Elevating SEND Practice Through Self-Evaluation: Heathside Walton-on-Thames and the Surrey Inclusion Framework 

A Strategic Approach to Inclusive Practice 

At Heathside Walton-on-Thames, the drive for inclusive excellence led the team to take a deep dive into their SEND practices. With a clear set of questions in mind—ranging from alignment with Surrey's Ordinarily Available Provision (OAP) to the everyday impact of teaching assistants—they turned to the Surrey Inclusion Framework as a structured and evidence-based tool for self-evaluation. 

From Independent Reflection to Collaborative Insight 

The SENCO and Head of School began by independently grading their provision against the framework's detailed prompts. When they came together to compare notes, this sparked rich, evidence-led discussions. The process helped move beyond generalisations, surfacing specific areas for development and strengthening the school's inclusive vision. Their findings were then shared with the senior leadership team to broaden the conversation and gather additional perspectives. 

External Validation and Expert Input 

Following the internal review, a member of the Inclusion Team from SAfE supported the school in validating their judgments through learning walks and deeper staff engagement. Their input brought an external lens to the school's self-assessment and helped shape a more refined action plan. 

Key Priorities for Long-Term Impact 

The outcome of this reflective journey was a comprehensive SEND action plan with over 20 actionable steps. Among these, three long-term priorities stood out: 

  1. Developing staff understanding of learning beyond auditory processing. 
  1. Clarifying the role of teaching assistants across departments. 
  1. Defining what quality first teaching looks like at Heathside, aligned to Surrey's OAP. 

These have now been embedded into the school's improvement cycle and inform ongoing CPD planning. 

A Continuous Cycle of Improvement 

To ensure these priorities remain front and centre, Heathside has implemented a clear programme of learning walks and evaluations. Progress is continuously reviewed, and the school plans to revisit the framework during the coming academic year to assess impact and plan the next phase. 

Reflections on the Power of the Framework 

Reflecting on the process, Head of School Johnny Clark shared: 

"The framework helped us move from opinion to critical thinking—and that's where the real progress started." 

A Recommendation to Other Schools 

Heathside Walton-on-Thames wholeheartedly recommends the Surrey Inclusion Framework to any school seeking a meaningful, reflective, and actionable approach to improving inclusion. The process not only strengthens internal practice but also builds a shared understanding across the entire school community. 

Find out more about self-evaluation and SAfE's Rethinking Inclusion offer here:

 

 

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