ABSTRACT
What can we learn from the schools, described in the previous chapter, who have chosen to ‘do SEN differently’ and less bureaucratically? First, the schools avoid over-identifying pupils as having SEN. Numbers identified in the schools with lower levels of deprivation are around 10-12 per cent of the school roll, rather than the higher figures we have seen across the country in recent years – up to 70 per cent in some schools, according to Ofsted (Ofsted, 2011).
