Key principles and responsibilities

The principles focus on the importance of:

What are the implications for schools?

The
wishes, views and feelings of children, their parents and of young people themselves

Schools need to listen to and respond to the concerns of parents, children and young people (6.20) and use person-centred approaches.

The
participation of parents, children and young people in decision-making about SEN

Parents, children and young people need to be actively involved in decision-making (6.7) from the start, for example, in the initial decision about whether a child or young person has SEN. (6.39-6.40)

Providing children, young people and parents with
information and advice to support participation

Schools:

• must publish an SEN Information Report (6.79)
• should provide children, young people and  parents with information about the local Information, Advice and Support Service. (6.39)     

Outcomes and improving progress for children and young people with SEN

Schools need to focus on outcomes and impact and:

• gather evidence of the impact of their actions on the progress of pupils with SEN (6.77)
• publish information about how they evaluate the effectiveness of provision made for pupils with SEN (6.79)

Under the Children and Families Act,
must(6.1-6.7):

• use their best endeavours to ensure that SEN needs of pupils are met;
• ensure children and young people with SEN engage in school activities alongside others who do not have SEN;
• appoint a SENCO who is a qualified teacher; new to role SENCOs with less than 12 months’ experience must achieve National Senco Award within 3 years of    appointment (6.84-6.94);
• inform parents when they are making special educational provision for a child;
• publish an SEN information report and update it annually (6.79-6.83) along with information about disabled children (p16 and 6.2);
• must make arrangements for pupils with medical conditions and must have regard to the relevant statutory guidance (6.11)
• must take account of their Equality and SEN duties when considering exclusion (Exclusions Guidance 2017 sections 3:11 and 3:12)

Under the Equality Act,
must:

• not discriminate against disabled pupils;

• make reasonable adjustments;

• publish an accessibility plan;

• publish information and objectives under the Public-Sector Equality Duty

Advise the governing body or proprietor on policies to meet their SEND responsibilities;

• The SENCO will be most effective in their role in strategic development of SEN policy and provision if they are part of the leadership team (6.87);
• Should regularly review how SEN expertise and resources contribute to the quality of whole-school provision and school improvement (6.3);
• Progress made by pupils with SEN should be a core part of performance management and professional development for all staff (6.4)

Supports strategic development of SEN policy and provision in the school (6.87)

Has day-to-day responsibility for the operation of the school’s SEN policy (6.90)

Co-ordinates provision (6.90)

Provides professional guidance to colleagues, working closely with staff, parents & other agencies (6.89)

Responsible for progress and development of all the pupils in their class (6.36)

High quality teaching differentiated for individual pupils (6.37 onwards)

School should meet parents of pupils with SEN at least three times a year (6.65)