OAP: Leadership and Management

Page Contents

This section provides examples of what leadership and management should be aware off when providing ordinarily available provision in a school.

Oversight of SEND OAP

  • All staff working with children and young people (CYP) will understand their profile, including specific interests and areas of strength and needs.
  • School policies are current, implemented, and effective and have reasonable adjustments for children with Special Education Needs or Disabilities (SEND), in line with the Equalities Act 2010.
  • How is SEND ordinarily available provision considered throughout your self-evaluation document or school development plan?
  • CYP with SEND are accurately identified and support is offered in a timely way.
  • SEND Training needs for all staff are identified and actioned.
  • Attainment of CYP with SEND is assessed using evidence-based assessments, targets are aspirational and achieved.
  • Well-being of CYP with SEND is assessed.
  • Consistent approach to SEND is implemented across the school.
  • Curriculum planning and learning experiences are adapted to respond to a CYP’s needs. CYP are supported to develop their confidence resilience and knowledge.
  • CYP are included in all areas of school life (including after school club activities, and school trips) and are supported to make and develop relationships.
  • Where appropriate Risk assessments are in place and followed, and are up to date.
  • School policies are published on the school webpage.
  • The SEND information report is compliant and published clearly on the school website.
  • Senior leaders and governors are clear about the SEND areas of strength and development.
  • Ensure that your knowledge of available services and support is current (e.g., to enable liaison with external agencies promptly).
  • The SENCo is actively involved in strategic decisions relating to SEND.

SEND Review

The SEND Review is a tool developed through the Fenland and East Cambridgeshire Opportunity Area programme to continue the professional dialogue between school leaders (and on occasion LA reviewers) about the effectiveness of SEND provision in school – for self-assessment, peer review and to develop school led improvement conversations leading to better outcomes for children and young people with SEND.

SEND Review Tool Overview3.23MB–pdf
Size: 3.23MBFile format: pdf
SEND Review Tool Blank v1219KB–pdf
Size: 219KBFile format: pdf
SEND Review Tool Blank v2267KB–pdf
Size: 267KBFile format: pdf

Oversight and monitoring of teaching and curriculum plans demonstrate that:

  • Learning is planned to be accessible and engaging, meeting the needs of all learners.
  • The language and experiences involved are broken into small, manageable, and logical steps enabling CYP to make progress.
  • Learning is enabled with the use of appropriate resources and strategy.
  • In Early Years, staff plan open-ended activities based on their observations of the CYP’s interests and skills.

  • Understanding the experience of children and families with SEND in your school.
  • Demonstrating through the curriculum an understanding of your local context and community.
  • Ensuring information is shared in a variety of accessible ways to suit your local community.
  • Developing strategies to actively engage the ‘seldom heard’ parents.
  • Openness and transparency that enables all stakeholders to feel that they have a voice.

Staff resilience and well-being are promoted through:

  • Safe opportunities for staff to debrief when needed.
  • Access to a range of training and development opportunities so that staff feel appropriately skilled to support children and young people with SEND.
  • A whole school consistent approach to SEND that follows school policy and procedure.

  • SEND Service APDR [Size: 163 KB, File: PDF] document with guidance.
  • The following resource [Size: 574 KB, File: PDF] “Effective SEN support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges” provides research evidence on effective approaches and examples of good practice.
  • Education Endowment Foundation “is an independent charity dedicated to breaking the link between family income and educational achievement. They do this by supporting schools, colleges, and nurseries to improve teaching and learning through better use of evidence”.
  • Inclusion - Belonging in School is a school-level resource for developing inclusive policies.

Glossary

Click the button below to go to the glossary page.

Glossary page
LT Cambs only logo 1
© 2024
Navigate
Email
Learn.Together@Cambridgeshire.gov.uk
Social