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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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Contents

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

Expectations on the schoolAssessmentPartnership with children and young people and parent carersPositive and supportive environment for all children and young peopleStaff skills and learningTransition and transfer

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

1

Statutory Special Educational Needs (SEN) information

Statutory Special educational needs and disabilities (SEND) information
2

Understanding the Graduated Response

Somerset Inclusion Tool (SIT)What is the Graduated Response?The Assess, Plan, Do, Review CycleScreening and Assessment Tools as part of the APDR processEducation, Health and Care Plans (EHC plans)
3

Funding

FundingAvailable funding
4

Expectations for Teachers, Governors, SENCOs and Headteachers

What different people in schools should doGovernors’ responsibilitiesHeadteachers’ responsibilitiesTeachers’ responsibilitiesSENCOs’ responsibilities
5

Expectations for Whole School Inclusion

Expectations for Whole School Inclusion
6

Quick checkers

Quick Checker – Cognition and LearningQuick Checker – Communication and InteractionQuick Checker – Sensory and PhysicalQuick Checker – Social, Emotional and Mental Health (SEMH)
7

Inclusion for each Broad Area of Need

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

Inclusion for each Broad Area of Need
8

Cognition and Learning

Universal – Cognition and LearningSEN support – Cognition and LearningHow can I find out more? – Cognition and Learning
9

Communication and Interaction

Universal – Communication and InteractionSEN Support – Communication and InteractionHow can I find out more? – Communication and Interaction
10

Sensory and Physical

Universal – Sensory and PhysicalSEN Support – Sensory and PhysicalHow can I find out more? – Sensory and Physical
11

Social, Emotional and Mental Health

Universal – Social, Emotional and Mental Health (SEMH)SEN support – Social, Emotional and Mental Health (SEMH)How can I find out more? – Social, Emotional and Mental Health (SEMH)
12

Graduated Response Tool – Complex Medical Needs

Graduated Response Tool – Complex Medical Needs
13

Supporting tools, documents and signposting

Supporting tools, documents and signposting

Related pages

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 reviewed: April 10, 2024 by Sophie

Next review due: October 10, 2024

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