support school leaders, including SENCOs, in relation to policies, strategies and systems available through the Local Authority
provide a Local Offer of services and provision that is available to children and young people with SEND and their families
offer continuing professional development opportunities to schools to support and enhance the understanding of accessibility in the curriculum
provide advisory and outreach services to enable mainstream schools to access support and advice so they can better support children with disabilities
maintain a policy and associated guidance for all schools about supporting children and young people with medical conditions
provide opportunities for SENCOs to regularly meet, share good practice and keep up to date with new developments
ensure that EHCPs are specific about the provision required to make the school curriculum more accessible for individual children and young people with a disability
encourage liaison between early years settings and primary, secondary schools and colleges to ensure good transition
encourage high aspirations for the most vulnerable learners
Schools will:
have regard to national and local guidance on meeting the duties set out in the Equality Act 2010 and the Children and Families Act 2014 about SEND
include improvements that increase access to the curriculum in their accessibility plan and ensure this is published on their school website
teach and support children and young people with SEND through an inclusive curriculum, adaptive high quality teaching strategies and a range of appropriate interventions
establish effective ways of assessing and monitoring the progress of vulnerable groups
make sure there is effective support for transition for children and young people with SEND
apply funding appropriately to make sure vulnerable groups are not disadvantaged in comparison to nonvulnerable groups
provide effective professional development for staff and governors
involve parents and carers in decision making and keep them informed of their child’s progress
