All-Needs Audit - Best Endeavours and Reasonable Adjustments

Leicester City SEND Support Services

The BERA All Needs Audit on the following pages, is to be completed on an annual basis by each school. The audit system is part of a graduated approach by Leicester City Council SEND Support Services to both help schools to plan their SEN support and increase equity in SEND Support provision across the city. All Needs means those adjustments that are common to children or young people with SEND needs irrespective of the type.

The BERA All Needs Audit and the Best Endeavours and Reasonable Adjustment Framework provide details of what schools must do to meet SEND needs and follow their legal responsibilities under the SEND Code of Practice 2014, the Children and Families Act 2014 and the Equality Act 2010.

Along with the BERA All Needs Audit, schools must have completed the Whole School Audit, that looks at adjustments relevant across the school, and a specific audit for each child or young person in school who either has or is felt to have, a SEND need of any type. School will therefore submit 3 different audits each year. 1 Whole School Audit, 1 All Needs Audit plus 1 audit for each child or young person, using the specific needs of the pupil or student to decide which audit is used. If a child or young person has more than one diagnosed or suspected set of SEND needs, then a separate audit is completed for each need.

Schools will benefit from the accurate and detailed completion of these audits which will provide a clear picture of where school is meeting needs and help identify areas where further work is needed to fully meet the BERA requirements.

The BERA Audit is therefore very much part of the ‘Assess, Plan, Do, Review’ cycle (graduated approach), that is an excellent way to plan SEND support in schools. It can also help identify progress, support staff allocations and training needs and support schools’ applications for Element 3 top-up funding. It has also already been used to support schools in successful OFSTED inspections.

Name of Child or Young Person:	Enter name of child or young person here.
School:	Enter name of school here.
Name of Auditor:	Enter the name of the auditor here.
Date of Audit:	Click or tap to enter the audit date here.

