ABSTRACT
The proportion of pupils with Special Educational Needs and Disabilities (SEND) is 28.5%, which is higher than the national average, as is the number of pupils entitled to additional funding through the pupil premium. This chapter aims to explore the effectiveness of written and verbal feedback given to pupils with SEND, and the impact this had on their progress and achievement. The targets that are on the support plans of pupils with SEND were not referred to when work was being completed and marked, apart from in a Year 3 class where the pupils had these in front of them when writing. Evidence collection involved teachers, teaching assistants and 55 pupils identified as having SEND across all year groups. Interviews were conducted with ten Year 3 and Year 4 pupils who had a range of SEND.
