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Welcome to the twelfth and last edition for the 2025/26 academic year of the Shropshire SEND and Inclusion Newsletter.
This newsletter is aimed at practitioners and professionals who work with children and young people with SEND in Shropshire. Through this newsletter we hope to keep you informed about developments and opportunities in SEND, act as a point of reference for key information, share best practice and develop supportive professional networks
This newsletter is sent directly to the inbox of anyone who has subscribed, at the end of each half term. To ensure you don't miss out, please subscribe by clicking on the 'Sign up to this newsletter' link at the end of this page and update your preferences in the Schools section to include the SEND and Inclusion Newsletter. In addition, a web version has been uploaded to the Shropshire Learning Gateway.
SEND Transformation Update for Headteachers and SENCOs (13/7/26)
We're holding a briefing for headteachers and SENCOs to keep school leaders informed about the SEND transformation programme.
Monday 13th July
3.30-4.30pm
No need to book, the link is below-
Microsoft Teams meeting
Join: https://teams.microsoft.com/meet/34541559749585?p=Yy6RtdFYouNhmKvQV9
Meeting ID: 345 415 597 495 85
Passcode: 9EW2oA7k
Shropshire SEND Reforms Padlet
Shropshire SEND Reforms Padlet
This padlet is being used to collate all Department of Education information reforms. Included on it is also recently released online training from RISE for developing Inclusion Bases.
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This survey will be used to gauge the confidence levels of teachers and education practitioners in mainstream settings regarding meeting the needs of learners with SEND, focusing on SEND reforms and inclusion. Your responses will provide baseline data for annual progress measurements that will help us to measure the impact of the SEND reform and Shropshire's local Area SEND Reform Plan.
Mainstream Settings Confidence Survey on SEND and Inclusion – Fill in form
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As schools begin to focus on their Inclusion Strategy, this is a reminder that a useful resource to share with all teachers and support staff is the Shropshire Ordinarily Available Provision document. This was published previously, with a Post-16 version currently being trialled and an Early Years version due to be launched soon.
All three documents will be reviewed and amended in light of forthcoming reforms; however, they provide a helpful starting point when considering the universal ordinarily available offer.
The Education Endowment Foundation has recently launched The EEF Guide to Inclusive Teaching, alongside a set of scenario-based training resources.
These two evidence-informed resources will support the use of adaptive teaching. The EQAs are currently reviewing how Adaptive Teaching training is delivered, with updates to be provided over the summer as next year’s CPD offer is developed. Please continue to monitor the SLG for further details.
Mount Pleasant has already received Adaptive Teaching training and have provided an insight to share on how the CPD was implemented, drawing on approaches from the EEF A School’s Guide to Implementation.
Adaptive Teaching at Mount Pleasant
Consultation description
Ahead of statutory changes, we are seeking views on temporary arrangements to allow local authorities to increase the funding mainstream schools receive to support pupils with special educational needs and disabilities (SEND).
We are consulting on our proposed:
- approach for local authorities to deliver additional funding to mainstream schools
- arrangements for the 2027 to 2028 financial year
We would like to hear from everyone who has an interest in SEND funding in mainstream schools, including:
- local authorities
- mainstream schools, both maintained and academies
- representatives of school funding and finance arrangements
- parents and carers
Separately, we are providing guidance intended to support local authorities to understand the process towards using these flexibilities in the 2027 to 2028 financial year. This does not indicate that any decision has been made to implement the policy.
The guidance may be amended following this consultation. We are sharing it early to allow local authorities time to complete the application process for the 2027 to 2028 financial year.
Link to consultation:
Book monitoring - How do you know your provision is strong through looking at your books?
Choose 5 books, Can you see
- Ambition?
- Consistency?
- Independence?
- Consistent variation between classrooms?
What to look for
- Sentence starters
- Visual scaffolds
- Structured layouts
- Guided examples
- Different ways of recording
- Mind maps
- Dual coding
- Colourful semantics
- Word backs
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Strong Practice
- Same Learning objective
- Scaffolded access to learning
- Evidence of thinking (not just copying)
- Work that builds over time
- Overtime increased independence
- Fewer prompts
- More pupil responses
- Improved confidence in starting
- Minimal scribing
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Development needed
- Significantly less work
- Unfinished tasks
- Over-reliance on adult support
- Different (lower level) work not linked to class learning
Warning signs!
- Adult handwriting
- Identical answers
- Lack of pupil voice
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Discover the legal obligations and practical strategies to support every child's right to an inclusive education.
This training is for Early Years practitioners in family hub local areas.
The training session will;
- Summarise how the disability duties in the Equality Act apply in the early years;
- Consider how the definition of disability applies to young children;
- Consider what the data tells us about patterns in access and inclusion for young disabled children.
- Support early years practitioners to understand how the Equality Act applies to their daily practice.
Link to book
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The CDC, nasen, the Early Childhood Unit at NCB, Speech and Language UK, Contact, and Dingley's Promise have been providing training to early years professionals and parents across England.
For details on training events and who is eligible, please visit their training calendar.
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