I'M A YOUNG PERSON

Participation

The SEND Code of Practice can help you understand what you can reasonably expect so you can have positive conversations with school. 

The Code encourages positive partnership where responsibility is shared and where parents and schools value each other’s views and contribution.

The participation of parents and pupils is an important part of Suffolk’s new 2020 SEND Strategy.

Section 19 of the Children and Families Act 2014 says:

Schools must have regard to:

  • the views, wishes and feelings of child, young person and parents
  • The importance of child and parent participation
  • the importance of them having the information and support they need to participate.
Ideas to help children and young people share their views

The SEND Code of Practice 2015 says:

…parents know their children best and it is important that all professionals listen and understand when parents express concerns about their child’s development. They should also listen to and address any concerns raised by children and young people themselves.(6.20)

And

Parents should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps. (6.55)

SEN Information Report

Every school must publish on their website a SEN Information Report (this can be included in a school SEN policy or it might be a separate document).  The information needs to be ‘easily accessible by young people and parents’ and ‘set out in clear, straightforward language’.  (SEND Code 6.81)

This is a useful document for you to use as it must include the following information:

  • The name of the SENCo and kinds of SEN provided for;
  • How the school works with parents of children with SEN and involves them in their child’s education;
  • How the school works with pupils with SEN to involve them in their own education;
  • How the school assesses and reviews the child’s progress, including working with the child and parents in both stages;
  • The approaches to teaching children with SEN and what adaptations can be made to the curriculum & environment;
  • How pupils with SEN are helped to take part in activities with children who don’t have SEN;
  • How the school supports the emotional and social development of pupils, including how to prevent bullying and how to help pupils move between stages in education;
  • What kind of training staff have, to support pupils with SEN;
  • How the school involves outside agencies to support SEN;
  • Arrangements for complaints about SEN support.