Schools that identify pupils with special educational needs early can provide more effective support

Estyn inspectors have identified a broad range of good practice in the report. Primary, secondary and all age schools can use this to help them improve their support for pupils with SEN and prepare for changes in legislation.

Jassa Scott, Strategic Director, says,

Over a fifth of pupils in schools in Wales have special educational needs, so it is vital that all schools adapt how they teach and support these pupils to allow them to achieve success alongside their peers.   

Early identification and strong leadership are key to providing effective support, along with involving families and external agencies. This report contains a wealth of case studies to help schools improve their practice now and prepare for the future changes in legislation.

Inspectors found strong all-encompassing support for pupils with SEN between a special school and a primary and secondary school in Caerphilly.  Here, Trinity Fields School and Resource Centre works with the local authority and the two other schools to develop satellite classes so that pupils can join lessons in the mainstream schools. This has led to noticeable improvements in behaviour, enjoyment in learning and social interaction. Pupils and staff in the mainstream schools have developed a better understanding of working with children with SEN.

Another case study in the report highlights how Ysgol Bae Baglan, an all age school in Neath Port Talbot, has placed the needs of these pupils at the heart of strategic planning and involve key staff across the school to join up provision. They support staff through strong communication from the SEN team, detailed information on the needs of individual pupils and practical guides and resources.  As a result, all pupils receive high quality care, support and guidance and those with SEN make strong progress. 

Estyn recommends that schools focus more strongly on the targets in individual pupil’s development plans in order to promote their progress in learning and independence. Schools’ own self-evaluation also needs to give more attention to the progress this group of pupils make.