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NPQ for SENCO Preparing to Practice Participant Resource Pack

NPQ for SENCO: Preparing to Practice Table of Contents Resource 1: Pre-event tasks...................................................................................................................................... 3 Resource 2: ‘Learn that’ and ‘learn how to’ statements addressed in the session (DfE, 2023)....................................4 Resource 3: Leadership Behaviours and Skills (Best Practice Network, 2019).............................................................6 Resource 4: What does the research evidence say about inclusive education?..........................................................9 Resource 5: What does the guidance say about inclusive education?......................................................................22 Resource 6: What does inclusive education look like in your setting?......................................................................27 Resource 7: The role of SENCO as a leader of inclusive education............................................................................30 Resource 8: Effective communication with families.................................................................................................33 Resource 9: Implementation – explore and prepare (EEF, 2024)..............................................................................34 Resource 10: The graduated approach.................................................................................................................... 37 Resource 11: Case studies....................................................................................................................................... 39 Resource 12: Key learning points............................................................................................................................ 44 Resource 13: Cycle one online self-study summary.................................................................................................48 Resource 14: Cycle one online practice activities..................................................................................................... 49 Resource 15: Cycle one online formative assessment tasks.....................................................................................51

Additional resources 

Leadership development record (LDR) template

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Resource 1: Pre-event tasks Please complete the following pre-event tasks before attending the event: 1. Read either or both of the following extended extracts in Resource 4 of this Participant Resource Pack, making notes about key language and concepts required for effective inclusive education: a. Extended extract 1: Teacher Handbook: SEND – Embedding Inclusive Practice (Thompson and Walsh for Whole School SEND, 2020); and/or b. Extended extract 2: A guide for ensuring inclusion and equity in education (UNESCO, 2017) 2. As optional additions, you may want to read: a. Optional extended extract 3: Education Brief – Inclusive Education (Cambridge Assessment International Education, 2020) Resource 4 b. Every Child Achieving and Thriving, Department for Education, February 2026

3. Using Resource 10, read the relevant section of the Code of Practice for the graduated approach applicable to your setting and make brief notes. 4. Download the leadership development record (LDR) template from Canvas and complete Cycle One section 1.

Please bring to the event: 5. Your notes from the pre-tasks above 6. Your own setting’s SEN Information Report and/or your school evaluation and development plans relating to SEND. 7. Your leadership development record (LDR) with Cycle One, section 1 completed

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Resource 2: ‘Learn that’ and ‘learn how to’ statements addressed in the session (DfE, 2023) Statutory Framework ‘Learn that’

‘Learn how to’

2.12.The SENCO has day-to-day responsibility for the operation of SEND policy and coordination of specific provision made to support individual pupils with SEND, including those who have EHCPs (SEND Code of Practice 2015).

Work together with other leaders to assist the school in meeting its statutory duties toward families of pupils identified with SEND, including by:

2.13.The SENCO should work with the head teacher and governing body or proprietor in order for the school to contribute to statutory SEND activity within the local area (SEND Code of Practice 2015).

2.g Establishing and maintaining processes so that families experience high quality communication and meaningful coproduction. 2.h Informing the family when making special educational provision for a pupil, and agreeing with them what information is shared if a pupil moves to a new setting.

Implementation ‘Learn that’

‘Learn how to’

8.1. Implementation is an ongoing process that must adapt to context over time, rather than a single event. It involves the application of specific implementation activities and principles over an extended period (e.g. implementation planning, ongoing monitoring).

Make the right choices on what to implement, including by:

8.6. Implementing an approach with fidelity (i.e. as intended) increases the chance of it impacting positively on school practices and

8.g Adopting new approaches based on evidence of what has (and has not) worked before, using both internal and external evidence (e.g. pupil outcome data and research-based guidance). 8.h Ensuring it is suitable for the school context, recognising the parameters within which the change will operate (e.g. school policies) and

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pupil outcomes. Any approach should specify which features of the approach need to be adopted closely and where there is scope for adaptation.

where the school is in its development trajectory (e.g. addressing any significant behaviour problems would be an immediate priority). Prepare appropriately for the changes to come, including by: 8.l Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.

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Resource 3: Leadership Behaviours and Skills (Best Practice Network, 2019) Implementation Behaviours (EEF, 2024) Engage

Unite

Reflect

Engage people so they can shape Unite around what is being what happens, whilst also providing implemented, how it will be overall direction. implemented and why it matters.

Behaviours

Selfawareness

Integrity

Resilience

Reflect, monitor and adapt to improve implementation.

Skills Effective leaders know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues. They are aware of their personal strengths and areas for future growth and understand how their own behaviour affects others. Effective leaders act with honesty, transparency and always in the interests of the school and its pupils. They are able to gain the respect of others by acting in line with their own values, as well as making decisions and choices with the best interests of education and pupils in mind.

