Redesigning SEND provision: Lessons learned
6 min read
STEPHEN BAILEY, CAROLINE CURTIS AND PAUL DAVIES, QUEEN’S COLLEGE, LONDON, UK
Introduction
The rising need for supporting students with SEND is well documented (DfE, 2024), putting strain on school services and leaving some students without the necessary care (NICE, 2022). This case study examines how a London independent day school for girls redesigned its support for students with SEND and the lessons learned. The school, known for its caring environment and expertise in supporting all types of learners, often attracts parents for this reason, and our work with students with SEND aligns with this ethos. This case study details the development of our provision, including the redesign of our neurodiversity department (housed in our Thrive Centre) in 2024, staff roles, parental collaboration and student impact.
The first step in our design of SEND provision was to reframe ‘SEND’ into a neurodiversity framework. This approach made our provision accessible to a wider range
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