The process to apply for a school place if your child has special educational needs and disabilities (SEND), what we expect from schools, medical needs policy in schools, SEND information report.
We expect every early years provider, state-funded mainstream, special school and post-16 setting to provide effective education for children with special educational needs and disabilities (SEND).
This is so that they can make good progress in their learning and, in the long term, become independent and gain employment in or near their local community.
It is important that there is transparency and accountability.
Our guiding principles that define what we expect from our settings are around:
The voice of parents must be listened to and included in any development around the support that is being provided to their child. Feedback from parents should also be taken into consideration.
These principles should be followed:
We require settings to measure and monitor outcomes for children on a range of factors, such as peer relationships and attendance.
We expect settings to follow these principles.
The school has systems in place to monitor and support pupil’s emotional, social wellbeing and inclusion (including patterns of attendance, exclusions and wellbeing).
Pupils demonstrate:
The school keeps a record of issues, for example a pastoral support plan, relating to a child’s wellbeing and includes parents and other agencies in planning to address issues such as:
The designated safeguarding officer should monitor issues relating to safeguarding and coordinates school, social work and community safety planning.
Pastoral support plans or behaviour improvement plans are coordinated and recorded by school staff. They are used to plan, support and engage pupils in improving their behaviour and helping them to take part in positive activities. An assessment of wellbeing is used to inform understanding of pupil attainment and progress.
It is important that settings show how they:
We expect settings to follow these principles.
The school communicates their Local Offer for children with special education needs or high needs. This focuses on the achievement of outcomes through evidence-based approaches to provision planning.
The Local Offer includes interventions to address the following:
Schools should document the coordinated assessment of the child’s educational needs and a resourced plan of intervention (including cost of provision).
Pupil progress in response to the resourced plan is recorded, monitored and updated by a teacher working with parents and carers (for example using SIMS to record and benchmark).
The pupil’s targets are based on prediction and challenge.
We expect school leadership teams and governors to set a purpose and direction which inspires members of staff, parents and the broader school community to work together to ensure: