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Home Children, families and education Somerset’s SEND Local Offer Expectations for Whole School Inclusion

Expectations for Whole School Inclusion

Outlining the expectations that will promote inclusion for all children and young people

Part of
Somerset’s Graduated Response Tool

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

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Part of
Somerset’s Graduated Response Tool: Step by step

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

1Statutory Special Educational Needs (SEN) information

  1. Statutory Special educational needs and disabilities (SEND) information

2Understanding the Graduated Response

  1. Somerset Inclusion Tool (SIT)
  2. What is the Graduated Response?
  3. The Assess, Plan, Do, Review Cycle
  4. Screening and Assessment Tools as part of the APDR process
  5. Education, Health and Care Plans (EHC plans)

3Funding

  1. Funding
  2. Available funding for SEN

4Expectations for Teachers, Governors, SENCOs and Headteachers

  1. What different people in schools should do
  2. School Governors’ responsibilities
  3. Headteachers’ responsibilities
  4. Teachers’ responsibilities
  5. SENCOs’ responsibilities

5Expectations for Whole School Inclusion

  1. Expectations for Whole School Inclusion

6Quick checkers

  1. Quick Checker – Cognition and Learning
  2. Quick Checker – Communication and Interaction
  3. Quick Checker – Sensory and Physical
  4. Quick Checker – Social, Emotional and Mental Health (SEMH)

7Inclusion for each Broad Area of Need

Information about the four areas of need set out in the Code of Practice

  1. Inclusion for each Broad Area of Need

8Cognition and Learning

  1. Universal – Cognition and Learning
  2. SEN support – Cognition and Learning
  3. How can I find out more? – Cognition and Learning

9Communication and Interaction

  1. Universal – Communication and Interaction
  2. SEN Support – Communication and Interaction
  3. How can I find out more? – Communication and Interaction

10Sensory and Physical

  1. Universal – Sensory and Physical
  2. SEN Support – Sensory and Physical
  3. How can I find out more? – Sensory and Physical

11Social, Emotional and Mental Health

  1. Universal – Social, Emotional and Mental Health (SEMH)
  2. SEN support – Social, Emotional and Mental Health (SEMH)
  3. How can I find out more? – Social, Emotional and Mental Health (SEMH)

12Graduated Response Tool – Complex Medical Needs

  1. Graduated Response Tool – Complex Medical Needs

13Supporting tools, documents and signposting

  1. Supporting tools, documents and signposting

Expectations on the school

These expectations are drawn from The Code of Practice 2015, and Education Endowment Foundation SEND in Mainstream Guidance Report 2020. They outline the expectations that will promote inclusion for all children and young people, including those with SEN, that are not detailed within the Broad Areas of Need section of this document.

Assessment

  • Practitioners ensure that formative assessment and feedback are a feature of lessons. Assessment is used to reflect on pupil progress, and to identify, and act upon, possible barriers to learning
  • All schools should have a clear approach to early identification of SEN
  • Schools should use a holistic approach to assessment including, but not limited to, formative assessment, observation, checklists, diagnostic tools and children and young people and parent carer voice
  • A regular cycle of Assess, Plan, Do, and Review should be used to ensure that children and young people with SEN are making progress
  • Expertise is in place to manage reasonable examination arrangements (access arrangements) for tests national tests and public examinations

Partnership with children and young people and parent carers

  • The setting works in partnership with parent carers and children and young people in decision making
  • Parent carers and children and young people are supported to engage in decision making and supported to share their views
  • Tips, supports and resources are shared with parent carers
  • Parent carers are signposted to support available through The Local Offer

Positive and supportive environment for all children and young people

  • Promote positive relationships, active engagement, and well-being for all children and young people
  • Learners feel safe and valued. They know that they can approach staff and that their opinions and concerns are valued
  • Remove barriers to participation
  • Provision should address the needs identified by the school

Staff skills and learning

  • All practitioners, including Teaching Assistants, make a positive contribution to learner progress. The Education Endowment Foundation guide might be useful for Teaching Assistants Continuing Professional Development Making Best Use of Teaching Assistants – Education Endowment Foundation
  • There is a plan for ongoing Continuing Professional Development (CPD) concerning understanding and meeting the needs of children and young people
  • Staff collaborate and have effective links with other relevant outside agencies and specialists for support, training, and supervision

Transition and transfer

  • Support is in place for routine and life transitions when required
  • Procedures are in place to ensure smooth progression through settings, particularly during all transition phases, including entry and exit
  • Children and young people and parent carers participate in decisions around transition and transfer

Last updated: June 4, 2025

Next review due: December 4, 2025

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