SEND local offer - SEN support guidance for mainstream schools
4. Expectations of all settings
| Expectations of Provision | Expected Outcomes of Provisions |
|---|---|
| The physical environment is adapted to meet the needs of learners. | All learners are included and can access the environment as independently as possible. |
| All practitioners including teaching assistants make a positive contribution to learner progress. | There is a strong learning ethos that ensures proactive and collaborative working. |
| There is a plan for on-going Continuing Professional Development (CPD) in relation to the needs of the learners. | Parents or carers demonstrate confidence with the setting's provision for learners. Staff training demonstrates confidence and the workforce implements their knowledge in practice. There is inclusiveness and equality of opportunity for all learners. |
| The provider recognises and responds to the need for pastoral support for learners with SEND bearing in mind the individual's social and emotional needs and other relevant contextual circumstances. | Effective strategies for learners' well-being leads to good relationships and inclusion across the setting. |
| Effective measures are in place to deal with safeguarding issues. | All staff have relevant and up-to-date safeguarding training and know what to do in different circumstances. Therefore, children and young people are safeguarded. |
| Practitioners are aware of the additional needs of their learners, understand the nature and impact of these and how to respond to them. Planning incorporates more detailed specialist advice. | Learners have their needs met. |
| Practitioners differentiate to provide suitable learning challenges and cater for different learning styles. Individualised and or small group planning and programmes in more than one curriculum area. | Learners make good progress relative to their starting point. |
| Practitioners ensure that learners have opportunities to work in different ways for example, independently, in a variety of small groups and or in pairs. Individualised and / or small group sessions. | Learning is generalised or transferable into different environments and contexts |
| Practitioners ensure that collaborative learning and peer support is a feature of lessons. | Learners are supportive of each other, and the result is better relationships and improved outcomes. |
| Practitioners ensure that formative assessment and feedback are a feature of lessons and evident in marking and assessment policy. | Learners are confident to take risks in their learning further leading to better progress. |
| Resources are allocated appropriately to ensure additional needs are met. Quality and impact of support, including interactions, is scrutinised. | Learners make good progress as a result of appropriate allocation and use of resources. |
| Staff collaboration and effective links exist with other relevant outside agencies and specialists. Practitioners know when to refer for extra support. | Learners are supported in all aspects of their development leading to greater inclusion and participation. |
| Specific resources and strategies are provided to overcome potential barriers to learning. Increased use of ICT resources. | Learners make good progress leading to better life outcomes. |
| An effective partnership with learners and parents is evident through their participation in assessment and review processes. | Parents are confident in what the setting is undertaking and this supports learning. |
| Learners are involved in the Graduated Approach; assess, plan, do, review process, setting and reviewing targets and identifying their own learning strategies. | The setting makes good use of appropriate external agencies and this addresses wider needs of learners. |
| Learners are helped to understand their own barriers to learning and to value their achievements. | Learner confidence leads to good or better participation rates. |
| Learners feel that they can approach staff and that their opinions and concerns are valued. | Learners feel safe, attend well and enjoy learning, enabling them to reach their potential. |
| Procedures are in place for ensuring smooth progression through settings, particularly during all transition phases, including on entry and exit. | Learners are prepared well for the future which results in them moving on to opportunities that lead to better chances in: work, living, health, friendships and relationships. |
| Expertise is in place to manage reasonable examination arrangements (access arrangements) for tests and national tests and public examinations. | Learners access assessments at their level and achieve best possible grades or levels. |
| SENCO is a qualified teacher employed by the school with the relevant qualification. | Advice and guidance on reasonable adjustments to teaching, learning and assessment, is available quickly at the point of identification of need. |
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