Reflections on Identifying and Supporting SEND: A Rapid Evidence Assessment

On 25 September 2025, the DfE published findings from a series of rapid evidence assessments (REA) on identifying and supporting SEND, improving our understanding of what works to overcome barriers to learning for children and young people with SEND in mainstream and early years settings.

The disclaimer at the beginning of each assessment states that the content does not reflect current policy nor indicate future policy direction. However, given the breadth and depth of the content within the REA, it is hard to imagine that key themes highlighted in the research will not eventually feature in the highly anticipated Schools Bill.

Key cross-cutting themes in identifying and supporting SEND

A Rapid Evidence Review

• A shared, whole-school commitment, supported by leadership, is needed to provide an environment that meets the needs of children and young people with SEND.

• Teachers have an essential role in the early recognition of SEND, but this is not reflected in teacher training. ITT needs to contain more content on child development and SEND and foundational training in assessment principles.

• Progress monitoring is essential following initial identification, and teachers/SENCos play an important role in this.

• High-quality teaching (HQT) that considers methods that reduce cognitive load, offer structure, and promote engagement have the most impact upon pupils with SEND.

• Stakeholders should be viewed as equal partners, including parents. Removing any barriers that prevent parents from engaging in genuine collaboration requires consideration.

• More timely access to external services is required alongside more teacher-focused tools for initial identification.

• All of the above is most effective when embedded within a whole school approach.

This is, of course, a very succinct summary of key aspects of what the evidence suggests is beneficial across a range of different needs types (with far more detail within each area of need), but it also feels like what many SENCos have known for quite some time: identifying and supporting SEND requires a holistic and collaborative approach.

For anyone who has worked with me before, they will know that my entire approach has always been to embed ‘SEND’ within whole-school culture and processes in order to be truly effective.

So what’s the next step for your school?

The One Education SEND Team can deliver a SEND review, which allows a thorough appraisal of all aspects of inclusive provision – from teaching and learning, to attendance, pastoral care, and leadership. This is a great first step for schools seeking to implement the content of the upcoming Schools Bill.

Get in touch for more information.