Policies, assessment and identification
This section provides exemplar policies and guidance to support schools and SENDCos with their development of systems, and processes which identify, monitor and track pupils with identified and unidentified Special Educational Needs.
Further information
Resources
Useful docs
- Guidance when considering the 'Use of Dogs' within a school setting [Word doc]
This guidance provides schools with key considerations for the safe and effective use of dogs within the school setting, focusing on student wellbeing, safety, and appropriate integration into the learning environment. - Working together to improve attendance [pdf file]
This resource provides strategies and best practices for schools, families, and communities to collaborate in improving student attendance and ensuring consistent engagement in education. - Flexi schooling guidance [PDF file]
This guidance document provides schools and families with clear information on flexi-schooling arrangements, outlining how flexible learning options can support individual student needs and wellbeing. - Part time timetables [PDF file]
This document provides guidelines for implementing part-time timetables, offering flexible learning solutions to support students' academic progress and personal development. - SEND information report audit checklist [Excel file]
This audit helps schools evaluate their SEND Information Report, ensuring compliance with legal requirements and the effectiveness of support services for students with SEND - My early years SEN support plan [Word doc]
This plan provides a tailored approach to supporting children with SEN in Early Years, outlining strategies, goals, and resources to promote their development and inclusion. - Early ID criteria booklet for early years [Word doc]
This booklet provides clear criteria for early identification of SEN in Early Years, helping educators recognise and support children’s needs as early as possible to ensure appropriate interventions. - Early ID criteria booklet [Word doc]
This document outlines the criteria for early identification of special educational needs, providing guidance for Early Years practitioners to recognise and address developmental concerns at the earliest stage - Graduated approach [PDF file]
This document outlines the graduated approach framework, providing schools with a structured process for identifying, assessing, and supporting students with special educational needs, ensuring a tailored response to individual needs. - Individual graduated approach pathway [PDF file]
This document provides a personalised pathway for implementing the graduated approach, guiding schools through the stages of identifying, assessing, and supporting individual students with special educational needs. - Guidance for writing a medical plan [PDF file]
This guidance provides schools and healthcare professionals with clear steps for writing a medical plan, ensuring that students' health needs are properly supported and managed within the school environment. - Individual health plan template [Word doc]
This document is used when a child or young person requires an individual health plan. - Pupil outcomes plan - Key Stage 1 and 2 [Word doc]
The pupil outcomes plan provides a structured approach to setting and tracking individual learning goals for Key Stage 1 students, ensuring progress is monitored and tailored support is provided to meet their educational needs - Pupil outcomes plan - Key Stage 3 and 4 [Word doc]
The pupil outcomes plan outlines specific learning goals and progress targets for Key Stage 3 and 4 students, ensuring that their individual needs are met with appropriate support and interventions to promote success. - Personal Emergency Evacuation Plan (PEEP) evacuation of people with disabilities
Guidance, information and forms on evacuating people with disabilities and completing their PEEP.
Useful websites
- SEND code of practice: 0 to 25 years (GOV.UK website)
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25. - SEND support: easy-read guide for parents (GOV.UK website)
Guide for parents with learning disabilities, explaining changes to the special educational needs and disabilities (SEND) system. - The Equality Act 2010 and schools (GOV.UK website)
Departmental advice for school leaders, school staff, governing bodies and local authorities. - Easy Read: The Equality Act - making equality real (GOV.UK website)
A lot has been done to help make sure people are treated fairly. We wanted to bring these laws together into the Equality Act so they are clear, strong and easy to follow. This booklet tells you how we did this. - The young person’s guide to the Children and Families Act 2014 (GOV.UK website)
This guide tells you what changes the 2014 Act makes. It is for children and young people, so they know what is changing in the law about them. This document is intended to be used by young people so every effort has been made to use clear uncomplicated language. - Teachers' standards: overview (Department for Education)
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. - Special educational needs in mainstream schools - summary of recommendations (Education Endowment Foundation)
A summary of EEF recommendations to support SEND pupils in mainstream schools. - Effective parental engagement for pupils with SEND (Education Endowment Foundation)
These questions aim to help schools consider how they can work with parents and carers* to improve the learning of children with SEND. - Specific BERA's (Schools' Extranet)
The BERA audits and the best endeavours and reasonable adjustments framework provide details of what schools must do to meet SEND needs and comply with their legal responsibilities under the SEND Code of Practice 2014, the Children and Families Act 2014 and the Equality Act 2010.
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