Primary Schools

The Primary Review examines how successfully the school identifies emerging needs and supports children before barriers become entrenched. It considers the full learner journey, including classroom teaching, communication, regulation, relationships, transitions, unstructured times and partnership with families.

The review places particular emphasis on early identification, speech, language and communication, literacy, sensory and physical access, emotional regulation and the effective deployment of adults.

• the strategic leadership of SEND and inclusion;
• the implementation of the graduated approach;
• early identification and assessment processes;
• communication-supportive classroom practice;
• adaptive teaching and curriculum access;
• early literacy, language and mathematical development;
• sensory, physical and environmental accessibility;
• behaviour, regulation and relational practice;
• attendance and emotionally based barriers to attendance;
• transition from early years and between key stages;
• deployment of teaching assistants;
• targeted interventions and how their impact is evaluated;
• parent and carer communication;
• use of external professionals and specialist advice;
• governance, accountability and the school’s inclusion strategy.

• a review of policies, provision maps, plans and anonymised pupil records;
• analysis of identification patterns, attainment, attendance and behaviour;
• classroom and intervention observations;
• a communication and inclusion-focused environmental walk;
• discussions with senior leaders, the SENCO, teachers and support staff;
• sampling of assess–plan–do–review cycles;
• learner and parent or carer voice where appropriate;
• evaluation of whether interventions are timely, evidence-informed and connected to classroom practice.

• a Primary Inclusion Review report identifying strengths, risks and barriers;
• a clear judgement across leadership, universal provision, targeted support and specialist working;
• a 90-day priority action plan;
• recommended improvements to the graduated approach;
• a provision and intervention evaluation tool;
• guidance on teaching-assistant deployment;
• suggested staff-development priorities;
• practical recommendations for communication, regulation and environmental adaptation;
• an optional six-to-eight-week implementation review.

The Secondary Review considers how effectively SEND and inclusion are embedded across departments, pastoral systems and the wider behaviour culture.

It examines whether pupils experience a coherent offer throughout the school day, rather than receiving effective support in isolated lessons or through the SEN department alone. Particular attention is given to the interaction between SEND, behaviour, attendance, curriculum access, literacy and belonging.

• whole-school leadership of SEND, behaviour and inclusion;
• the consistency of adaptive teaching across subjects;
• curriculum access and reasonable adjustments;
• literacy, language and disciplinary vocabulary;
• identification of need and the graduated approach;
• behaviour systems and their impact on pupils with additional needs;
• suspensions, internal removals and repeated sanctions;
• attendance, persistent absence and disengagement;
• transitions, lesson entry and movement around the school;
• pastoral and SEND information-sharing;
• teaching-assistant deployment and pupil independence;
• targeted interventions and alternative curriculum pathways;
• staff knowledge, confidence and professional development;
• pupil voice, belonging and peer relationships;
• reintegration following absence, suspension or alternative provision;
• preparation for Key Stage 4 and post-16 transition.

• analysis of SEND, attainment, attendance, suspension and behaviour data;
• review of policies, pupil plans, support documents and intervention records;
• subject-based learning walks across a range of departments;
• observations of transitions, social times and internal support provision;
• discussions with senior leaders, the SENCO, pastoral leaders, curriculum leaders and staff;
• sampling of pupils experiencing repeated sanctions, absence or curriculum disengagement;
• scrutiny of how reasonable adjustments are understood and implemented;
• learner and parent or carer voice where agreed;
• evaluation of reintegration, graduated response and escalation pathways.

• a Secondary Inclusion and Engagement Review report;
• an analysis of where behaviour, attendance and SEND systems align or conflict;
• a heat map showing strengths and inconsistencies across the school;
• a prioritised 90-day and one-year improvement plan;
• recommendations for strengthening adaptive teaching;
• a behaviour and reasonable-adjustments review;
• an attendance and reintegration framework;
• guidance on SEND information-sharing and staff briefings;
• recommended leadership measures and dashboard indicators;
• an optional follow-up review, coaching and implementation support.

The College and Post-16 Review evaluates how effectively the provider identifies and meets additional needs while promoting independence, participation and progression.

