By equipping teachers and school leaders with evidence-informed strategies, the programme aimed to optimise resource use and improve educational outcomes for pupils with SEND. A core principle was ensuring that participants could make strategic decisions to implement high-quality, equitable, and inclusive practices within their schools.
Creating an inclusive and effective learning environment for pupils with SEND requires a strategic and evidence-based approach. The programme focused on several key areas:
1. Understanding how research informs best practices and how these can be effectively implemented
2. Fostering a positive school culture that supports all learners
3. Implementing a structured, graduated approach to SEND support
4. Ensuring high-quality teaching that is adaptive and inclusive
5. Optimising the role of Teaching Assistants to maximise their impact on pupil learning (EEF, 2021)
6. Providing targeted academic support to address specific learning needs
7. Developing strategic planning skills for embedding sustainable SEND practices
A significant element of the programme involved school-led audits, which provided a structured framework for assessing the effectiveness of SEND provision. These audits helped schools evaluate how well they were meeting the needs of children and young people with SEND. Findings demonstrated that SEND was a key priority within leadership structures, with tangible evidence of the impact of targeted interventions. The audits were instrumental in identifying priorities and shaping future planning for SEND provision.
Professional Development and Reflective Practice
Colleagues involved in the programme reported positive reflections on its contribution to their professional development. Key benefits included increased confidence in addressing SEND needs, enhanced readiness to implement inclusive practices, and a deeper understanding of evidence-based interventions. The programme provided valuable opportunities for delegates to reflect on their teaching approaches and refine their strategies for supporting pupils with SEND.
‘It was great to work collaboratively. Every conference gave an extra level of information, another person’s story, different strategies – they left me excited about how I was going to make small changes at my setting that would make a big difference.’ Mrs A. Wright, Assistant Headteacher, St Francis Catholic Primary School.
Drawing on the EEF Professional Development guidance (EEF, 2021), the programme ensured that professional learning was sustained through iterative cycles of learning, coaching, and feedback.
A diverse range of best practices emerged, including:
1. Adaptive teaching tailored to individual learning needs (EEF, 2021)
2. Effective deployment of Teaching Assistants to provide targeted support
3. Reviewing and implementing evidence-based interventions to enhance pupil outcomes
The Role of Group Coaching in SEND Implementation
An integral part of the programme was group coaching, designed to foster collaboration, reflection, and the application of evidence-informed practice. Through structured discussions, peer learning, and expert facilitation, participants explored effective strategies to enhance SEND provision. This process encouraged critical thinking, problem-solving, and the development of actionable plans for implementing interventions.
The programme’s approach to group coaching was informed by the EEF’s implementation mechanisms, ensuring that change was effectively embedded through sustained professional development (EEF, 2021).
By engaging in shared learning experiences, educators refined their approaches to resource allocation, intervention planning, and sustainable implementation of SEND support. The emphasis on collaborative learning ensured that the knowledge gained was not only theoretical but also applied in practical school settings.
‘The quality of speakers including ELEs presenting was excellent and fostered a collaborative culture for professional dialogue and coaching. The process was meaningful as time was provided to schools for exploring and preparing prior to entering the delivery and sustaining stage. For example, I found the coaching and discussion with our ELE to refine the specificity of our school project very useful.’Simrat Mavi, Deputy Headteacher (SENDCo), St Giles’ CE Primary School
Embedding Sustainable Change
The final stages of the programme concentrated on the strategic implementation of changes to further enhance SEND provision across participating schools. This involved:
1. Developing the skills necessary for effective SEND implementation planning
2. Designing a comprehensive and evidence-informed implementation plan
3. Applying key principles of effective implementation to ensure long-term success
As highlighted by the EEF (2019), sustainable change in educational settings requires careful planning, ongoing evaluation, and a commitment to evidence-based practices. The EEF’s Professional Development guidance emphasises that for professional learning to lead to sustained change, it must involve a clear mechanism for monitoring progress, providing feedback, and refining practices over time (EEF, 2021).
By aligning SEND strategies with these principles, schools participating in the programme are well-positioned to create lasting improvements in provision for pupils with SEND.
Conclusion
The Making a Difference to Pupils with SEND programme has demonstrated the power of evidence-informed practice in shaping high-quality SEND provision. Through rigorous audits, targeted training, and structured coaching, the programme has enhanced the capacity of educators to meet the diverse needs of pupils with SEND. By incorporating the EEF’s Professional Development guidance and implementation mechanisms, the programme has ensured that professional learning is sustained and impactful. As schools continue to embed and sustain these practices, the principles of strategic planning, adaptive teaching, and effective intervention will remain at the heart of inclusive education.
‘Through attending this programme, I have increased knowledge around different areas of SEND in mainstream schools and have been able to use this knowledge to deliver in-school training to my staff. Having time to learn about, and use, the EEF School’s Guide to Implementation was particularly impactful and is something we will continue to use going forwards. Although I was aware of EEF research, I had not particularly used it in-depth. Taking part in the project has increased my awareness of EEF research and other subject leads and I will now regularly reference research as part of our training and when implementing new policies and structures. Having the opportunity to work alongside the SENDCo to plan and implement this project has meant that I can take a leading role in driving positive changes for our pupils with SEND.’ Anna Hennefer, Deputy Headteacher, Palfrey Infant School
Associated reading:
Education Endowment Foundation (EEF). 2021. Special Educational Needs in Mainstream Schools. Available at: https://educationendowmentfoun…
Education Endowment Foundation (EEF). 2021. Making Best Use of Teaching Assistants. Available at: https://educationendowmentfoun…
Education Endowment Foundation (EEF). 2024. A School’s Guide to Implementation. Available at: https://educationendowmentfoun…
Education Endowment Foundation (EEF). 2021. Effective Professional Development. Available at: https://educationendowmentfoun…
Rachel Seneque
Bengeworth CE Academy – Director of Inclusion and Provision
I am a NASENCo qualified Specialist Leader in Education and primary phase leader (NPQSL, NPQH), who works with organisations and individuals to improve outcomes for pupils, through the creation of a culture of Inclusion. With over twenty years of successfully integrating pupils with a range of educational needs in mainstream schools, I am passionate about everyone achieving their potential.
My drive to share my expertise and knowledge across the school system is rooted in tangible, positive experiences of successful SEN provision and Inclusion within a mainstream setting. As Director of Inclusion for Bengeworth Trust, my coaching and development work ranges from individual behaviour and intervention courses, to developing programmes for whole school strategic planning and implementing organisational change.
My values-based leadership style is characterised in developing the capacity of others, creating sustainable professional relationships and building trust. I seek out new collaborative opportunities, and continually refine and develop established networks and partnerships that promote educational improvements and success for all, working with schools and other agencies to implement an inclusive culture across the system. An essential ingredient is ensuring that individual staff members have an identified professional learning pathway, and that they are deployed, organised, led and motivated to deliver in an impactful way.
My current role involves providing guidance, training and support for other schools regionally and nationally, including local SEND policy development and consultancy within the Education Improvement Team at Worcestershire Children First. I also work across national networks including Inclusion Quality Mark and Challenge Partners.
