23 October 2026 weekly update

Dear Colleagues,

KCC virtual headteacher briefing - November 2026

There will be one virtual Headteacher Briefing on MS Teams on Friday 6 November 2026 from 10am to 12noon.

The agenda includes sessions from Ofsted HMI, Rob Carpenter - CEO Inspire Partnership and RISE adviser, and KALE, as well as updates on the SEND Area Ofsted, the SEND reform plan, and LGR.

No registration needed.

Please use this link to join on MS Teams at 10am on Friday 6 November

As we approach the end of our first term of the academic year, I wanted to take the opportunity to reflect on some recent conversations, share an update on our work to strengthen SEND provision across Kent, and highlight some useful resources and opportunities for the term ahead.

Firstly, I want to thank you for the continued commitment, care and determination you demonstrate every day in supporting children and young people across our schools and settings.

I recognise the pressures facing school leaders, teachers, SENCOs and support staff. I also recognise the creativity, expertise and compassion that exist across our education community.

Behind every policy, process and improvement priority is a child or young person whose experience of education matters. That must remain at the heart of everything we do.

Reflections from the Kent Inclusion Conference

It was a real pleasure to attend the recent Kent Inclusion Conference and spend time with colleagues who share our commitment to improving inclusion across the county.

What struck me most was the collective ambition, enthusiasm and willingness to share practice. We have considerable expertise across Kent, and events like this remind us how important it is to learn from one another and recognise the positive work already happening in our schools.

One message that particularly resonated with me is that inclusion is everyone's responsibility.

While our SENCOs play a vital strategic role, inclusion cannot sit with one person or one team. It needs to be embedded in school culture, leadership, curriculum planning, classroom practice and the everyday experiences of children and young people.

We know that inclusive practice benefits all learners, not just those identified as having special educational needs.

My thanks go to everyone involved in organising and contributing to the conference. I hope colleagues came away feeling encouraged, challenged and inspired.

Sometimes the most powerful improvements begin with small changes that are consistently embedded.

Experts at Hand: listening to the experiences of our schools

I have also welcomed the opportunity to be involved in recent Experts at Hand (EAH) engagement.

These discussions have been an important reminder of the value of listening directly to the people working with children and young people every day.

School leaders and practitioners understand both the strengths of our current arrangements and the challenges that can make it difficult to secure the right support at the right time.

I am particularly keen that engagement is not simply about sharing information or explaining decisions. It must be a genuine opportunity to listen, learn and work together to shape improvements.

I also recognise that colleagues need to see how their feedback influences what happens next.

Your experiences, professional expertise and constructive challenge are essential to helping us develop a SEND system that works better for children, families and schools.

Thank you to everyone who has contributed openly to these conversations. Please continue to share your experiences, including where things are not working as well as they should. Those insights are just as important as celebrating success.

Our local area SEND improvement plan: turning feedback into meaningful change

Following the publication of the Ofsted and Care Quality Commission (CQC) local area SEND inspection report, I am working with colleagues and partners to develop our local area SEND improvement plan.

The inspection recognised progress across Kent, including developments in inclusive practice, partnership working and improvements in the quality of more recently issued Education, Health and Care Plans (EHCPs).

However, it also highlighted that the experiences and outcomes of children and young people with SEND are not yet consistent.

We must be open about where improvement is needed and ambitious about what we want to achieve.

Our improvement work will need to focus on strengthening the quality, consistency and impact of support across the local area, including:

• Improving the quality and timeliness of EHCP annual reviews.
• Strengthening communication, transparency and co-production with children, young people, families and schools.
• Improving access to appropriate support and provision.
• Ensuring greater consistency of experiences and outcomes across Kent.
• Strengthening preparation for adulthood and effective transitions.
• Using quality assurance, evidence and feedback to understand what is making a difference.

For me, a successful improvement plan cannot simply be measured by whether actions have been completed.

The real measure of success is whether children and young people experience better support, families have greater confidence, and schools see meaningful improvements in how the system works.

As this work develops, I am particularly keen to hear from our education settings.

Please continue to share your views through our established engagement and partnership opportunities.

I want us to build an improvement approach that is informed by those closest to children and young people, with clear priorities, shared accountability and a strong focus on outcomes.

There is much to do, but I believe we have an important opportunity to work together to build a more responsive, inclusive and effective local area SEND system.

As schools prepare for the next term, I wanted to highlight three areas that may be helpful for leadership discussions, staff meetings or professional reflection following on from the local area SEND inspection.

