School Guidance: Inclusion and SEN Policies
Writing the SEN Policy
The Education (SEN) (Information) (England) Regulations 1999, are reflected in the SEN Code of Practice which provides guidance on what should be included in a schools' SEN policy.
Schools must publish information about their SEN policy, which must be freely available to parents.
However, in light of SENDA, and Every Child Matters, schools may wish to consider combining the Inclusion Statement and/or Policy together with the SEN Policy.
Guidance for an Inclusion and SEN Policy (ISEN) (Mainstream School)
The Inclusion and SEN Policy should provide basic information regarding the school's vision, ethos, provision and practice
1. Objectives of the policy
What are the objectives of the governing body in making provision for vulnerable pupils, those with SEN or who are disabled? How will the Inclusion and SEN policy contribute towards meeting those objectives?
Refer to documents such as school's objectives / Mission Statement / Inclusion Statement
2. Responsibility for coordination of Inclusion and SEN provision
Who is responsible for coordinating the day-to-day provision of education for pupils on the Inclusion and/or SEN list?
Name of Inclusion Manager
Name of the SENCO
3. Arrangements for coordinating Inclusion and SEN provision
What arrangements have been made for coordinating the provision of education for pupils on the Inclusion and / or SEN list?
What are the respective roles and responsibilities of the Headteacher, SEN governor, Inclusion Manager, SENCO and teachers in providing for pupils with additional and / or special educational needs?
4. Admission arrangements
What are the admission arrangements for pupils with SEN who do not have a statement if the arrangements differ from those for other pupils?
The SEN Code of Practice 1.33 - 1.36 covers school admissions and inclusion
5. Specialist SEN provision
Does the school specialise in any kind of provision for SEN or special units?
6. Facilities for vulnerable pupils, those with SEN or who are disabled
What facilities does the school have for vulnerable pupils, pupils with SEN including facilities that increase or assist access to the school by pupils who are disabled?
Information about the school's policies for the identification, assessment and provision for vulnerable pupils, those with SEN or who are disabled.
7. Allocation of resources
How are resources allocated for vulnerable pupils, those with SEN or who are disabled pupils?
8. Identification and review of pupil needs
How are vulnerable pupils and those with SEN identified and their needs determined and reviewed?
9. Access to the curriculum, information and associated services
What are the arrangements for providing access by vulnerable pupils, those with SEN or who are disabled to a balanced and broadly-based curriculum (including National Curriculum)?
10. Inclusion of vulnerable pupils, those with SEN or who are disabled
How do vulnerable pupils, those with SEN or who are disabled engage in the activities of the school with other pupils?
11. Evaluating the success of provision for pupils with SEN or who are disabled
How will the governing body evaluate the success of the education that is provided by the school?
12. Complaints procedure
What arrangements has the governing body made to deal with complaints from parent of vulnerable pupils, those with SEN or who are disabled concerning the provision made at the school?
Information about the school's staffing policies and partnership with agencies beyond the school.
13. In-service training
What arrangements has the governing body made for in-service training for staff in relation to vulnerable pupils, those with SEN or who are disabled.
14. Links to support services
What use is made of teachers and facilities from outside the school, including links with support services for vulnerable pupils, those with SEN or who are disabled?
15. Working in partnership with parents
How does the school work in partnership with parents of vulnerable pupils, those with SEN or who are disabled?
16. Links with other schools
What links are there with other schools, including special schools? What provision is made for the transition of vulnerable pupils, those with SEN or who are disabled between the school and the phase of education or work?
17. Links with other agencies and voluntary organisations
What links are there with child health services, social services and educational welfare services and any voluntary organisations which work on behalf of vulnerable pupils, those with SEN or who are disabled?
This framework takes account of Inclusion and Special Educational Needs. Schools can adapt the policy to reflect SEN alone. A blank template for the above framework is available for download.
Reviewing Your SEN Policy gives guidance on maintaining and developing the SEN/Inclusion policy. This page also includes information on reporting on the policy and a template for a policy statement.
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