School ethos and leadership responsibilities

The Senior Leadership Team in school need to ensure that:

• the teaching of communication and interaction skills is recognised as the responsibility of all staff and is incorporated in all subject areas of the curriculum.

• speech and language skills are featured and promoted in the English and SEND policy.
  
  
• associated schools policies such as Equality, Marking and Feedback, and Behaviour are implemented and regularly reviewed.

• the senior leadership team ensures that 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:

• The SEND Code of Practice (2014)

• Equality Act (2010)

• 'What Works': Interventions for children and young people with speech, language and communication needs (DfE, 2010)

• Exploring interventions for children and young people with speech, language and communication needs: A study of practice (DfE, 2010)

• Guidance for educational settings on commissioning (buying in) speech and language therapy services and training (NAHT, 2020)

• there is a designated lead for speech and language in school  in school who is responsible for:
  
  
  • promoting speech and language within school.
    
    
  • provide support and guidance to all staff around speech and language.
    
    
  • being one point of contact for external support services, eg speech and language therapists.
    
    
  • engaging parents or carers in supporting children’s language development.
    
    
  • maintaining awareness of relevant research and policy updates in the area of speech and language.
    
    
  • identifying the potential risk factors within the vulnerable groups in school.
    
    
• the importance of speech and language and its effect on learning is promoted throughout school.
  
  
• there is a clear process for communication and the dissemination of information regarding speech and language.
  
  
• 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 liaising with speech and language therapists.