It recognises that post-16 provision may be delivered across large campuses, vocational workshops, community locations and work placements. The review therefore considers not only classroom support but also transitions, learner autonomy, employability, accessibility and preparation for adulthood.

• strategic leadership and governance of SEND and inclusion;
• identification of need at application, enrolment and during the programme;
• transfer and use of information from schools and EHC plans;
• curriculum, workshop and assessment accessibility;
• adaptive teaching in academic and vocational programmes;
• reasonable adjustments and access arrangements;
• deployment of learning-support staff;
• learner independence and avoidance of adult dependency;
• attendance, engagement, retention and withdrawal;
• pastoral, safeguarding and mental-health support;
• communication and sensory accessibility;
• transitions into college and between levels or programmes;
• preparation for employment, independent living, health and community participation;
• supported internships, work experience and employer liaison;
• annual-review contributions and destination planning;
• multi-agency and local-authority working;
• learner and family participation in planning and review.

• analysis of applications, retention, attendance, achievement and destination data;
• review of support plans, EHC plan implementation and transition information;
• observations across classrooms, workshops and support environments;
• accessibility and learner-journey walks;
• discussions with leaders, SEND teams, tutors, assessors, support staff and careers teams;
• sampling of learner support from enrolment through to review;
• learner and parent or carer voice where appropriate;
• evaluation of how support develops independence rather than creating reliance;
• review of employer and placement arrangements where relevant.

• a Post-16 Inclusion and Preparation for Adulthood report;
• an evaluation of the learner journey from transition to destination;
• a prioritised improvement and implementation plan;
• recommendations for identification, planning and review;
• an independence-focused learning-support framework;
• a preparation-for-adulthood audit and action plan;
• guidance on attendance, retention and engagement;
• recommendations for vocational and workplace accessibility;
• suggested measures for participation, progression and destinations;
• optional coaching and follow-up quality assurance.

Alternative provision occupies a distinctive position within Experts at Hand. High-quality AP should not only provide placements; it can also help mainstream settings prevent escalation, understand barriers, adapt provision and reintegrate pupils successfully.

This review evaluates both the quality of the AP’s own inclusive practice and its readiness to operate as a credible outreach, assessment and reintegration partner.

• the clarity and purpose of the AP offer;
• referral, admission and commissioning arrangements;
• SEND identification and graduated support;
• behaviour, safeguarding, attendance and risk-management systems;
• curriculum breadth, adaptation and accreditation;
• therapeutic and specialist input;
• relationships, belonging and learner engagement;
• staff expertise in behaviour, regulation and inclusive practice;
• use of data to understand need and evaluate progress;
• placement planning and intended outcomes;
• communication with schools, colleges, local authorities and families;
• time-limited assessment and intervention placements;
• outreach capacity and referral pathways;
• reintegration planning and post-placement support;
• transition into post-16 education, training or employment;
• evidence of impact beyond attendance or reduced incidents;
• governance, quality assurance and commissioning accountability.

• analysis of referrals, needs, attendance, incidents, suspensions, progress and destinations;
• review of commissioning agreements, placement plans and learner records;
• observations of teaching, intervention, pastoral support and vocational provision;
• discussions with leaders, teachers, tutors, pastoral staff and commissioners;
• learner, family and referring-setting voice;
• sampling of outreach, placement and reintegration cases;
• evaluation of how specialist expertise is transferred to mainstream staff;
• review of reintegration readiness, communication and post-return support;
• assessment of whether the AP can deliver Tier 1 preventative outreach and Tier 2 time-limited direct support;
• evaluation of organisational readiness to contribute to a local Experts at Hand partnership.

• an Alternative Provision Quality, Outreach and Reintegration report;
• a judgement on readiness to contribute to a local Experts at Hand offer;
• an AP outreach service model;
• clear service specifications for preventative and time-limited support;
• a referral, assessment and exit pathway;
• a reintegration planning and quality-assurance framework;
• recommended outcome and impact measures;
• a commissioner-facing summary of the AP’s expertise and offer;
• a prioritised development plan;
• optional support to design, pilot and evaluate the outreach service.