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Key factors which underpin SEND support

Find information on the key factors which underpin SEND support including Assessment and identification of need. 

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There are several key factors which underpin SEND support within education settings.

Culture, leadership and management

  • Strong commitment to SEND as a school or setting.

  • SEND is 'high priority' and this is reflected in the inclusion of pupils and meeting their needs.

  • Promote positive outcomes for all students.

  • All young children, pupils and students valued and positively reflected.

  • Head teachers and other senior leaders leading by example.

  • The education settings ethos, visions and values show commitment to inclusion.

  • Robust staffing structures, delivery model and staff deployment.

  • Appropriate use of resources. This includes time for planning, reviewing and sharing ideas.

High quality teaching

Staff: 

  • Are knowledgeable and well informed about supporting individual needs.

  • Can identify barriers to learning and know how to support and monitor progress.

  • Can adapt whole class teaching to meet individual needs.

  • Use the graduated approach across their SEND cohort.

  • Ensure the pupils who need SEND support are getting this, tailored to them.

  • Can propose and run interventions, ensuring they have the impact they should.

  • Have responsibility for all pupils’ progress including those with SEND.

Use of expertise

  • Ensure there are staff that are highly knowledgeable on SEND across teams.

  • Ensure staff delivering support and training are skilled and equipped for this.

  • Put continuous professional development in place. This should allow staff to develop their practice.

  • Ensure anyone can access this expertise at any time and that it is reactive to the settings needs.

  • Ensure all staff know how and when to work with specialists. This includes both within the setting and externally.

  • Ensure there is a SENCO and a SEND or Learning Support team in place. They can be used to provide support and advice to all staff.

Personalisation

  • Each young person should receive high-quality support which supports their individual needs.

  • Staff should have a deep understanding of the needs of the students in their class or care.

  • There should be high expectations for all pupils in all areas.

  • Support young people to become more independent. This includes supporting them at key transition points.

  • Celebrate young people's strengths and successes and don't just focus on their barriers.

  • Ensure that young people and their families are involved in the support given. Their views are valuable and strengthens any SEND support in place.

Strategies

  • Make sure the graduated approach is in place.

  • Strategies should be chosen for specific purposes. This links to the needs of the young person and their outcomes.

  • Support for young people should be specific to their needs. This support should be reviewed and adapted regularly.

  • Staff should understand all strategies used and the outcomes they want them to achieve.

  • Ensure monitoring processes for progress and impact are in place.

  • Always aim for inclusion in mainstream and to keep disruption as small as possible.

Progress tracking

  • Collect data regularly to help early identification of any needs.

  • A range of assessments should provide a full picture of each young person’s needs.

  • Progress needs to be monitored in a range of ways which can help decision making daily.

  • Ensure there is a system of accountability in place for young people's progress.

  • Class teachers are responsible for the support and progress for pupils with SEND support. This includes if they have any other adults working with them as part of this.

  • There should be systems in place to help identify needs and review strategies being used. Many schools in Sutton use provision mapping for this. To find out more, visit our Provision Mapping page.

Communication and collaboration

  • All those involved in supporting a young person's needs should work together to do this. This includes teachers, external agencies, the young person and their family.

  • All adults should focus on the same goals for the young person and communicate to achieve these.

  • This collaboration will help to form supportive relationships.

Preparing for Adulthood

  • It is important to ensure that young people with SEND are given support to prepare for adult life.

  • There should be a focus on employment, independent living, health and community inclusion.

  • This should be explicit support for teenagers.

  • This must be a focus from year 9 for those who have an EHC Plan. These outcomes must be reviewed in EHC Plan annual reviews.

  • Beginning this process within the review before year 9 is encouraged.

  • All young people aged 13-25 in an educational setting are entitled to careers guidance.

Assessment and identification of need

The SEND Code of Practice (2015) identifies four broad areas of need and support:

1.     Communication and Interaction

2.     Cognition and Learning

3.     Social, Emotional and Mental Difficulties

4.     Sensory and / or Physical Needs

  • It is important not to define a young person by any category of SEND.

  • A lot of the time, young people's needs will fall into more than one of these areas.

  • The categories are there to help you think about what support can be given to an individual in their setting.