Leadership of SEND
Best practice in this area includes:
- The school has a clear vision for the education of all pupils with SEND at the school. The school has a culture of high aspiration for all children.
- School leaders have created a culture and ethos that actively welcomes and engages parents and carers of pupils with SEND.
- School leaders are knowledgeable on SEND policy and practice. The school is implementing and embedding the SEND reforms and the Equality Act effectively.
- The SEND governor holds the school to account in order to have a positive impact on the outcomes of all pupils. The SEND governor has attended appropriate training in order to do this effectively.
- The SENCO works closely alongside the headteacher and other senior leaders to develop a whole school response to SEND. The school ensures that all teachers are aware of their responsibilities to pupils with additional needs.
- A SEND development plan with clear aims and objectives is in place. As a result, key priorities are identified correctly.
- Roles and responsibilities for SEND provision are clear. As a result, all teachers understand and accept they are responsible for the progress of all pupils.
- The school has a successful track record of supporting the transition of pupils with SEND from specialist settings. For example, the school successfully integrates pupils with SEND from alternative provision.