Getting the Special out of Specials

It is well rehearsed that individual special schools have a considerable bank of knowledge and practice in improving outcomes for children and young people with SEND and that this is of value to the wider education sector – including other special schools, mainstream and alternative provision.
 
This short report reflects a wider piece of work called getting the special out of special schools which looks at how collaboration between special and mainstream schools can improve outcomes for all children and young people and was part funded by NASS to look at how the innovation potential might be released from the non-maintained and independent special school sector.
 
It contributes to wider thinking on collaboration between mainstream and special school provision and school to school support and is intended as a starting point for discussion rather than a complete evaluation of the knowledge and practice that exists in special schools.

Date Published: 4th October 2019
Report Author/s: Anita Kerwin-Nye
Organisation/s : AKN Consulting, NASS
Sector: Charity, Education, SEND
Topic: Education improvement, SEND, Special schools, Teaching and Learning
Type of Report: Analysis, Recommendations
Country: England
Keywords: education, Independent school, Innovation, Knowledge mobilisation, Mainstream schools, non-maintained school, School Improvement, SEND, Solutions, Special Schools, Teaching and Learning

Articles related to this report:

• AKN Consulting

Additional Notes:

 

Also see this book from NASS: Special School Leaders

 
A collection of case studies from special school leaders. This book is the result of a year long leadership programme delivered by NASS and AKN Consulting for leaders of independent schools and non-maintained special schools. As part of the programme participants designed and implemented leadership projects within their schools and these are their stories. The eight case studies within cover structural changes, staff re-organisation, implementing new initiatives and new approaches for assessing and improving outcomes for children.
 
Edited by Anita Kerwin-Nye and Matt Overd. Foreword by NASS Chief Executive Claire Dorer.
 
Download as a pdf here
 

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