Purpose
This page explains the roles, responsibilities and contributions of everyone who supports children and young people with Special Educational Needs and Disabilities (SEND) in Somerset. It should be read alongside information about education services and professionals available through Somerset’s SEND Local Offer.
Inclusive practice is a shared responsibility across all services, settings and partner organisations.
Everyone has a role in:
- identifying needs early
- delivering high-quality inclusive practice through Ordinarily Available Inclusive Practice (OAIP)
- using the Assess, Plan, Do, Review (APDR) cycle effectively
- supporting positive outcomes and preparation for adulthood
Core expectations for all professionals
Across all settings for children and young people aged 0 to 25, professionals should:
- promote inclusion, belonging and participation
- support good attendance and engagement
- maintain high expectations for all learners
- use the Assess, Plan, Do, Review (APDR) cycle consistently
- work in partnership with children, young people and families
- focus on strengths as well as barriers
- provide timely, proportionate and responsive support
- promote independence and preparation for adulthood
- contribute to a consistent Somerset-wide approach to SEND support
Leader responsibilities
Leaders and managers, including Headteachers, Managers, Senior Leaders, play a key role in creating and maintaining an inclusive culture where all children and young people can thrive.
Key responsibilities for managers and leaders
- establish a whole-setting culture of inclusion with high expectations for all learners
- embed and maintain consistent Ordinarily Available Inclusive Practice (OAIP)
- ensure staff use the graduated response consistently across the setting
- allocate resources effectively to meet the needs of children and young people with Special Educational Needs and Disabilities (SEND)
- provide training, support and clear accountability for staff
- monitor the quality, delivery and impact of SEND provision
- review attendance, participation, progress and wider outcomes for children and young people with SEND
- meet statutory duties under the SEND Code of Practice and the Equality Act 2010
- build strong partnerships with children, young people, families and external professionals
- use assessment effectively to inform provision and improve practice
- embed effective transition planning and preparation for adulthood across the setting
- promote continuous improvement through the Assess, Plan, Do, Review (APDR) cycle
SENCo and SEND Lead (or equivalent role) responsibilities
The Special Educational Needs Coordinator (SENCo) and SEND leads oversee and coordinate the graduated response within their setting. They support staff, work with families and professionals, and help ensure children and young people receive the right support at the right time.
Key responsibilities for SENCo and SEND Leads
SENCos and SEND leads should:
- lead and coordinate the Assess, Plan, Do, Review (APDR) cycle
- support staff with identifying needs, assessment and planning provision
- ensure staff make effective use of guidance, including quick checkers, assessment tools and strategy banks
- monitor progress, participation and outcomes for children and young people with Special Educational Needs and Disabilities (SEND)
- lead provision mapping, monitoring and review
- work in partnership with children, young people and their families
- liaise with external professionals, agencies and specialist services
- support staff development through training, coaching and advice
- maintain accurate and purposeful records
- promote effective use of assessment to inform provision and practice
- support staff to select, implement and review strategies through Ordinarily Available Inclusive Practice (OAIP), targeted support and targeted plus support
- monitor the implementation and impact of the graduated response
- support quality assurance of Assess, Plan, Do, Review (APDR) processes across the setting
Through these responsibilities, SENCos and SEND leads help ensure a consistent, inclusive and evidence-informed approach to SEND support.
Practitioner responsibilities
All practitioners, including Teachers, Early Years Practitioners, Tutors, Support Staff, are responsible for the progress, participation and inclusion of every learner. They provide the day-to-day support that helps children and young people achieve positive outcomes. Practitioners play a central role in identifying needs early, adapting provision and delivering inclusive practice.
Key responsibilities for practitioners
Practitioners should:
- deliver high-quality Ordinarily Available Inclusive Practice (OAIP) as their first response to meeting needs
- identify emerging needs through structured observation and noticing. See the Quick Checkers for more information
- contribute to assessment and developing a shared understanding of need. Read the Identification and assessment tools to find out more.
- implement and adapt strategies and interventions to meet individual needs. Find out more on Ordinarily Available Inclusive Practice Strategy Banks.
- participate in the Assess, Plan, Do, Review (APDR) cycle and evaluate impact
- build positive, trusting relationships with children and young people
- adapt teaching, learning environments and approaches to remove barriers to learning
- promote participation, engagement and independence
- work in partnership with families and ensure the child or young person’s voice informs support
- implement, monitor and review strategies through the graduated response
- use assessment information to inform and adapt provision
- contribute to positive outcomes and preparation for adulthood
Through these responsibilities, practitioners help create an inclusive environment where all children and young people can participate, make progress and thrive.
Governor and trustee responsibilities
Governors and trustees provide strategic oversight and accountability for Special Educational Needs and Disabilities (SEND). They help ensure that the setting meets its statutory duties and delivers effective support for children and young people with SEND.
