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 overidentifying 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).
