Comprehensive Code of Practice centred on a Graduated Approach (Assess, Plan, Do, Review) for supporting students with Special Educational Needs and Disabilities (SEND).
Systematic assessments, interventions, and tracking of impact included in the support framework.
Maintenance of a SEN Register with termly reviews and necessary referrals for SEND support.
Consideration of part-time timetables and alternative provisions only in exceptional circumstances, with robust quality assurance checks.
All SEND-related policies are current and accessible, ensuring transparency and clarity.
Provision mapping is utilised to review and adjust interventions as needed.
Clarified funding mechanisms and established data sharing practices to inform staff on student needs.
Emphasis on SEND reporting for monitoring progress and outcomes of students.
Fostering networks for ongoing support and training for Special Educational Needs Coordinators (SENCOs).
Promotion of a Quality-First Teaching (QFT) approach and an inclusive curriculum, supported by resources and local agency collaborations.
Prioritisation of parental involvement through support groups and training opportunities.
Effective management and training of teaching assistants to support student needs.
Focus on ensuring smooth transitions for students progressing through key educational stages.
Your mentor
Sue Wight is a Director of SEN across a Trust with a NASENCO qualification and L1-L3 SEN Law trained. She has also previously been a SENCO and SEN Outreach Service Lead and is an Inclusion Quality Mark assessor.
Find out more
For further information, please email: central.services@elt.org.uk or call 01904 806460.
