Special educational provision in mainstream secondary schools works best when SEND professionals and subject staff collaborate in the interests of the student with learning difficulties. That means peer to peer support and communication, not just the SENDCO telling subject departments what to do, but the SENDCO also listening to what subject departments have to say, sharing and acting on information received and building understanding of the ground individual departments have to cover when they include students in difficulty. Pulling students out of foundation subjects to boost literacy and numeracy may directly boost progress in English and Maths, but it leaves the foundation subject teacher with catch-up problems when the student is reincluded. After Cameron's "bonfire of the quangos", sources of NC subject-specific information and research about inclusion of students with SEND across the curriculum dried up overnight and alternative sources of information and advice have been patchy at best. Subject teachers generally dislike the idea of excluding students in difficulty, but colleagues need support and understanding to help them reach and teach these students. Agencies outside schools such as subject teaching associations and university education departments could do so much more to raise the profile of SEND within subjects as well as a schoolwide priority.