ABSTRACT
From analyzing school performance data, local authority recognized that a number of schools were not effectively meeting the needs of pupils with Special Educational Needs and Disabilities between the ages of 6 and 11. The project was structured around the triad review system, with three in-school reviews supported by two key training elements: core training was delivered to all participants, and then pathway training was tailored to the specific requirements of the individual schools. At the start of the project, all schools and Specialist Partners signed a data-sharing/confidentiality agreement to enable all triad participants to see specified information to inform the reviews. Data and evidence were captured throughout the project, consolidated, analysed and fed into the PRG. Unfortunately, due to COVID-19, there was no national end-of-year attainment data collected by the Department for Education in England to include in the project impact report.
