Understanding Support for SEND in Education Settings

**Provision that should be ordinarily available in mainstream settings to meet the needs of pupils with SEND. **

This section summarises what can be reasonably expected of education settings as they make provision for young people with SEND within ordinarily available provision. 

Assessment:

• Formative assessment and feedback are a feature of lessons and evident in marking and assessment policy.

• Arrangements are in place to manage reasonable access arrangements. This includes for tests, national tests and public examinations.

• A regular cycle of Assess, Plan, Do and Review is used to ensure that pupils with SEND are making progress.

Training and Learning Strategies:

• High quality and differentiated teaching is in place. This has been observed and supported by the SENCO and school leaders.

• The additional needs of pupils is understood and responded to. Planning incorporates more detailed specialist advice.

• Differentiation ensures inclusion and access to the curriculum. There is a suitable mix of challenge and success across for pupils.

• Pupils have the opportunity to work in different ways. This includes independently, in a variety of small groups and steps to success or similar. This promotes independence, scaffold and support pupils.

Working with Parent/Carers:

• The setting works in partnership with parents and carers. This ensures they are supported and involved in discussions related to their child.

Environment:

• The physical environment is adapted to meet the needs of pupils.

• Staff understand sensory needs and issues that may impact pupils.

Resources:

• Resources allocated appropriately to ensure that reasonable adjustments are made according to need.

• Specific resources and strategies provided to support pupils overcome potential barriers to learning.

Pastoral:

• The setting recognises, and responds to, the need for pastoral support for pupils with SEND. They take into consideration individual needs and other relevant contextual circumstances.

• Pupils feel safe and valued and are able to share their opinions and concerns.

Staff Skills and Training:

• Professionals have access to appropriate training opportunities to support young people with SEND.

• There are effective links and collaboration with outside agencies and specialists.

Transitions:

• Support is in place for routine transitions when required.

• Procedures are in place to ensure smooth progression through settings. Especially during all transition phases.

Preparing for Adulthood:

All those who work with young people with SEND should support them to prepare for adult life. This should be done from their earliest years so they achieve the best outcomes in:

• Employment

• Independent living

• Health

• Community participation

Careers Advice is appropriate to their needs and provides targeted support where necessary.