Headteachers’ responsibilities

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

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 Cycle Screening and Assessment Tools as part of the APDR process Education, Health and Care Plans (EHC plans)

3

Funding

Funding Available funding

4

Expectations for Teachers, Governors, SENCOs and Headteachers

What different people in schools should do Governors’ responsibilities Headteachers’ responsibilities Teachers’ responsibilities SENCOs’ responsibilities

5

Expectations for Whole School Inclusion

Expectations for Whole School Inclusion

6

Quick checkers

Quick Checker – Cognition and Learning Quick Checker – Communication and Interaction Quick Checker – Sensory and Physical Quick 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 Learning SEN support – Cognition and Learning How can I find out more? – Cognition and Learning

9

Communication and Interaction

Universal – Communication and Interaction SEN Support – Communication and Interaction How can I find out more? – Communication and Interaction

10

Sensory and Physical

Universal – Sensory and Physical SEN Support – Sensory and Physical How 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

Overview

Headteachers must:

ensure the school holds ambitious expectations for all children and young people with Special Educational Needs (SEN)
establish and sustain culture and practices that allows children and young people to access the curriculum and learn effectively
ensure the school works effectively in partnership with parent carers and professionals to identify the additional needs and of children and young people. They must provide support and adaptation where appropriate
make sure the school fulfils its statutory duties concerning the Code of Practice 2015
promote positive and respectful relationships across the school community and a safe, orderly and inclusive environment
ensure that responsibilities are met under the Equality Act (2010) concerning reasonable adjustments and access arrangements
ensure a suitably qualified and experienced teacher is designated as and allowed sufficient non-teaching time to carry out their duties
have a clear approach to early identification of and response to identified needs
ensure the school Information Report is produced and published online following section 69 of the Children and Families Act 2014
ensure the can support and advise you and the governing body in determining the strategic development of policy and provision – this is achieved most effectively by the being a member of the Senior Leadership Team
ensure the and governors are aware of the budget and how it is being used and that value for money is secured

Governors’ responsibilities Teachers’ responsibilities

Last reviewed: April 10, 2024 by Sophie

Next review due: October 10, 2024