Effective leaders remain courageous and positive in challenging, adverse or uncertain

Critical knowledge and understandin g of research techniques and selfmanagement

The best leaders undertake and use research, drawn from a range of sources, to support decision making and strategy development – using their time effectively within disciplined and wellorganised systems and methodologies.

Critical enquiry, review, analysis and evaluation

The best leaders use critical thinking, statistical and data analysis tools, techniques and concepts to identify strengths and areas for development. They design effective leadership plans to support intervention, direction and development. They analyse the implications of change, deploying well-evidenced research to frame school self-evaluation and improvement.

Challenge

The best leaders use challenge effectively and adopt a range of strategies in the best interests of

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Impact and influence

Delivering continuous improvement

Future focus

Holding others to account

circumstances. They are able to respond appropriately, manage uncertainty and bounce back even in the most trying situations.

achieving progress – demanding ambitious standards for all pupils and a strong sense of accountability in staff for the impact of their work on pupils’ outcomes.

Effective leaders have a positive impact on students, colleagues and the wider community through persuading, convincing and bringing others round to their perspective. They understand others’ perspectives and priorities and tailor their communication to suit their audience.

The best leaders have clear systems and protocols in place that enable them to consider and find solutions to issues, as they arise, in a way which deals most effectively with the barriers and challenge they face. The systems in place do not constrain but create a firm foundation for taking positive action.

Effective leaders secure and maintain positive improvement through articulating a clear vision, setting high expectations and leading a cycle of research, planning, monitoring, analysis and change. They demonstrate the ability to combine operational action with strategic planning, securing short-term improvements while building sustainable change. Effective leaders recognise issues and opportunities and take action to resolve these. Leaders need to look ahead to identify and resolve potential issues and capitalise on opportunities as well as manage day-to-day problems. Effective school leaders hold others to account – including creating levels of accountability within the school – ensuring that everyone understands their roles,

Dealing systematically and creatively with complex issues

Priority identification

Clear articulation and application of knowledge Self-direction and originality

The best leaders scan the horizon to anticipate change, taking a long-term view of the implications of change and improvement need to identify short- and long-term priorities and goals with specified milestones to ensure effective leadership and management.

The best leaders take time to reflect and learn from their leadership activity and apply this knowledge to bring about improvements in themselves and their work. The best leaders have clear and ambitious targets for themselves as leaders, for their pupils and for their schools. They take a unique strategic view of situations and

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responsibilities, the standards required and accountabilities. They distribute leadership and delegate effectively, demanding high performance through making expectations clear, with the best interests of pupils and schools in mind. Respect

Partnership working and collaboration

Leading by example

their implications for long-term impact and outcomes – sometimes using unexpected actions to get the best for those concerned.

Effective leaders respect the rights, views, beliefs and faiths of all pupils, colleagues and stakeholders. Effective leaders are able to work with a range of people in schools and the wider community to build a culture of cooperation and achievement. They engage with, and invest responsibility in, those who are best placed to improve outcomes, being open to different perspectives and viewpoints as well as sharing expertise and achieving common objectives. Effective leaders consistently demonstrate and communicate their vision, passion and commitment. They lead by example, have high levels of professional credibility and demonstrate total commitment to school improvement through their own leadership behaviours.

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Resource 4: What does the research evidence say about inclusive education? The following extracts represent the breadth and depth of the research evidence base about inclusive education in terms of context and developing global understanding about inclusive education, with reference to special educational needs and disability (SEND). These particular extracts have been selected from a wide-ranging body of evidence, with the intention of being used to identify key vocabulary and concepts defining inclusive education in relation to SEND in schools. The extended extracts are the focus of event pre-work and the brief extracts will be used during the event.

Extended extracts defining inclusive education Extended extract 1: Teacher Handbook: SEND – Embedding Inclusive Practice (Thompson and Walsh for Whole School SEND, 2020)

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Extended extract 2: A guide for ensuring inclusion and equity in education (UNESCO, 2017) “Inclusive education: Process of strengthening the capacity of the education system to reach out to all learners.” – UNESCO (2017: 7)

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– UNESCO (2017: 11-12)

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Optional extended extract 3: Education Brief – Inclusive Education (Cambridge Assessment International Education, 2020)

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Brief extracts defining inclusive education Set 1 “What is inclusive education? An education system that includes all students, and welcomes and supports them to learn, whoever they are and whatever their abilities or requirements. This means making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. Inclusive education means all children learn together in the same schools. No-one should be excluded. Every child has a right to inclusive education, including children with disabilities.” – UNICEF (2017: 1)

