Teachers’ 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

Navigate this page

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

Teaching staff must:

be aware that teachers are responsible and accountable for the progress and development of the children and young people in their class, including where they access support from teaching assistants or specialist staff
have a clear understanding of the needs of all children and young people, including those with and be able to use and evaluate distinctive teaching approaches to engage and support them
set goals that stretch and challenge children and young people of all backgrounds, abilities and dispositions
have a secure understanding of how a range of factors can inhibit children and young people’s ability to learn and how best to overcome these
manage classes effectively, using approaches which are appropriate to children and young people’s needs to involve and motivate them
remain responsible for working with children and young people daily – including where interventions involve time away from the main class teacher
work closely with teaching assistants to inform the planning and assess the impact of interventions and link them to classroom teaching
work closely with parent carers and children and young people to identify strengths, barriers and support strategies
follow a graduated response to identify barriers and implement support strategies

Headteachers’ responsibilities SENCOs’ responsibilities

Last reviewed: April 10, 2024 by Sophie

Next review due: October 10, 2024