1. Belonging: is every child a valued member of their school community?Inclusion is about more than a child being present in the classroom. It is about feeling safe, valued, understood and able to participate fully in school life.
   
   How do we know that children and young people with SEND feel that they belong? Are we routinely listening to their experiences and acting on what they tell us?
2. Inclusive teaching: are we removing barriers before they become barriers to learning?
   High-quality inclusive teaching, thoughtful adaptations, accessible resources and a strong understanding of individual needs can make an enormous difference.
   
   Kent's Inclusion Hub, including the Mainstream Core Standards, provides practical guidance to support reflection and development.
3. Working with families: are we building confidence through communication?
   Families consistently tell us how important it is to feel listened to, involved and kept informed.
   
   Clear communication, early conversations and following through on agreed actions are essential to developing positive relationships and trust.

These reflections are not intended to create additional work. They are an opportunity to consider how we can strengthen the everyday practice that makes the greatest difference to children and young people.

Celebrating across Kent

Alongside our improvement priorities, I want us to continue recognising the many examples of excellent inclusive practice taking place across Kent.

Every day, schools and settings are helping children overcome barriers, develop confidence, build relationships and achieve success.

Sometimes those achievements are significant milestones. Sometimes they are the smaller moments that mean everything to a child or family: a successful transition, improved attendance, a new friendship, a child finding their voice or a family feeling truly heard.

All of these matter.

I would love to hear about the inclusive practice you are most proud of in your school or setting, email Feedback4send@kent.gov.uk.

Please consider sharing examples of approaches that have worked particularly well, especially where other schools might benefit from your experience.

There is tremendous value in learning from one another, and I want us to build on the strengths already present across Kent.

Dates for your diary: Term two and beyond

There are several important opportunities coming up that may be useful for school leaders, SENCOs and teaching staff.

Please check individual event pages for booking requirements, availability and any changes.

Three opportunities to make a difference next term

Review your school's Inclusion Strategy

With the 31 December publication deadline approaching, this is an opportunity to reflect on how your school's strategy translates into everyday practice.

An effective strategy should help demonstrate how inclusion is embedded across leadership, teaching, curriculum, pupil experience and partnership with families.

You can find relevant resources through the Kelsi Inclusion Hub.

Make pupil voice central to Anti-Bullying Week

This year's Anti-Bullying Week theme, Break the Silence, provides an opportunity to reflect on the experiences of children and young people with SEND, including those who may find it more difficult to communicate concerns or seek help.

Consider how pupils can share their experiences safely and how schools demonstrate that their voices lead to action.

The Anti-Bullying Alliance provides free assemblies, lesson materials and resources.

Help shape Kent's Short Breaks Strategy

Kent's consultation on its draft Short Breaks Strategy is open until 23 November.

Schools can play an important role in ensuring families know about the opportunity to contribute and in sharing their own professional perspectives.

Find out more and take part in the consultation.

Useful resources for schools and settings

I also wanted to bring together some useful websites that colleagues may wish to bookmark or share with their teams.

Kelsi Inclusion Hub
Guidance and resources to support inclusive practice, including the Mainstream Core Standards, inclusion services and approaches to supporting children with SEND.

Strategic SEND Leadership - SENCO Development
Webinars and development opportunities supporting SENCOs and school leaders with EHCPs, inclusion funding, effective partnerships and strategic practice.

Countywide SENCO Forums
Updates and opportunities for SENCOs to hear about developments, share experiences and strengthen professional networks.

The Education People - Training and Events
Professional development opportunities for teachers, SENCOs, school leaders and early years practitioners.

Kent SEND Information, Advice and Guidance
Information and support that schools can signpost to parents and carers.

Kent Resilience Hub
Resources and workshops to support wellbeing and emotional resilience.

Education Endowment Foundation - SEND in Mainstream Schools
Evidence-informed recommendations to support high-quality teaching and inclusive approaches for pupils with SEND.

Whole School SEND
Free resources, professional development and guidance to help schools strengthen inclusive practice.

Finally, thank you

I want to finish where I began, by thanking you.

I know that there is an extraordinary amount of commitment, expertise and care across Kent.

Our collective responsibility is to ensure that we build a SEND system that supports that expertise, responds to the experiences of children and families, and enables every child and young person to thrive.

As we develop our local area improvement plan, I am committed to keeping quality, partnership and the experiences of children and young people at the centre of our work.

Thank you for everything you do and for the difference you make every day.

I hope you all enjoy a well-deserved half-term break, and I look forward to continuing our work together next term.

With best wishes

Sophie Dann
Assistant Director SEN Strategy and Quality Assurance