“In many countries, inclusive education is still thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is increasingly seen more broadly as a principle that supports and welcomes diversity amongst all learners. This means that the aim is to eliminate social exclusion that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender, sexual orientation, migrant status and ability. As such, it starts from the belief that education is a basic human right and the foundation for a more just society... [The Education 2030 Framework for Action] (2017) emphasises inclusion and equity as laying the foundations for quality education. It also stresses the need to address all forms of exclusion and marginalisation, gender inequalities, disparities and inequities in access, participation, and learning processes and outcomes. It is important to recognize that the promotion of inclusion and equity is not simply a technical or organizational change. Rather, it is a movement in a clear philosophical direction that involves the

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development of a welcoming and supportive culture within educational communities. The creation of such a cultural change requires a shared commitment amongst all those involved, including teachers, students, families and wider communities. It is therefore crucial that those who need to be involved have a clear sense of what is intended. In particular, the terms ‘inclusion’ and ‘equity’ must be defined in ways that will speak to a diverse range of stakeholders.” – International Bureau of Education, UNESCO (2021)

“An operational definition of an inclusive setting – an inclusive setting refers to education where the child/learner with SEN follows education in mainstream classes alongside their mainstream peers for the largest part – 80% or more – of the school week.” – European Agency for Special Needs and Inclusive Education (2018)

Set 2 “Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.” – Hockings (2010: 1)

“Successful inclusive education requires school transformation and systems change. However, much of this reform is design-focused, and not resource-intensive. It is important to emphasise that inclusive education means that all children are together in mainstream classrooms for the majority of their day. This has demonstrated positive effects on student achievement and social wellbeing – for all children – and is far more efficient and effective than special schools and special classrooms. Often, the term ‘inclusive education’ becomes synonymous with education for children with disabilities. Whilst this may still be the primary motivation for inclusive education, successful inclusive practice will be successful for all children with many different attributes such as ethnicity, language, gender, and socio-economic status. “Inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. Understanding and evaluating teaching practices is also critically important. The Index for Inclusion toolkit, Supporting Effective Teaching project, and the Lao Inclusive Education Project by Save the Children (Grimes, 2010) are particularly useful inclusive education assessment tools, but other indicator sets and tools are also available. “The barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is

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perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies.” – Schuelka for K4D – Knowledge, evidence and learning for development (2018)

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Resource 5: What does the guidance say about inclusive education? “Legislation is a vital part of developing a more inclusive and equitable education system. In particular, legislation provides the articulation of principles and rights that is needed for creating a framework for inclusion, and for reforming those elements in the existing system that may constitute major barriers to equity. (Such barriers include policies which forbid students from specific groups – such as learners with disabilities, or from different language groups – from attending their neighbourhood school.) Furthermore, legislation articulates the mandate of fundamental inclusive practice (for instance, that schools should educate all learners in their communities). It also articulates the procedures and practices throughout the education system that will facilitate equity (for example, by creating a flexible curriculum, or by introducing community governance). Even where radical legislative reform is neither desirable nor possible, statements of principles at the government level can generate debate around inclusion and equity in education and begin the process of consensus building.” – UNESCO (2017: 23) Core guidance about inclusive education in relation to children and young people with special educational needs and disability (SEND) provided by the UK Government includes:    

The Equality Act 2010 The Equality Act 2010 and Schools (DfE, 2014) Children and Families Act 2014 SEND Code of Practice (DfE and DoH, 2014)

Additional supporting guidance includes:  

Education for children with disabilities: Improving access and quality (DFID and FCDO, 2010) The UN Convention on the Rights of Persons with Disabilities: UK Implementation (2022)

Key information pertaining to inclusive education is presented here with the intention of it being used by SENCOs, aspiring SENCOs and leaders in schools with an interest in SEND, to understand how the guidance applies to and supports them in their settings.

The Equality Act 2010 and Schools (2014) The Equality Act 2010 and schools: Departmental advice for school leaders, school staff, governing bodies and local authorities (UK Department for Education, 2014) The Equality Act 2010 and Schools (2014: 5) “is non-statutory advice from the Department for Education. It has been produced to help schools to understand how the Equality Act affects them and how to fulfil their duties under the Act... [It] replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It has consolidated this legislation and also provides some

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changes that schools need to be aware of... This advice is for school leaders, school staff and governing bodies in maintained schools and academies but may also be useful for local authorities and parents.” Key points for school leaders to consider are (2014: 5):  

“The Equality Act 2010 provides a single, consolidated source of discrimination law. It simplifies the law and it extends protection from discrimination in some areas.” “As far as schools are concerned, for the most part, the effect of the current law is the same as it has been in the past – meaning that schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief or sexual orientation.”

