Why SEND Excellence is the Foundation of School Improvement
Table of Contents
📚 The Growing Need for Inclusion
In English schools today, the data is clear: the number of children needing additional support is rising at an unprecedented rate. Recent figures show that nearly 1 in 5 pupils (around 19%) are now identified as having Special Educational Needs or Disabilities (SEND). This represents a significant shift in the educational landscape that demands our immediate attention and action.
For school leaders, this is no longer a small “extra” part of the job. Inclusion has become the main job. At Z Professional Development, we believe that when a school gets its SEND provision right, the entire school improves for everyone. This isn’t just about supporting vulnerable learners—it’s about transforming educational practice for all students.
“When we design for those at the margins, we create better experiences for everyone at the centre.”
— Universal Design for Learning Principle1 What the Data Tells Us
Recent national reports show a significant shift in our classrooms. Understanding these numbers is the first step toward meaningful change:
There are now over 1.7 million children with SEND in England alone, and this number continues to grow each academic year.
Nearly one in five students now receives some form of SEND support—that’s roughly 5-6 children in every classroom of 30.
In 2025, only about 10% to 15% of teachers felt they had full training needed to support complex social and emotional needs.
The vast majority of teachers report wanting additional CPD specifically focused on inclusive teaching strategies.
The Inclusive Advantage
Research from the Education Endowment Foundation (EEF) suggests that inclusive strategies—like clear routines, “scaffolding” lessons, and explicit instruction—actually help all students, not just those with SEND. Schools that invest in inclusive practice see improvements across the board: better behaviour, higher achievement, and improved wellbeing for the entire school community.
2 Moving from “Compliance” to “Confidence”
Many schools focus on SEND only when they are preparing for an inspection or an audit. This reactive approach creates a cycle of stress and superficial compliance. However, real improvement happens when teachers feel confident in their own skills—when inclusive practice becomes second nature rather than an afterthought.
Quality First Teaching: The Z PD Approach
Every Teacher is a Teacher of SEND
Our training focuses on making sure classroom teachers feel equipped to support all learners, reducing over-reliance on specialist interventions.
Small, Smart Changes
By making targeted adjustments to how lessons are delivered, teachers can dramatically improve accessibility without massive workload increases.
Reducing Staff Stress
When teachers have the right tools to manage diverse needs, their stress levels decrease and classroom behaviour improves naturally.
“The shift from ‘What’s wrong with this child?’ to ‘What does this child need to succeed?’ changes everything. It transforms our classrooms from places of compliance to communities of belonging.”
— Senior Educational Psychologist3 Empowering Middle Leaders to Lead on Inclusion
Middle leaders—Heads of Year, Department Heads, and SEND Coordinators—are often the ones responsible for tracking the progress of students with SEND. Yet they frequently find themselves drowning in paperwork rather than driving real change.
The Problem
- • Managing endless paperwork
- • Chasing compliance deadlines
- • Limited to a list of names
- • Reactive crisis management
- • Feeling isolated in the role
The Solution
- • Data-driven decision making
- • Proactive intervention planning
- • Coaching teams effectively
- • Strategic resource allocation
- • Building inclusive culture
Z PD’s Leadership Programmes
Our leadership development programmes help middle leaders move from just “managing paperwork” to actively coaching their teams in inclusive teaching. We provide:
4 Wellbeing as the Ultimate Goal
We cannot talk about SEND without talking about Wellbeing and Safeguarding. A child who feels misunderstood in the classroom is a child at risk of disengaging. When students feel they don’t belong, the consequences extend far beyond academic outcomes.
The Critical Question for Safeguarding
“Is this behaviour a choice, or is it an unmet need?”
Our safeguarding training helps staff spot the difference between “naughty” behaviour and an unmet sensory or emotional need. This distinction is crucial for appropriate response and support.
Belonging Before Learning
By putting wellbeing at the centre, we create a school culture where every child feels they belong—the essential foundation for all learning.
Understanding Behaviour as Communication
When we view challenging behaviour as communication of an unmet need, we open doors to solutions rather than punishment cycles.
Building Trust-Based Relationships
Students with SEND often need stronger relationships with adults. Investment in these connections pays dividends in engagement and progress.
5 Practical Strategies for Immediate Impact
Theory is important, but school leaders need practical strategies they can implement tomorrow. Here are evidence-based approaches that make a real difference:
✨ A Stronger Foundation for Your School
The quieter periods of the school year are the perfect time for school leaders to review their SEND strategy. Investing in staff training today doesn’t just help your most vulnerable students—it creates a calmer, more effective, and more successful school for everyone.
Key Takeaways
Nearly 1 in 5 students now have SEND—inclusion is no longer optional, it’s essential.
Quality First Teaching benefits all learners, not just those with additional needs.
Confident teachers create calmer classrooms with better outcomes.
Middle leaders need tools and training to drive real change, not just manage paperwork.
Wellbeing and belonging are the foundation of all academic success.
At Z Professional Development, we are here to support your journey toward inclusive excellence.
Ready to transform your school’s SEND provision?