Evaluation Reveals Positive Change

A recent evaluation conducted by Dr Karen Boardman and Dr Maria Reraki from Edge Hill University has revealed significant benefits of the SIL Early Years SEND Advocacy Training.

By offering both theoretical and practical support, the SIL Early Years SEND Advocacy Training programme has enabled participants to develop their skills, deepen their knowledge, and enhance their understanding of SEND in the Early Years – feeling empowered to effectively support children with Special Educational Needs and Disabilities (SEND) and their families.

Key findings

Participants praised the programme’s structure, expert-led sessions, and practical insights from inclusive settings. 

“All participants note varying degrees of confidence in supporting children and families with SEND at the beginning of the training programme, with a clear shift to feeling much more confident and knowledgeable about supporting children and families with SEND at the end of the training programme.”

The delivery team was also widely commended for their depth of knowledge and enabling approach.

“Most participants commented on the skills, depth of knowledge and enabling nature of the programme delivery team.”

The training has led to noticeable changes in practice, including curriculum adaptations, improved transition policies, and stronger partnerships with families and external agencies.

You can read an overview of the evaluation here.

Acknowledgments

The evaluation was commissioned by Michelle Pearson and Dr Helen O’Keefe, with funding provided by Edge Hill University, whose passion for research in key areas of education continues to drive meaningful change.

Special thanks to Dr Karen Boardman and Dr Maria Reraki from the International Centre for Early Years Education at Edge Hill University, who collaborated with colleagues from SIL to conduct a comprehensive evaluation of the training programme.

SIL is grateful to the Liverpool Headteachers who supported this pilot initiative. The evaluation clearly highlights the positive impact on staff who attended, with evidence of enhanced confidence, knowledge, and inclusive practice in their settings.

A sincere thank you to all the dedicated practitioners who participated in the Early Years SEND Advocacy training, demonstrating their commitment to inclusive practice and their role as SEND Advocates.

“Children are feeling more secure, understood and included”

Further reflections on the evaluation findings will be shared at GESS Dubai and The Schools and Academies Show.