ABSTRACT
Most students are white British and the proportion of disadvantaged students eligible for support through pupil premium funding is well below the national average. As a college, the proportion of students who have a disability or are considered to have Special Educational Needs (SEN) is also below the national average. Legislation and practices that have governed the delivery of provision for young people with SEN have developed understanding and increased expectations. Activities that were aimed at empowering them as ‘SEN Champions’ worked well, especially when they shared inclusive practice and contemplated individually how it would feel to be recognised as a ‘champion’. If a school already has an outstanding rating then it could be perceived as automatically providing Quality First Teaching for students with SEN.
