Provision for children with SEND is a matter for the whole school. The way in which this responsibility is excercised by individual staff is therefore a matter for each school, taking into account size, priorities, ethos etc.
However, the Council expects all schools, as a minimum, to have the following in place and expects schools to provide evidence of such in terms of the accountabilities listed above, and whenever it is asked to consider 'exceptionality' in terms of funding support or assessment requests:
- A published SEND Policy (i.e. available on-line) that may be incorporated into a wider Inclusion / Equalities Policy
- A provision map for all vulnerable learners, including children with SEND. The provision map should cross reference provision with progress, so that the effectiveness of what is being offered can be evaluated
- Individual Plans or SEND Support Plans for those children who need one
- A Special Educational Needs Co-ordinator (SENCO)
- A nominated Governor with responsibility for SEND
- A whole-school Behaviour Policy
- An Attendance Policy
- An Access Plan
- Full and detailed knowledge of the SEND Code of Practice across the school
- Full and detailed knowledge of the services available to support families and schools, as detailed within the Local Offer.
All schools must publish details of SEND provision they make available through their School SEND Information Report and co-operate with the Council in drawing up and reviewing the Local Offer. Schools also have duties to make 'reasonable adjustments' for disabled children and young people, to support medical conditions and to inform parents and young people if SEND provision is made for them.
The Council and Ofsted expect schools to be able to evidence good outcomes for all children, including those with SEND as a result of interventions. Good provision mapping, individual planning and tracking of outcomes of any interventions will make sure that this evidence is always available.
Many schools nationally mistake underachieving children as having SEND - we expect Islington schools to be vigilant to ensure this is not the case locally, through Quality First Teaching, a graduated response e.g. 'Waves of Intervention' and other specialist interventions e.g. 'Achievement for All'.
Schools must be able to demonstrate that any child they or their parent may put for consideration for statutory assessment, have needs that are significantly outside and beyond those that can be provided for using their delegated and devolved funding and the resources available through the Local Offer.
For more information see: