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TRANSCRIPT
COVID-19 SEND REVIEW GUIDEA curated reflection framework
2
CONTENTSIntroduction to the COVID-19 SEND Review Guide 3
Authors’ Foreword 4
How to use this review guide 5
SEND Reflection Framework – Senior Leadership Team 6
SEND Reflection Framework – Teachers 8
Effective SENCO Deployment – SENCOs 9
SEND Governance Guide – Governors 10
Self-Evaluation Templates 11
Contributors 17
Whole School SEND Resources 18
3
INTRODUCTION TO THE COVID-19 SEND REVIEW GUIDEWhole School SEND is a consortium that brings together schools, organisations and individuals who are committed to ensuring that every child and young person with SEND can achieve their full potential at school. A key principle underpinning the work of Whole School SEND is the use of SEND reviews to look at how schools and settings provide for learners with special educational needs and disabilities.
The COVID-19 episode has amplified the need for schools and other education settings to reflect on and refine provision in response to changing need and circumstance.
To support teachers, SENCOs, other leaders and Governors to undertake this task we have collated review materials from across the Whole School SEND Suite into this new COVID-19 SEND Review Guide. For each group of stakeholders 10 statements have been pulled out to highlight the key areas pertinent to understanding and delivering effective practice for children with SEND as they return to school.
We have endeavoured to make this review and reflection activity as streamlined and practical as possible, in recognition of the many demands on education professionals’ time and to encourage as wide use of the guide as possible.
Adam Boddison Chair, Whole School SEND; CEO, nasen
Anne Heavey National Director, Whole School SEND
4
AUTHORS’ FOREWORDAs I reflect on my teacher training, I certainly do not remember a module, let alone an hour-long session, on how to teach during a pandemic.
Reflecting on the start of 2020, as we transitioned from January into February and started to hear about Covid-19 life, and school, still very much continued as normal.
Then, March came. And suddenly with it, a whirlwind of change. Schools across the country were suddenly working on shifting sands, persistently working to fashion practices and procedures that would support their learners, families, and local communities. Schools responded with courage, flexibility, and enthusiasm, developing innovative ways to support learners and their families, enabling teaching and learning to continue for learners both in school and at home.
What was initially a three-week lockdown has gone on much longer than anticipated. And though we have guidance for the full reopening of schools in the autumn, given the complexity of the situation, there still is a level of uncertainty as to what September will look like. What is needed now, as we continue to work within this new normal, is a consistency of approach for all learners.
The reflection frameworks in this guide have drawn on statements from across the Whole School SEND suite of review guides, bringing together statements of best practice that teachers, SENDCos, other senior leaders and governors can use to prepare for September.
Katherine WalshEEF Whole School SEND Review-Project Director Regional SEND Leader, Whole School SEND
5
HOW TO USE THIS REVIEW GUIDEThe prioritisation of SEND within school structures, processes and practice is essential for delivering high-quality provision. During the COVID-19 episode significant and unprecedented demands have been made of education professionals in schools. To support those working in schools to re-establish their SEND provision from September we have curated content from across our Whole School SEND Review suite to support robust yet manageable reflection on and refinement of SEND provision. The full suite is available on the SEND gateway: www.sendgateway.org.uk/whole-school-send/find-wss-resources/
We have arranged this content into the following stakeholder groups:• Senior Leadership Team• Teachers• SENCOs• Governors
These sections can be used together or individually as best suits the school or setting’s context and need.
It is envisaged that the senior leadership team will go through the statements together, using the “Points to Consider” to shape discussion and identify evidence. Teachers can either go through this individually or in teams and groups. This section could be used to structure a school-wide workshop. Subject and phase leaders could also use this to structure a team meeting.
The SENCO section considers the strategic leadership of SEND in response to COVID-19 and offers a place to start in September for new in post SENCOs. The SENCO may work through these statements with other SENCOs in their MAT or local network, their line manager or use them for self-reflection.
The final section considers the role of the Governing Body in securing effective SEND provision in response to COVID-19. It is envisioned that the SEND Governor would lead the wider Governing Body through these statements and use them to structure a visit or meeting with the SENCO.
6
SEND REFLECTION FRAMEWORK – Senior Leadership TeamSTATEMENTS POINTS TO CONSIDER
Knowledge of the Learners:
• We actively seek out key information that can impact on learners in our school. This information relates to developmental, social and emotional wellbeing and medical requirements for the learner and their families.
• We promote clear and effective communication between all those involved with the learner, to establish a broad understanding of the learner at home or other contexts, and the planned return to school.
• How are we enabling families to share pertinent information to support the learner’s transition to school in September?
• How are we gathering and documenting information for learners not attending lessons in school?
• How successful have we been in communicating with families throughout lockdown? What has the impact been, and are there changes that need to be made to our practice for the start of the new academic year?
• What information needs to be shared with staff before learners return to school in September?
• How are we monitoring staff well-being as they return to school?
Quality of Teaching and Learning:
• We actively seek professional development opportunities to support the improvement of our practice, and the practice of teachers and support staff in our school.
• We proactively deploy additional adults across the school, and their impact on the learner is monitored carefully, to ensure that progress is supported effectively.
• What CPD do staff need to undertake to enable effective provision for the learners in their classroom?
• Which learners, or classrooms, will need additional support in September? Which support will be needed and how can this be delivered in the most efficient way?
• What will our approach to the curriculum be, upon all learners returning to school? – Will there be a continued, increased focus on PSHE? – How can we implement a whole-school approach to supporting social emotional and
mental well-being and recovery? How will these be complemented with more targeted interventions for learners who need additional support?
– How will plans be communicated with staff?
Creating an Environment Conducive to Effective Learning:
• We demonstrate the importance of creating a safe environment that supports all learners’ social, emotional and physical wellbeing, taking into consideration advice and guidance from families, additional adults and professionals such as the SENCO, occupational therapists and educational psychologists.
• What guidance and support will we give to teachers so that they can arrange their classrooms in accordance with updated guidance? How will our environments continue to be accessible to all learners? How will we ensure that all learners feel safe in these new environments?
• What guidance have we given to learners and their families on protocols and routines to support their return to school?
• How can we pro-actively and responsively manage learners’ returns and environments to increase safety cues and therefore reduce incidents of unpredictable behaviour?
• Which reasonable adjustments, in place before Covid-19, need to be continued? Are there additional reasonable adjustments needed? How can we meet these in line with new public health requirements?
7
Transitions and Change:
• We understand that transitions and changes can be challenging. We actively manage transitions and anticipate change, alongside the learners and their families, to minimise disruption to learning and support successful learning outcomes.
• We actively share key information about learners to support successful transitions and manage change both within the school and beyond. This includes making it available for the learner’s families, the receiving school and other teachers within school.
• What support do we need to have in place for learners, staff and their families prior to returning to school?
• How will we prepare learners, who cannot attend school next year, for a continuation of online learning?
• What support does the SENCO need to support learners with SEND with transitioning into or from the school? What additional support is needed from teachers and support staff? How are we involving families?
• What plans are in place to induct new staff?• How are we supporting the sharing of key information between staff with regards to what
works for specific learners?• How are we building opportunities for learners to develop relationships with new staff to
support positive change?• What additional support will be available to NQTs during their RQT year?
Systems and Processes:
• We recognise the disadvantages faced by learners and their families following exclusion, and actively ensure that learners with SEND are not subject to informal, fixed-term or permanent exclusion unless all other options have been discounted.
• Risk assessments and reasonable adjustments are reviewed regularly, and discussed with both the learner and their families, to enable all learners with SEND to have access to high quality provision in the school setting. For learners unable to attend school, high quality provision, differentiated to meet a learner’s individual needs, is initiated promptly.
• How can we make appropriate adjustments and provision for learners who are at risk of exclusion?
• Are there patterns in non-attendance? How can we work in partnership with learners and families to identify the barriers to this non-attendance and put in place appropriate support?
• Are there patterns across risk assessments in place for learners with EHCPs, that require a strategic, school-wide response? Is there additional guidance and support we can draw upon to enable learners with complex needs to attend school?
• Are we confident that we have deployed resources effectively, to ensure as many learners as possible are safely catered to within the school environment?
• How are we monitoring and reviewing barriers to online learning, and modifying access, to enable all learners to access and engage in high quality provision?
Working and Communicating with Families:
• We use language that is accessible and talk in a way that creates a balanced relationship between ourselves and families of learners in our setting.
• How will we communicate return to school plans with the families, including those who we have had limited communication with, throughout lockdown?
• How will this communication be inclusive and accessible?• How will we begin to build relationships with learners and their families that are new to
our school?
8
SEND REFLECTION FRAMEWORK – TeachersSTATEMENTS POINTS TO CONSIDER
Knowledge of the Learner I actively seek out key information that can impact on learners in my classroom from a range of formal and informal sources, including the learner, parent/carers and previous classroom teacher. I have read reports from external agencies, and am employing strategies and recommendations in both classroom organisation and lesson planning.
Quality of Teaching and Learning I have reflected on how I can collaborate effectively with additional adults in my classroom, ensuring: • key information about learners in our teaching group is shared, with updates communicated without delay• planning is shared in advance of lessons, including explanations of how the environment might impact on engagement, learning and
wellbeing and build this knowledge into the way they work with learners• there are opportunities for additional adults to feedback to you about how learners are progressing
I adapt and modify my planning and practice, including homework, taking the needs of learners into careful consideration, so that their education is accessible and appropriately challenging.
I have considered the needs of the learners in my class, and have sought out professional development opportunities that can support and enhance my teaching.
Creating an Environment Conducive to Effective Learning
When developing the learning environment, I take into consideration advice and guidance from families, additional adults and professionals such as the SENCO, speech and language therapists, occupational therapists and educational psychologists.
The learners in my class feel able to share any anxieties or concerns about the classroom or their wider school or community environment, such as bullying (including cyberbullying), in the knowledge that I will seek to resolve these.
Transitions and Change I consider the effect of change to the environment or routine upon my learners and take steps to minimise the impact of these changes. I regularly seek input from individual learners to ensure that they can engage effectively within the learning environment.
Systems and Processes I understand my role in working with learners with Education Health and Care Plans, learners identified as requiring SEN Support and learners yet to be formally identified as having SEND, and contribute effectively to identification, planning and assessment, supporting work towards broad and balanced outcomes. If I have questions or concerns, I have a direct link to a member of the middle or senior leadership team who I can ask for support and/or advice.
Working and Communicating with Families I have considered ways to promote clear and effective communication with families, to establish a broad understanding of the learner in school, home and other contexts. As part of the transition process, I have liaised closely with staff responsible for the transition process. Where possible, the transition process should include starting communication with families and learners in advance of the academic year, to begin developing a rapport and to explain classroom routines, so that learners and families know what to expect as learners return to the new school year.
Working with Other Professionals and the Wider Community
I form collaborations with all who contribute to the educational development of the learners in my class, including teaching assistants and external agencies, to enable learners to feel comfortable, and experience success, as they return to school.
9
EFFECTIVE SENCO DEPLOYMENT – SENCOsSTATEMENTS POINTS TO CONSIDER
Leadership I work collaboratively alongside the headteacher and other senior leaders to develop the whole school response to SEND. Changes to the provision on offer are communicated with stakeholders, and information published on the school website, including the SEND Information Report, is updated to reflect any changes.
I have carefully considered the use of the SEND Budget for all learners with SEND, including those who are learning at home. Deployment decisions, relating to both resources and additional adult support, are routinely reviewed and evaluated for impact.
I am meeting with families on an individual basis, as required. I provide regular communication and have established strong working relationships with higher need learners and their families.
Influence on Curriculum Teaching and Learning
I actively seek out key information that can impact on learners in my school, relating to developmental, social and emotional wellbeing and medical requirements for the learner and their families. The individual needs of learners are communicated effectively to all staff. Teachers and support staff consistently employ personalised strategies to differentiate lessons and facilitate inclusive classroom practice.
I complete a SEND training needs audit to inform the delivery of regular, well-planned and tailored CPD for staff across the school. CPD enables teachers and support staff to understand their role in working with learners with Education Health and Care Plans, learners identified as requiring SEN Support and learners yet to be formally identified as having SEND.
Teaching assistants are deployed strategically to supplement high-quality, teacher-led classroom teaching. Teaching assistants have access to the information and resources needed to support learners with SEND effectively, including high-quality Continued Professional Development and allocated time outside of lessons to meet with classroom teachers and review lesson plans in advance.
Influence on Learner Social, Emotional, Mental Health & Well-Being
I work alongside the Headteacher and other senior leaders to regularly monitor attendance, safeguarding and behaviour data to evaluate levels of inclusion within the school, to evaluate the school’s compliance with the Equality Act. Risk assessments and reasonable adjustments are reviewed regularly, and discussed with both the learner and their families, to enable all learners with SEND to have access to high quality provision in the school setting.
I work alongside the Designated Safeguarding Lead, reviewing safeguarding cases with them to ensure learners with SEND in vulnerable situations have enough support around them. Staff working with the learner are knowledgeable of the situation, with advice on how to support the learners’ learning needs, and monitor and raise concerns when required.
Administrative and Statutory Responsibilities All statutory paperwork, including Annual Reviews, is up to date, and new applications are prioritised to ensure all learners have access to the support needed to engage in a broad and balanced curriculum.
For learners with Education Health and Care Plans, all provision within section F is in place. Where adjustments are necessary, these have been discussed and agreed with the learners and their families. Adjustments are documented, and provision is reinstated as soon as possible.
10
SEND GOVERNANCE GUIDE – GovernorsSTRATEGIC LEADERSHIP
The Setting Demonstrates: It has developed strategic SEND priorities, with collective ownership and responsibility of the implementation, and appropriate systems for monitoring both short and medium term goals.
Short-term goals should include targets relating to transition and the social-emotional well-being of learners.
Medium term goals should capture how the setting will enable all learners with SEND to continue to access to a broad and balanced curriculum, both in the school setting and through home learning.
The Board Demonstrates: Up to date knowledge regarding SEND policy and practice, including updated guidance related to Covid-19. The board is able to hold the setting to account in line with their statutory obligations.
ACCOUNTABILITY
The Setting Demonstrates: Data analysis considers the outcomes of learners with SEND as a cohort, across key phases. This data is segmented with other pupil characteristic data, e.g. gender, socio-economic disadvantage, Looked After, shielding, etc to provide a fuller picture. Any analysis takes into account specific details related to Covid-19.
The Board Demonstrates: Reporting and publication of key SEND information is updated and made publicly available, such as relevant policies and a SEN information report.
STRUCTURES AND PROCESSES
The Setting Demonstrates: Systematic scrutiny of rates of identification for SEND, and behaviour, exclusion and attendance data for all learners, to ensure additional educational needs are neither missed nor disproportionately represented.
The Board Demonstrates: That its committee structure ensures SEND is considered strategically and effective communication supports this.
PEOPLE MANAGEMENT
The Setting Demonstrates: The SENCO works collaboratively alongside the headteacher, other senior leaders, families, and external agencies, including the voice of learners, to develop a whole setting response to SEND.
The Board Demonstrates: The Chair ensures that governor inductions include a comprehensive setting specific introduction to SEND, so that all governors understand their accountabilities towards learners with SEND.
EVALUATION
The Setting Demonstrates: That it seeks meaningful involvement from stakeholders, including learners with SEND and their families and carers, which is used to reflect critically on progress and outcomes. The setting has sought to understand the experiences of learners with SEND and their families during Covid-19, and has used this information to guide its updated policy and practice.
The Board Demonstrates: An understanding of the views of learners with SEND to enable it to check information provided by the setting’s leaders.
11
SELF-EVALUATION TEMPLATESSEND REFLECTION FRAMEWORK – Senior Leadership TeamSTATEMENTS SELF-EVALUATION
Knowledge of the Learners:
• We actively seek out key information that can impact on learners in our school. This information relates to developmental, social and emotional wellbeing and medical requirements for the learner and their families.
• We promote clear and effective communication between all those involved with the learner, to establish a broad understanding of the learner at home or other contexts, and the planned return to school.
• How are we enabling families to share pertinent information to support the learner’s transition to school in September?
• How are we gathering and documenting information for learners not attending lessons in school?
• How successful have we been in communicating with families throughout lockdown? What has the impact been, and are there changes that need to be made to our practice for the start of the new academic year?
• What information needs to be shared with staff before learners return to school in September?
• How are we monitoring staff well-being as they return to school?
Quality of Teaching and Learning:
• We actively seek professional development opportunities to support the improvement of our practice, and the practice of teachers and support staff in our school.
• We proactively deploy additional adults across the school, and their impact on the learner is monitored carefully, to ensure that progress is supported effectively.
• What CPD do staff need to undertake to enable effective provision for the learners in their classroom?
• Which learners, or classrooms, will need additional support in September? Which support will be needed and how can this be delivered in the most efficient way?
• What will our approach to the curriculum be, upon all learners returning to school? – Will there be a continued, increased focus on PSHE? – How can we implement a whole-school approach to supporting social emotional and
mental well-being and recovery? How will these be complemented with more targeted interventions for learners who need additional support?
– How will plans be communicated with staff?
Creating an Environment Conducive to Effective Learning:
• We demonstrate the importance of creating a safe environment that supports all learners’ social, emotional and physical wellbeing, taking into consideration advice and guidance from families, additional adults and professionals such as the SENCO, occupational therapists and educational psychologists.
• What guidance and support will we give to teachers so that they can arrange their classrooms in accordance with updated guidance? How will our environments continue to be accessible to all learners? How will we ensure that all learners feel safe in these new environments?
• How can we pro-actively and responsively manage learners’ returns and environments to increase safety cues and therefore reduce incidents of unpredictable behaviour?
• Which reasonable adjustments, in place before Covid-19, need to be continued? Are there additional reasonable adjustments needed? How can we meet these in line with new public health requirements?
12
Transitions and Change:
• We understand that transitions and changes can be challenging. We actively manage transitions and anticipate change, alongside the learners and their families, to minimise disruption to learning and support successful learning outcomes.
• We actively share key information about learners to support successful transitions and manage change both within the school and beyond. This includes making it available for the learner’s families, the receiving school and other teachers within school.
• What support do we need to have in place for learners, staff and their families prior to returning to school?
• How will we prepare learners, who cannot attend school next year, for a continuation of online learning?
• What support does the SENCO need to support learners with SEND with transitioning into or from the school? What additional support is needed from teachers and support staff? How are we involving families?
• What plans are in place to induct new staff?• How are we supporting the sharing of key information between staff with regards to what
works for specific learners?• How are we building opportunities for learners to develop relationships with new staff to
support positive change?• What additional support will be available to NQTs during their RQT year?
Systems and Processes:
• We recognise the disadvantages faced by learners and their families following exclusion, and actively ensure that learners with SEND are not subject to informal, fixed-term or permanent exclusion unless all other options have been discounted.
• Risk assessments and reasonable adjustments are reviewed regularly, and discussed with both the learner and their families, to enable all learners with SEND to have access to high quality provision in the school setting. For learners unable to attend school, high quality provision, differentiated to meet a learner’s individual needs, is initiated promptly.
• How can we make appropriate adjustments and provision for learners who are at risk of exclusion?
• Are there patterns in non-attendance? How can we work in partnership with learners and families to identify the barriers to this non-attendance and put in place appropriate support?
• Are there patterns across risk assessments in place for learners with EHCPs, that require a strategic, school-wide response? Is there additional guidance and support we can draw upon to enable learners with complex needs to attend school?
• Are we confident that we have deployed resources effectively, to ensure as many learners as possible are safely catered to within the school environment?
• How are we monitoring and reviewing barriers to online learning, and modifying access, to enable all learners to access and engage in high quality provision?
Working and Communicating with Families:
• We use language that is accessible and talk in a way that creates a balanced relationship between ourselves and families of learners in our setting.
• How will we communicate return to school plans with the families, including those who we have had limited communication with, throughout lockdown?
• Ho
w will this communication be inclusive and accessible?• How will we begin to build relationships with learners and their families that are new to
our school?
13
SEND REFLECTION FRAMEWORK – Teachers
STATEMENTS SELF-EVALUATION
Knowledge of the Learner I actively seek out key information that can impact on learners in my classroom from a range of formal and informal sources, including the learner, parent/carers and previous classroom teacher. I have read reports from external agencies, and am employing strategies and recommendations in both classroom organisation and lesson planning.
Quality of Teaching and Learning I have reflected on how I can collaborate effectively with additional adults in my classroom, ensuring: • key information about learners in our teaching group is shared, with updates communicated without delay• planning is shared in advance of lessons, including explanations of how the environment might impact on engagement, learning and
wellbeing and build this knowledge into the way they work with learners• there are opportunities for additional adults to feedback to you about how learners are progressingI adapt and modify my planning and practice, including homework, taking the needs of learners into careful consideration, so that their education is accessible and appropriately challenging.
I have considered the needs of the learners in my class, and have sought out professional development opportunities that can support and enhance my teaching.
Creating an Environment Conducive to Effective Learning
When developing the learning environment, I take into consideration advice and guidance from families, additional adults and professionals such as the SENCO, speech and language therapists, occupational therapists and educational psychologists.
The learners in my class feel able to share any anxieties or concerns about the classroom or their wider school or community environment, such as bullying (including cyberbullying), in the knowledge that I will seek to resolve these.
Transitions and Change I consider the effect of change to the environment or routine upon my learners and take steps to minimise the impact of these changes. I regularly seek input from individual learners to ensure that they can engage effectively within the learning environment.
Systems and Processes I understand my role in working with learners with Education Health and Care Plans, learners identified as requiring SEN Support and learners yet to be formally identified as having SEND, and contribute effectively to identification, planning and assessment, supporting work towards broad and balanced outcomes. If I have questions or concerns, I have a direct link to a member of the middle or senior leadership team who I can ask for support and/or advice.
Working and Communicating with Families I have considered ways to promote clear and effective communication with families, to establish a broad understanding of the learner in school, home and other contexts. As part of the transition process, I have started communication with families and learners in advance of the academic year, to begin developing a rapport and to explain classroom routines so that learners and families know what to expect as learners return to the new school year.
Working with Other Professionals and the Wider Community
I form collaborations with all who contribute to the educational development of the learners in my class, including teaching assistants and external agencies, to enable learners to feel comfortable, and experience success, as they return to school.
14
EFFECTIVE SENCO DEPLOYMENT – SENCOs
STATEMENTS SELF-EVALUATION
Leadership I work collaboratively alongside the headteacher and other senior leaders to develop the whole school response to SEND. Changes to the provision on offer are communicated with stakeholders, and information published on the school website, including the SEND Information Report, is updated to reflect any changes.
I have carefully considered the use of the SEND Budget for all learners with SEND, including those who are learning at home. Deployment decisions, relating to both resources and additional adult support, are routinely reviewed and evaluated for impact.
I am meeting with families on an individual basis, as required. I provide regular communication and have established strong working relationships with higher need learners and their families.
Influence on Curriculum Teaching and Learning
I actively seek out key information that can impact on learners in my school, relating to developmental, social and emotional wellbeing and medical requirements for the learner and their families. The individual needs of learners are communicated effectively to all staff. Teachers and support staff consistently employ personalised strategies to differentiate lessons and facilitate inclusive classroom practice.
I deliver regular, well-planned and tailored CPD for staff across the school. CPD enables teachers and support staff to understand their role in working with learners with Education Health and Care Plans, learners identified as requiring SEN Support and learners yet to be formally identified as having SEND.
Teaching assistants are deployed strategically to supplement high-quality, teacher-led classroom teaching. Teaching assistants have access to the information and resources needed to support learners with SEND effectively, including high-quality Continued Professional Development and allocated time outside of lessons to meet with classroom teachers and review lesson plans in advance.
Influence on Learner Social, Emotional, Mental Health & Well-Being
I work alongside the Headteacher and other senior leaders to regularly monitor attendance, safeguarding and behaviour data to evaluate levels of inclusion within the school, to evaluate the school’s compliance with the Equality Act. Risk assessments and reasonable adjustments are reviewed regularly, and discussed with both the learner and their families, to enable all learners with SEND to have access to high quality provision in the school setting.
I work alongside the Designated Safeguarding Lead, reviewing safeguarding cases with them to ensure learners with SEND in vulnerable situations have enough support around them. Staff working with the learner are knowledgeable of the situation, with advice on how to support the learners’ learning needs, and monitor and raise concerns when required.
Administrative and Statutory Responsibilities All statutory paperwork, including Annual Reviews, is up to date, and new applications are prioritised to ensure all learners have access to the support needed to engage in a broad and balanced curriculum.
For learners with Education Health and Care Plans, all provision within section F is in place. Where adjustments are necessary, these have been discussed and agreed with the learners and their families. Adjustments are documented, and provision is reinstated as soon as possible.
15
SEND GOVERNANCE GUIDE – Governors
STRATEGIC LEADERSHIP
The Setting Demonstrates: It has developed strategic SEND priorities, with collective ownership and responsibility of the implementation, and appropriate systems for monitoring both short and medium term goals.
Short-term goals should include targets relating to transition and the social-emotional well-being of learners.
Medium term goals should capture how the setting will enable all learners with SEND to continue to access to a broad and balanced curriculum, both in the school setting and through home learning.
The Board Demonstrates: Up to date knowledge regarding SEND policy and practice, including updated guidance related to Covid-19. The board is able to hold the setting to account in line with their statutory obligations.
ACCOUNTABILITY
The Setting Demonstrates: Data analysis considers the outcomes of learners with SEND as a cohort, across key phases. This data is segmented with other pupil characteristic data, e.g. gender, socio-economic disadvantage, Looked After, shielding, etc to provide a fuller picture. Any analysis takes into account specific details related to Covid-19.
The Board Demonstrates: Reporting and publication of key SEND information is updated and made publicly available, such as relevant policies and a SEN information report.
STRUCTURES AND PROCESSES
The Setting Demonstrates: Systematic scrutiny of rates of identification for SEND, and behaviour, exclusion and attendance data for all learners, to ensure additional educational needs are neither missed nor disproportionately represented.
The Board Demonstrates: That its committee structure ensures SEND is considered strategically and effective communication supports this.
PEOPLE MANAGEMENT
The Setting Demonstrates: The SENCO works collaboratively alongside the headteacher, other senior leaders, families, and external agencies, including the voice of learners, to develop a whole setting response to SEND.
The Board Demonstrates: The Chair ensures that governor inductions include a comprehensive setting specific introduction to SEND, so that all governors understand their accountabilities towards learners with SEND.
EVALUATION
The Setting Demonstrates: That it seeks meaningful involvement from stakeholders, including learners with SEND and their families and carers, which is used to reflect critically on progress and outcomes. The setting has sought to understand the experiences of learners with SEND and their families during Covid-19, and has used this information to guide its updated policy and practice.
The Board Demonstrates: An undersanding of the views of learners with SEND to enable it to check information provided by the setting’s leaders.
16
17
CONTRIBUTORSDouglas Archibald, Director, Whole Education
Gary Aubin, SENCO, Future Academies, Westminster
Andre Bailey, The Bridge AP Academy, Hammersmith & Fulham
Bethany Barnsley, SENCO, Devonshire Junior Academy, Smethwick
Dr Penny Barratt, Executive Headteacher, The Bridge School, Islington
Darren Barton, Principal, Nova Hreod Academy, Swindon
Amanda Batten, CEO, Contact a Family
Alison Beane, Headteacher, Mary Rose Academy, Portsmouth
Dave Beards, Director, The Oaks Collegiate
Michelle Bolton, SENCO, Lambeth Academy, Lambeth
Cassie Bryson, SENCO, Dunraven School, Lambeth
Andy Buck, Dean of the Leadership Faculty, Teaching Leaders
Rob Carpenter, Executive Headteacher, Foxfield School, Greenwich
Katie Causon, SENCO, Montgomery Primary School, Birmingham
Stephen Chamberlain, CEO, Challenger Multi-Academy Trust, Bedford
Anne Constable, SENCO, Heathfield Community School, Taunton
Maria Constantinou, Deputy Headteacher, St Mary’s Primary School, Barnet
Lesley Cox, HMI, Ofsted
Laura Cunningham, Education Consultant
Steve Davis, Headteacher, Lampton School, Hounslow
Amanda Desmond, SEND Teacher, Southfields Academy, Wandsworth
Kat Dockery, SENCO, Greenwood Academy, Birmingham
Susan Douglas, CEO, The Eden Academy, Middlesex
Simon Faull, Project Director, Somerset Challenge
Sally Garratt, Headteacher, The Ashley School, Suffolk
Hilary Gawden-Bone, SENCO, Fulbridge Academy, Peterborough
Mark Goodchild, Managing Director, Challenge Partners
Jean Hawksworth, SENCO, Fulbridge Academy, Peterborough
Chris Holmwood, Senior Deputy Headteacher, Shenley Brook End School, Milton Keynes
Karen Hooker, Headteacher, Downside Primary School, Luton
Lara Hughes, Assistant Headteacher, Frank Wise School, Oxon
Dame Sue John, Executive Director, Challenge Partners
Angela Kendall, SENCO, Pakefield High School, Suffolk
Anita Kerwin-Nye, Managing Director, London Leadership Strategy
Bethlyn Killey, SEND and Parent Governor
Simon Knight, Deputy Headteacher, Frank Wise School, Oxon
Emily Martin, Assistant Headteacher, Ecclesfield School, Sheffield
Terry Molloy, Headteacher, Claremont High School, Brent
Margaret Mulholland, EEF Whole School SEND Review-Project Director
Sarah Naylor, Vice Principal, Ash Field Academy, Leicester
Jarlath O’Brien, Headteacher, Carwarden House Community School, Surrey
Natalie Packer, SEND Consultant
Matthew Parker, Deputy Headteacher, Woodfield School, Brent
Gary Phillips, Headteacher, Lilian Baylis Technology School, Lambeth
Charlotte Rains, Project Manager, London Leadership Strategy
Malcolm Reeve, Executive Director SEND & Inclusion, Academies Enterprise Trust
Diane Reynard, Principal, East Specialist Inclusive Learning Centre, Leeds
Rob Shadbolt, Headteacher, Wood Green School, Witney
Jacquie Smith, Director of Teaching School, Lampton School, Hounslow
Philippa Stobbs, Assistant Director, Council for Disabled Children
Claire Taylor, Associate Principal, Oasis Academy Mayfield, Southampton
Amelie Thompson, Regional SEND Lead, Whole School SEND
Katherine Walsh, EEF Whole School SEND Review-Project Director. Regional SEND Leader, Whole School SEND
Rob Webster, Institute of Education, London
Erica Wolstenholme, Regional SEND Leader, Whole School SEND
David Woods CBE, Chair, London Leadership Strategy
External Evaluation carried out by Professor Philip Garner, Northampton University
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WHOLE SCHOOL SEND RESOURCES
For Headteachers
For SENCOs and other Senior Leaders
For individuals or whole staff in schools
For Parents
For Headteachers, Executive Headteachers and Trustees
For Governors in all schools
EARLY YEARS SEND
REVIEW GUIDE
MATSEND Review Guide
EFFECTIVE SENCO DEPLOYMENTA guide for the SENCOs and their line managers
DEMONSTRATING INCLUSION TOOLEvery Leader is a Leader of SENDA collaborative tool to enable all leaders to understand and demonstrate inclusion in their settings
SEND GOVERNANCEReview Guide
Condition-Specific Introductory Videos
for NQTs
SEND REFLECTION FRAMEWORK
TA DEPLOYMENT REVIEW GUIDEA school-led approach to improving provision for all
PREPARING FOR ADULTHOOD FROM THE EARLIEST YEARSReview Guide
Legislation and Guidance • 1
SENCO Induction PackSENCO Induction PackSupporting you at the start of your journey
SEND REVIEW GUIDEA school-led approach to improving provision for all
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Design by Christina Newman, Black Dog Design, Buckingham
Photography by Alexis Stavrides
The next update is due by September 2024
For Headteachers
For SENCOs and other Senior Leaders
For individuals or whole staff in schools
Funded by
© Crown Copyright (07/2020) This SEND Review Guide is licensed under the Open Government Licence 3.0
www.sendgateway.org.uk