Key responsibilities for governors and trustees
Governors and trustees should:
- ensure the setting meets its statutory responsibilities for Special Educational Needs and Disabilities (SEND)
- monitor the effectiveness and impact of SEND provision
- ensure the setting has clear SEND policies and consistent practice
- promote inclusion, equality of opportunity and high expectations for all learners
- hold leaders to account for outcomes for children and young people with SEND
- ensure funding and resources are used effectively to meet identified needs
Through these responsibilities, governors and trustees help create a culture where inclusion is valued, SEND provision is effective and all learners have the opportunity to succeed.
Children and young people
Children and young people are at the centre of the graduated response. Their views, experiences and aspirations should inform decisions about the support they receive.
Key expectations
Children and young people should:
- be supported to share their views, experiences and aspirations
- take an active part in assessment, planning and review
- develop an understanding of their own strengths, interests and needs
- build confidence, independence and self-advocacy skills
- contribute to decisions about the support and strategies that help them succeed
By working in partnership with children and young people, practitioners can ensure support is meaningful, personalised and focused on positive outcomes and preparation for adulthood.
Parents and carers
Parents and carers are key partners in supporting children and young people. Their knowledge, experience and aspirations help shape effective support and positive outcomes.
Key expectations for parents and carers
Parents and carers should:
- take part in decision-making and planning
- share their knowledge, insights and aspirations for their child or young person
- understand the approaches, strategies and support used within the setting
- contribute to reviewing progress, outcomes and the impact of support
- play an active role in assessment, planning and review processes
- work in partnership with practitioners to support learning, development and wellbeing
Strong partnerships between families and professionals help ensure support is consistent, person-centred and focused on achieving the best possible outcomes.
External professionals and services responsibilities
External professionals and services provide specialist advice and support when needed. They work with settings, children, young people and families to improve understanding of need and support effective provision.
Key responsibilities for external professionals and services
External professionals and services should:
- contribute to assessment and the understanding of needs
- provide evidence-informed advice, guidance and recommendations
- support settings to implement and review effective strategies and interventions
- work in partnership with children, young people, families and practitioners
- contribute to multi-agency assessment, planning and review where appropriate
- help settings build their capacity and confidence to meet needs through the graduated response
- support a shared understanding of strengths, needs and desired outcomes
- contribute to positive outcomes, participation and preparation for adulthood
By working collaboratively with settings and families, external professionals help ensure support is coordinated, effective and focused on achieving the best possible outcomes for children and young people.
Whole setting approach
Everyone has a role in creating a consistent and inclusive approach to supporting children and young people with Special Educational Needs and Disabilities (SEND). Working together helps ensure that support is coordinated, effective and focused on positive outcomes.
What this includes
All staff and stakeholders should:
- embed inclusive practice across all aspects of setting life
- use a shared language and framework through the Somerset Graduated Response Framework
- maintain a consistent graduated response through Ordinarily Available Inclusive Practice (OAIP), targeted support and targeted plus support
- use assessment to inform provision and review impact
- promote attendance, participation, belonging and independence
- ensure effective communication between children, young people, families, practitioners and external professionals
- prioritise early identification and timely support
- work collaboratively to remove barriers to learning and participation
- contribute to a culture of continuous improvement and inclusion
A consistent whole-setting approach helps children and young people access the right support at the right time, enabling them to participate, make progress and prepare for adulthood.
Expectations across different phases
The graduated response applies across all age groups. However, the way support is delivered will vary to reflect the needs and development of children and young people at different stages.
Early Years
In early years settings, practitioners should:
- focus on building strong relationships through interaction, communication and play-based learning
- work closely with parents and carers to develop a shared understanding of a child’s strengths and needs
- use observation and responsive assessment to identify emerging needs early
- adapt provision flexibly to support individual development and learning
School-age
In school-age settings, practitioners should:
- ensure all learners can access and engage with the curriculum
- deliver consistent, high-quality inclusive teaching and support
- use structured assessment processes to identify needs and inform provision
- implement and review support through the graduated response
Post-16
In post-16 settings, practitioners should:
- place preparation for adulthood at the centre of planning and support
- promote independence and self-management skills
- support employability, education, training and future career aspirations
- encourage active participation in community life
- ensure the young person’s views, choices and aspirations shape decision-making
- develop confidence, self-advocacy and greater independence
While approaches may vary across phases, all settings should maintain high expectations, deliver inclusive practice and support positive outcomes for children and young people.
Key messages
Key messages include:
- inclusion is everyone’s responsibility
- Ordinarily Available Inclusive Practice (OAIP) is the starting point for meeting need
- assessment, provision and review are shared responsibilities through the Assess, Plan, Do, Review (APDR) cycle
- children, young people and families are key partners in the graduated response
- attendance, participation, independence and preparation for adulthood are important for all learners
- everyone has a role in improving outcomes and life chances for children and young people
By working together and following a consistent approach, all partners can help ensure children and young people receive the right support, at the right time, to achieve their potential.