Responding to the variety of needs presented in any secondary classroom can seem like an overwhelming task for teachers.
The 2014 Code of Practice brought SEN “back into the classroom”, emphasising the role of quality-first, personalised teaching in SEN support.
The problem is that of a teacher’s 200-plus students a week, perhaps 40 could need some degree of personalised learning. Noticing, differentiating for and keeping track of so many individuals, on top of the time required for those with the most severe needs, seems like a massive addition to a teacher’s workload.
I have worked with multiple SEN departments struggling to “lead from behind”: to support teachers to support students, rather than letting provision happen in the SEN office at the end of the corridor.
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