This seminar focused on three questions, (1) How can accountability be focused beyond the academic core to cover greater breadth while also being more nuanced and flexible?, (2) How can an OFSTED framework be designed to reward positive responses to diversity? and (3) How can an accountability system give voice to the real experiences of children and young people with SEND?The first presentation was by Dr Jonathan Roberts, LSE, who considered several key questions: How do we think about the purposes, kinds and levels of educational accountability? Does accountability need a simpler and more coherent framework? What does 'being good' at provision for the diversity of pupils mean in practice? What sense can be made of the new proposed Ofsted framework based on this analysis? He argued that accountability in education is not simple, given the variety of stakeholders, the breadth of relationships and the multidimensionality of outcomes create extraordinary challenges in designing robust accountability regimes. His paper in introducing how accountability regimes work in the English schools, presents reasons why accountability for provision for pupils with SEND is not yet sufficiently incisive. It sets out principles for the design and implementation of accountability systems in the SEND field. Throughout a central question recurs: do accountability mechanisms lead to learning, and from learning to service improvement? Accountability systems, especially for children with SEND, must move beyond the description of problems and the implementation of sanctions to constructive action.