We expect every early years provider, state-funded mainstream and special school and post-16 institution to offer effective education for children with special educational needs and disabilities.
This should help the child make good progress in their learning and support long-term independence by providing skills needed to gain employment in or near their local community.
It is important that there is transparency and accountability regarding these provisions. Our guiding principles which define what we expect from our settings are centred around parents being equal partners in planning for their child, a focus on outcomes and a co-ordinated approach towards education, health and care planning and assessment.
It's important that settings show how they support your child's education, demonstrate the steps taken to show progress, make sure your child's needs are meet and show how they plan and review the support they provide.
Education settings should:
The council requires education settings to measure and monitor outcomes for children based on a range of factors, such as peer relationships and attendance.
We expect settings to:
Parents should be listened to and included in any development around the support that is being provided for their child. Feedback from parents should also be taken into consideration.
Education settings are expected to:
The school leadership team and governors are expected to set a purpose and direction that inspires members of staff, parents and the wider school community to work together to ensure the sustained progress, achievement and well-being of pupils with SEN. Key areas of focus are the pace and quality of progress, the provision of effective and efficient education, and transparency and accountability for High Needs Funding.