School Ethos
The Special Educational Needs Code of Practice describes the ways in which schools and LEAs should set out to meet special educational needs.
The right of children to have their special educational needs met in mainstream schools has recently been strengthened by changes to the law. Section 316A of the Education Act 1996 requires LEAs and maintained schools to have regard to the statutory framework for inclusion, and further statutory guidance on this is available in the document Inclusive Schooling. All schools and LEAs are required to have regard to this guidance and should have a stated policy on inclusion.
Since September 2002 schools have been required not to treat disabled pupils less favourably for a reason relating to their disability, and to take reasonable steps to ensure that they are not consequently placed at a disadvantage. The Disability Rights Code of Practice outlines these duties.
It is widely recognised that three elements need to be in place for successful inclusion:
Where attitudes are positive towards inclusion, there is generally a willingness to ensure that the other elements are put in place.
In addition to their statutory duties schools have a role to play in their local community to support the inclusion of all members of that community.
Ask yourself (Click a role to open questions)
Class or subject teacher
- How do I feel about the pupils with SEN in my class?
- Do I value all pupils equally?
- Do I have high expectations for all the pupils in my class?
- What training or support have I sought to meet the needs of all learners?
- Would I welcome a pupil with more significant special educational needs than those I already have?
SENCO
- What range of pupils does the school support?
- Are new pupils with SEN welcomed and encouraged?
- Do class or subject teachers seek support in meeting SEN?
- Are there sufficient resources to support SEN?
- Am I a member of the senior management team?
Head teacher
- What strategies do I employ to enable informal communication between staff and parents/carers?
- How do I inform parents/carers about developments in school?
- What mechanisms do I have for consulting children in your school?
- How do I evaluate our internal communication strategy to ensure that each pupil has their needs met?
- How do I monitor the effectiveness of our use of IEPs?
- How do I ensure the effective use of the limited time available from external agencies, and in what ways do we collaborate?
School Governor
- What strategies does the school use to enable informal communication between staff and parents/carers?
- How do I encourage parents/carers to become involved in their child’s progress and to participate in school development?
- What mechanisms am I aware of for ensuring that matters raised by pupils are considered and/or acted upon?
- What reference is made to internal communication in our SEN policy?
- What information is available to Governors about the use and purpose of IEPs?
- Which external agencies does the school collaborate with?
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