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Your school’s Special Educational Needs and Disability (SEND) policy and Information Report should be published on the school website and must include the following information: 

  • Aims 
  • Legislation and guidance 
  • Definitions 
  • Roles and responsibilities 
  • SEN information report 
  • Monitoring arrangements 

 Aims 

In this section, as a school, you need to consider your aims for your pupils with SEND. What is your broad vision for your school’s arrangements to meet the needs of pupils with SEND and how will you ensure that you are helping them to achieve the best outcomes?  

Legislation and Guidance

You must refer to the legislation and guidance which informs your overall policy for your pupils with SEND. Use the following text, or a variation of the same: 

This policy (and information report if you are including it within the policy) should be based on the statutory Special Educational Needs and Disability (SEND) Code of Practice (revised April 2015) and the following legislation: 

Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities 

The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for Education, Health and Care (EHC) plans, SEN co-ordinators (SENCos) and the SEN information report   

Definitions 

Define the meaning of SEND in accordance with DfE legislation. 

The SEND Code of Practice (2015:pp.15-16states that a child has SEND if: They have a learning difficulty or disability which calls for special educational provision to be made for him or her. Special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age.”  

“A child or young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.” 

A disability is defined by the Equality Act (2010 Chapter 1, part 6) as: “A physical or mental impairment which has a long term (a year or more) and substantial (more than minor or trivial) adverse effect on their ability to carry out normal day-to-day activities.”  

Roles and responsibilities

Provide an outline of the roles and responsibilities of staff working with pupils with SEND. 

Add the name and contact details of the SENCo. 

The key responsibilities of the SENCO may include:  

  • overseeing the day-to-day operation of the school’s SEN policy  
  • co-ordinating provision for children with SEN  
  • liaising with the relevant Designated Teacher where a looked after pupil has SEN  
  • advising on the graduated approach to providing SEN support  
  • advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively  
  • liaising with parents of pupils with SEN  
  • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies  
  • being a key point of contact with external agencies, especially the local authority and its support services  
  • liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned  
  • working with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements  
  • ensuring that the school keeps the records of all pupils with SEN up to date  

(SEND Code of Practice, 2015:108) 

The role of the SEN governor:

  • To oversee the school’s arrangements for SEND and monitor the quality and effectiveness of provision. 
  • To raise awareness of SEN issues at governing body meetings 
  • Ensure the school fulfils its responsibilities to meet the needs of pupils with SEND as outlined in the revised Code of Practice (2015) 
  • Consider the strategic development of provision and policy for SEND with the headteacher and the SENCo 

The role of the headteacher:

  • To consider the strategic development of provision and policy for SEN with the SEN governor and the SENCo 
  • To have overall responsibility for the progress of pupils with SEND and their provision 

Responsibility of teachers: 

  • Teachers are responsible and accountable for the progress and development of the pupils in their class including where pupils access support from teaching assistants or specialist staff (SEND Code of Practice, 2015:99) 
  • Teachers will need to pay heed to this SEN policy 
  • Teachers must work closely with the SENCo in order to assess the progress of pupils with SEND and review their provision 
  • Teachers must work closely with classroom and specialist staff to plan and review any provision or interventions for their pupils with SEN 

Responsibility of support staff

  • Note here if any support staff have particular training to work with pupils with SEN, or deliver particular interventions 
  • Mention that all support staff may work with children with SEND and they will work with teachers to plan appropriate provision for those children 

SEN Information Report

What is a SEN Information Report? 

The SEN Information report can be a stand-alone document, or included in the SEN policy. It should also be published on the school website. The SEND Code of Practice stresses the use of plain language. Both the policy and the information report should be accessible to Children and Young People and parents. There is no set format for the SEN Information Report, as long as it includes the following:   

  • the kinds of SEN that are provided for  
  • policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools) 
  • arrangements for consulting parents of children with SEN and involving them in their child’s education  
  • arrangements for consulting young people with SEN and involving them in their education  
  • arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review  
  • arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society  
  • the approach to teaching children and young people with SEN  
  • how adaptations are made to the curriculum and the learning environment of children and young people with SEN  
  • the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured  
  • evaluating the effectiveness of the provision made for children and young people with SEN  
  • how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN  
  • support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying  
  • how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families  
  • arrangements for handling complaints from parents of children with SEN about the provision made at the school  
  • It should include arrangements for supporting children and young people who are looked after by the local authority and have SEN. 
  • It should include information on the school’s SEN policy and named contacts within the school for situations where young people or parents have concerns.  
  • It should also give details of the school’s contribution to the Local Offer and must include information on where the local authority’s Local Offer is published.  

   (SEND Code of Practice, 2015:106&107) 

Schools must also publish: 

  • their arrangements for the admission of disabled children 
  • the steps being taken to prevent disabled children from being treated less favourably than others 
  • the facilities provided to enable access to the school for disabled children 
  • their accessibility plan showing how they plan to improve access progressively over time  

(SEND Code of Practice, 2015:69) 

Monitoring arrangements

The SEN policy and information report should be updated annually and any change in information during the year after publication should be added to the report as soon as possible (SEND Code of Practice, 2015:106)