This short piece of action research seeks to identify the strengths of secondary school provision for students with SEND, in order to provide a city wide overview in which good practice and expertise can be shared. It also considers the particular barriers faced by secondary schools and examines how schools are working to overcome these barriers. The research suggests that despite the challenges of reduced funding, some schools are developing innovative ways to maximise resources and provide flexible pathways of provision for pupils with SEND. These include establishing a graduated approach to support with clear mechanisms for early identification of need, ongoing monitoring of progress and robust systems for self‐evaluation leading to school improvement. In addition, some schools have sought to design a modified and enhanced curriculum for more vulnerable students, with flexible access to short‐term interventions and alternative provision. However, there is evidence to suggest that an emphasis on summative attainment data with a lack of specificity around target setting, sometimes leaves pupils unclear about the progress they are making and what they need to do to improve. The research suggests that schools should consider how a vision for SEND needs to be driven by senior leadership teams and how the role of the SENCo can be strengthened by adopting the principles of distributed leadership to bring about collective influence. Consideration of how schools can work together to share expertise and develop structured opportunities for continuous professional development, could help to secure positive outcomes for pupils with SEND and create long‐term sustainability.

中文翻译：

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致力于包容：回顾南安普敦主流中学的SEND规定

这项简短的行动研究旨在确定向SEND学生提供中学课程的优势，以便提供全市范围的概述，在其中可以共享良好实践和专业知识。它还考虑了中学面临的特殊障碍，并研究了学校如何努力克服这些障碍。研究表明，尽管面临资金减少的挑战，但一些学校仍在开发创新方法，以最大限度地利用资源，并为SEND学生提供灵活的补习途径。这些措施包括建立一种渐进的方法，以支持采用清晰的机制及早发现需求的机制，对进度进行持续监控，并建立健全的自我评估系统，从而改善学校。此外，一些学校试图为弱势学生设计和改进课程，使其能够灵活地使用短期干预措施和替代性安排。然而，有证据表明，强调总结性成绩数据缺乏目标设定的特异性，有时会使学生不清楚他们正在取得的进步以及他们需要做些什么来改善。研究表明，学校应考虑如何由高层领导团队来推动SEND的愿景，以及如何通过采用分布式领导的原则来发挥集体影响力来增强SENCo的作用。考虑学校如何共同合作以分享专业知识并为持续的专业发展提供结构化的机会，