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School ethos and leadership responsibilities

The senior leadership team should ensure that:

  • The school has a clear framework that demonstrates a broad and balanced curriculum in all subject areas.

  • The school has explicit policies on teaching and learning, including how pupils are grouped, marking/feedback and target setting.

  • Associated schools policies such as Equality, SEND, and Behaviour are implemented and regularly reviewed.

  • There is an SEND School Information Report that is published online, accessible to parents, and includes information about Staffordshire's Local Offer. More information about what should be included in the report can be found on the GOV.UK website.

  • There is a nominated Governor who is responsible for SEND and Inclusion who ensures SEND is prioritised and discussed regularly at Governors meetings.

  • All staff in school are aware of their individual responsibility with respect to SEND and are aware of the key content in the relevant documents, including:

  • There is a designated qualified SENCo in school who is responsible for:
    • informing strategic decision making with the senior leadership team with regard to SEND.

    • promoting SEND within school.

    • provide support and guidance to all staff around SEND.

    • being one point of contact for external support services, eg EPS.

    • engaging parents/carers in supporting children’s learning.

    • maintaining awareness of relevant research and policy updates in the area of SEND.

    • identifying potential risk factors within the vulnerable groups in school.

    • reporting to the governing body regarding SEND.

  • Appropriate funding is identified to support SEND. This may include the schools notional SEN budget, Pupil Premium, other SEND funding and the CPD budget. The SENCo should be aware of these funding streams.

  • An ethos of positive enquiry and acceptance of difference is promoted through:

    • Mutual respect and the emphasis on the development of collaborative and constructive relationships between peers and adults.

    • Assessment for intervention rather than assessment for diagnosis regarding learning concerns.

    • Responsiveness to individual needs.

    • Problem solving and solution finding around SEND

    • The development of collaborative and constructive relationships with peers and adults.

  • There is a clear process for communication and the dissemination of information to the wider staff regarding SEND.

  • School systems are flexible enough to support the individual needs of all children/young people on roll at the school including those educated off-site.

  • There is adequate time available for school staff to fulfil their SEND duties as required, for example attending meetings.



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