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What we expect from schools and settings around SEND

We expect every early years provider, state-funded mainstream and special school and post 16 setting to make effective education for children with special educational needs and disability so that they make good progress in their learning and, in the long-term, can become independent and gain employment in or near their local community.

It is important that there is transparency and accountability. Our guiding principles that define what we expect from our settings are around parents being equal partners in planning for their child, there is a focus around outcomes and there is a co-ordinated approach around education, health and care planning and assessment.

Click on the sections below to read about what the local authortiy expects from schools and settings around support for special educational needs and/or disabilities (SEND). 



What we expect from schools around tracking progress, assessing needs and support plans

It is important that settings show how they support your child's education and what steps are taken to show progress, ensuring their needs are met and how they plan and review the support they provide. We expect settings to follow these principles;

  • School communicates local offer for children with SEN/High Needs, focusing on  achievement of outcomes through evidence-based approaches to provision planning.
  • Local Offer includes interventions to address the following: literacy/learning; language and communication; social, emotional behavioural and sensory and medical needs; needs asssociated with ASD, dyslexia, dyspraxia etc.
  • School documents co-ordinated assessment of child’s educational needs and a resourced plan of intervention (including cost of provision)
  • Pupil progress in response to resourced plan is recorded, monitored and updated by a teacher working with parents/carers (e.g. using SIMS to record and bench-mark)
  • Pupil’s targets are based on prediction and challenge.

What we expect from settings about measuring outcomes

The Council requires settings to measure and monitor outcomes for children on a range of factors, such as peer relationships and attendance. We expect settings to follow these principles;

  • The school has systems in place to monitor and support pupil’s emotional, social well-being and inclusion (including patterns of attendance; exclusions and well-being).
  • Pupils demonstrate attendance (98% or above), confidence, resilience, positive peer and adult relationships and motivation to learn – well-being.
  • School keeps a record of issues relating to a child’s well-being and includes parents and other agencies in planning to address issues such as attendance, exclusion, behaviour, anxiety, depression (e.g. pastoral support plan).
  • Designated safeguarding officer monitors issues relating to safeguarding and co-ordinates school/social work/community safety planning. 
  • Pastoral support plans or behaviour improvement plans co-ordinated and recorded by school staff to plan support and engage pupils in improving behavioural self-regulation and promotion of engagement in positive activities. Assessment of well-being is used to inform understanding of pupil attainment and progress.

What we expect of settings around parental involvement

The voice of parents must be listened and included in any development around the support that is being provided to their child. Feedback from parents should also been taken into consideration. These principles should be followed;

  • Dates for termly parent/teacher conversations are planned for academic year - parents/carers feel welcome and are encouraged and supported to attend. 
  • Multi-agency assessment and planning is co-ordinated by SENCO to inform education, health and care planning.  Practitioners work collaboratively to implement EHC provision and monitor effect on attainment and well-being.
  • Outcomes of the parent/teacher conversations are recorded in child’s record and are used to inform goal setting and future planning
  • Parents report outcomes of structured conversations are positive.

What we expect from settings around leadership and governance

The School Leadership Team and Governors set purpose and direction which inspires members of staff, parents and the broader school community to work together to ensure the sustained progress and achievement and well-being of pupils with SEN: paying attention to the pace and quality of progress, the provision of effective and efficient education and transparency and accountability for High Needs Funding.

What we expect around SEND funding

For information about what we expect around SEND funding in mainstream schools, please click here. 

Last Updated 05/09/2019

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