By Amirthi Perera, SENDCO and project lead at Rhyl Community Primary School
At Rhyl Community Primary School, like many other Camden schools, we’ve seen a sharp rise in the number of pupils with complex Special Educational Needs and Disabilities (SEND). This mirrors the situation nationally, with Department for Education statistics showing that the number of pupils with SEND rose by over 100,000 between 2023 and 2024, with a 10.8% increase in Education, Health and Care Plans (EHCPs).
With a 40% increase at Rhyl Primary in pupils with complex needs over the past three years, we’ve had to adapt our practices to make sure that these children can thrive in mainstream classrooms. With the added challenge of declining budgets and limited access to external specialists, the pressure was on.
In the academic year 2024/25, we were delighted to lead on a borough-wide initiative aimed at strengthening the expertise of support staff in supporting these children. Together with the 135 partner schools Netley, Gospel Oak, Primrose Hill and Fleet Primary Schools, we developed the Building Expertise for Complex SEND in Mainstream Classrooms Initiative.
We decided that investing in the expertise of teaching and learning assistants (TLAs), fostering collaboration and embedding sustainable, inclusive practices were the best way to tackle the issues faced. Our aims and intentions were:
- To build system-wide capacity to support pupils with complex SEND, especially speech, language and communication needs (SLCN) and autism
- Develop collaborative practice and professional development for TLAs
- To strengthen the role of SENDCOs in mentoring and strategic planning
- To improve outcomes and inclusion for high-needs learners in mainstream settings
The programme evolved over three terms. In the autumn term, we established the 135 Support Staff Partnership Group, identified Lead TLAs in each school and surveyed 80 members of staff to identify their training needs and priorities. We also held introductory sessions for Lead TLAs and SENDCOs to define their roles and build collaborative groups.
The spring term saw peer observation visits, where TLAs learned from more experienced colleagues, shared strategies and reflected on practice. Smaller collaborative feedback sessions ensured that all voices were heard and meaningful discussions captured.
“Sometimes the job can feel lonely – it was really useful to network with people who are doing the same as you.”
In the summer term, as well as school visits, we brought in external specialists to offer training: CERTS modelling by CLCS and reflective practice training by CAMHS and PLSS. We also asked a Clinical Psychologist to run a reflective session with SENDCOs. Our next step, over this academic year is to create a resources bank (Padlet) for sharing best practice.
The impact of the programme was positive, with TLAs reporting increased confidence and improved practical skills. Their feedback was very encouraging. One said: “It was nice to model the practice and take the lead when people were observing. It was good to reflect on the different resources we all use.”
Another commented: “Two years ago I would have said ‘no’ to talking in front of people. I would have found it intimidating, but I was able to talk in front of others in a confident way and felt confident about my skills.”
And another said: “Sometimes the job can feel lonely – it was really useful to network with people who are doing the same as you. Any intervention can get ‘samey’ – it motivates you when you meet people doing the same things and share new ideas.”
Furthermore, the initiative has helped us to improve recruitment and retention by recognising and valuing TLAs’ contributions. The reflective sessions helped TLAs become stronger advocates for the pupils they support, while collaborative learning reduced feelings of isolation and built a culture of shared responsibility.
We’re very proud to have led on this initiative and believe it is important to explore how collaboration, practical learning and strategic support can strengthen support staff, improve provision and ensure pupils with complex SEND thrive in mainstream settings.
Read the full initiative report here