No.	Requirement	Fulfilled	Evidence / Comment	Action
1	The child or young person has the following in place:
SEN Support Plan / Individual Education Plan / Personal Education Plan / Equivalent	Click or tap here to enter text.	Click or tap here to enter text.
SEND Passport / One-Page Profile	Click or tap here to enter text.	Click or tap here to enter text.
Individual Healthcare Plan	Click or tap here to enter text.	Click or tap here to enter text.
Pastoral Care Plan	Click or tap here to enter text.	Click or tap here to enter text.
Personal Risk Assessment	Click or tap here to enter text.	Click or tap here to enter text.
Positive Handling Plan	Click or tap here to enter text.	Click or tap here to enter text.
Personalised Timetable	Click or tap here to enter text.	Click or tap here to enter text.
Personal Evacuation Plan	Click or tap here to enter text.	Click or tap here to enter text.
Reintegration Plan	Click or tap here to enter text.	Click or tap here to enter text.
Transition Plan	Click or tap here to enter text.	Click or tap here to enter text.
Sensory Profile	Click or tap here to enter text.	Click or tap here to enter text.
Safeguarding risks about the child or young person are communicated clearly and promptly to all staff who work with the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person and their family have a named person in school with whom they can discuss the impact of the SEND needs on home and family life.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person and their family are encouraged and helped to engage with sources of support.	Click or tap here to enter text.	Click or tap here to enter text.
A referral has been made to Early Help for the child or young person and their family relating to the SEND needs.	Click or tap here to enter text.	Click or tap here to enter text.
Early Help provisions that support SEND needs are in place.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person can withdraw from lessons where this would support and meet their specific needs.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person’s timetable can be personalised where this would support their learning needs.	Click or tap here to enter text.	Click or tap here to enter text.
The SENCo, class teacher and / or support workers have met with the SEND Support Service Specialist/s to discuss the needs of the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
Systems are in place to ensure effective communication between adults working with the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
Support persons for the child or young person are consistent i.e., continually changing staff is avoided where possible.	Click or tap here to enter text.	Click or tap here to enter text.
The class teacher(s) / form teacher monitor targeted interventions and ensure opportunities for the child or young person to practice and embed the learning within the classroom.	Click or tap here to enter text.	Click or tap here to enter text.
There are activities the child or young person does not take part in due to direction / advice from a professional.	Click or tap here to enter text.	Click or tap here to enter text.
Advice from the Sensory Audit has informed the child or young person’s Sensory Profile.	Click or tap here to enter text.	Click or tap here to enter text.
Advice from the Environmental Audit has informed the child or young person’s SEND Passport / One Page Profile and their SEN Support Plan / Individual Education Plan / Personal Education Plan / Equivalent.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has been provided with IT equipment to help access the curriculum and enhance learning experiences	Click or tap here to enter text.	Click or tap here to enter text.
School has made a request for an assessment for assistive technology to support the child’s or young person’s learning needs.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has opportunity to share their views and their feelings through approaches such as school council, worry boxes and talk time with key staff members.	Click or tap here to enter text.	Click or tap here to enter text.
School and parent / carers regularly communicate by:
Communication book	Click or tap here to enter text.	Click or tap here to enter text.
Phone calls	Click or tap here to enter text.	Click or tap here to enter text.
Email	Click or tap here to enter text.	Click or tap here to enter text.
In-person meetings	Click or tap here to enter text.	Click or tap here to enter text.
Specify other here	Click or tap here to enter text.	Click or tap here to enter text.
The classroom / learning spaces that the child or young person uses have been tailored to support learning and can be adjusted when needed to meet the needs of the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
The best seating position for the child or young person in the classroom/s has been considered and implemented and this is regularly reflected on and adapted.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has a designated suitable safe space and knows how to access it.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person uses a withdrawal room / quiet space to work in when needed and appropriate to the learning activity.	Not Applicable	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has opportunities to reflect on their successes as well as their challenges.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has sufficient time to practice specific skills.	Click or tap here to enter text.	Click or tap here to enter text.
Self-help strategies are in place for the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
Additional support is in place for the child or young person for managing and completing homework and revision for tests and exams.	Click or tap here to enter text.	Click or tap here to enter text.
Appropriate provision is made so the child or young person can be included, fully access, and fully experience all offsite trips.	Click or tap here to enter text.	Click or tap here to enter text.
Systems (e.g., pre talk, social story) are in place to prepare the child or young person for environmental change (changes to classroom/ school trips etc).	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has opportunities to learn Preparing for Adulthood skills both within school and outside of school.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has opportunities to maximise their independence through the following strategies:
Responsible for own resources and equipment (e.g., books, stationary, homework, letters home, uniform, PE Kit).	Click or tap here to enter text.	Click or tap here to enter text.
Leadership role.	Click or tap here to enter text.	Click or tap here to enter text.
Responsibility for shared resources, e.g., class stationary or textbooks.	Click or tap here to enter text.	Click or tap here to enter text.
Responsibility for transitions	Click or tap here to enter text.	Click or tap here to enter text.
Other: Click or tap here to enter text.	Click or tap here to enter text.	Click or tap here to enter text.
The need for reasonable adjustments / access arrangements for school-based assessments has been identified, if needed, access arrangements have been put in place following the latest JCQ guidance.	Click or tap here to enter text.	Click or tap here to enter text.
With advice from SENDSS where needed, the child or young person has identified as requiring examination access arrangements for National Assessments, these have been assessed and have become their normal way of working. They have been applied for from the relevant awarding body within the given timeframe following the latest JCQ guidance.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person’s normal way of working (considering access arrangements for assessments) is with:
Supervised rest breaks	Click or tap here to enter text.	Click or tap here to enter text.
Extra time	Click or tap here to enter text.	Click or tap here to enter text.
Computer reader or a reader	Click or tap here to enter text.	Click or tap here to enter text.
Read aloud or an examination reading pen	Click or tap here to enter text.	Click or tap here to enter text.
A scribe	Click or tap here to enter text.	Click or tap here to enter text.
A word processor	Click or tap here to enter text.	Click or tap here to enter text.
A prompter	Click or tap here to enter text.	Click or tap here to enter text.
A practical assistant	Click or tap here to enter text.	Click or tap here to enter text.
Coloured overlays	Click or tap here to enter text.	Click or tap here to enter text.
Modified resources / papers	Click or tap here to enter text.	Click or tap here to enter text.
Coloured	Click or tap here to enter text.	Click or tap here to enter text.
Modified Examination papers	Click or tap here to enter text.	Click or tap here to enter text.
Braille	Click or tap here to enter text.	Click or tap here to enter text.
Modified language	Click or tap here to enter text.	Click or tap here to enter text.
A Language Modifier	Click or tap here to enter text.	Click or tap here to enter text.
A reader	Click or tap here to enter text.	Click or tap here to enter text.
A Communication Professional	Click or tap here to enter text.	Click or tap here to enter text.
Alternative site	Click or tap here to enter text.	Click or tap here to enter text.
Separate invigilation	Click or tap here to enter text.	Click or tap here to enter text.
The specific BERA advice has been consulted and implemented for the child or young person’s SEND.	Click or tap here to enter text.	Click or tap here to enter text.