We expect that most children with SEND can be supported to access their local mainstream school, college or early years setting.
All schools and settings must:
- make reasonable adjustments for disabled children
- prevent discrimination and promote equality
- support pupils with medical conditions.
All schools must be fully inclusive and do their best to meet the needs of children and young people with SEND. Staff must ensure that children with SEND achieve their potential academically, and as part of the school community.
Teachers are responsible for all pupils’ learning within their classes, and they will be supported by the school’s Special Educational Needs Coordinator (SENCo). Schools can choose to support children with SEND in any way that will help, including small group teaching and support time with a teaching assistant.
Depending on the child’s needs they may receive support from external advisory teachers or services. Some pupils are supported through outreach work by staff from specialist centres or resource bases. This may be through visits or support given to staff at the pupil’s school.
Some groups of schools work as federations or trusts, which means they share resources and knowledge in order to support each other and help children with SEND.
Schools should provide support from year 8 to help young people plan their future employment and make decisions about the future. For young people with SEND, this support should include annual reviews with discussions about future plans including education, work and independence skills.
Education settings must consider whether a child or young person with SEND needs to have a Personal Emergency Evacuation Plan written for them. This plan sets out the actions to be taken and by whom to ensure the safety of a child or young person with a disability in the case of an emergency evacuation.
Schools monitor pupils’ progress every day during lessons and use this information to match teaching to each child’s individual needs. Schools should discuss your child’s progress with you informally when needed, at parents’ evenings and at SEND support review meetings.
If you feel that your child needs more support you should discuss this with their teacher and the SENCo.
Schools should give children, young people and their parents or carers information about any formal assessments that will involve the child or young person.
In all formal assessments, access arrangements must be considered so that children with SEND can perform at their best.
Arrangements that can be put in place depend on the child’s needs but may include rest breaks, extra time, an adult to help with reading, Braille versions of tests, making test papers easier to read and a separate place in which to complete the test. These arrangements should be similar to those which the child has in class every day.