Details contained in the act pertinent to leaders of SEND provision in schools are: “Special provisions for disability” are introduced in section 1.25 (2014: 11): “The law on disability discrimination is different from the rest of the Act in a number of ways. In particular, it works in only one direction – that is to say, it protects disabled people but not people who are not disabled. This means that schools are allowed to treat disabled pupils more favourably than non-disabled pupils, and in some cases are required to do so, by making reasonable adjustments to put them on a more level footing with pupils without disabilities. The definition of what constitutes discrimination is more complex. Provision for disabled pupils is closely connected with the regime for children with special educational needs. Chapter 4 deals in detail with disability issues.” Further detail about “Disability” is outlined in Chapter 4 in terms of discrimination, reasonable adjustments, and schools’ and local authorities’ duties for accessibility for disabled pupils. In terms of inclusive education, section 4.2 offers specific insights into schools’ roles around the treatment of pupils with a disability (2014: 24): “4.2: The overriding principle of equality legislation is generally one of equal treatment – i.e. that you must treat a black person no less well than a white person, or a man as favourably as a woman. However, the provisions relating to disability discrimination are different in that you may, and often must, treat a disabled person more favourably than a person who is not disabled and may have to make changes to your practices to ensure, as far as is reasonably possible, that a disabled person can benefit from what you offer to the same extent that a person without that disability can. So, in a school setting the general principle is that you have to treat male and female, black and white, gay and straight pupils equally – but you may be required to treat disabled pupils differently. Discrimination is also defined rather differently in relation to disability.” Importantly, in terms of its position within the relevant statutory frameworks, the Equality Act outlines support that schools can provide where pupils do not have an EHCP. For example (2014: 26-27): “4.15: Many disabled children will have a SEN and may need auxiliary aids which are necessary as part of their SEN provision; in some circumstances as part of a formal SEN statement. These aids may be provided in the school under the SEN route, in which case there will be no need for the school to provide those aids as part of their reasonable adjustment duty. “4.16: Schools will have to consider whether to provide auxiliary aids as a reasonable adjustment for disabled children. This will particularly be the case where a disabled child does not have an SEN statement or where the statement does not provide the auxiliary aid or service.”

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Children and Families Act 2014 Children and Families Act 2014 The purpose of the Children and Families Act is to make “provision about children, families, and people with special educational needs or disabilities; to make provision about the right to request flexible working; and for connected purposes” (2014: 1). There are nine important parts of the Act and “Children and young people with special educational needs and disabilities” form Part 3. Points relevant to inclusive education in Part 3 are summarised as: 

Local government needs to listen to the wishes and feelings of those being worked with, allow for participation on processes and offer support so that can happen, and work to achieve the best possible educational outcomes.



Young people with SEN in detention have the right to special education provision, with it being the responsibility of their “home” local authority. Special provisions also need to be made for their release.



Children with SEND will be educated in a mainstream setting, unless the child or their parents wish to seek alternative provision.



Parents have a right to mediation if they don’t agree with a plan and must be kept informed of any changes.



Schools and nurseries are required to use their “best endeavours” to meet the needs of the children they educate, including those with SEN. There must be a qualified SENCO in each school and a SEN Information Report must be published regularly.

Department for Education and Department of Health (2015) Special educational needs and disability code of practice: 0 to 25 years Special educational needs and disability (SEND) code of practice: 0 to 25 years – Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (UK Government Department for Education and Department of Health, 2015) The SEND Code of Practice (DfE and DoH, 2015: 20) lists a series of principles underpinning it, in accordance with the Children and Families Act (2014). It states several points that the principles are designed to support, including “a focus on inclusive practice and removing barriers to learning”. In its detail about this point, the SEND Code of Practice outlines a series of guidance points for organisations and leaders of provision for children and young people (0–20 years) with SEND in sections 1.26-1.38 (DfE and DoH, 2015: 25-28), including:

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“1.26: As part of its commitments under articles 7 and 24 of the United Nations Convention of the Rights of Persons with Disabilities, the UK Government is committed to inclusive education of disabled children and young people and the progressive removal of barriers to learning and participation in mainstream education. The Children and Families Act 2014 secures the general presumption in law of mainstream education in relation to decisions about where children and young people with SEN should be educated and the Equality Act 2010 provides protection from discrimination for disabled people.” – DfE and DoH (2015: 25) Additional sections about inclusive education include: “Improving outcomes: high aspirations and expectations for children and young people with SEN 6.1: All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:   

achieve their best become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training.”

“6.2: Every school is required to identify and address the SEN of the pupils that they support. Mainstream schools, which in this chapter includes maintained schools and academies that are not special schools, maintained nursery schools, 16 to 19 academies, alternative provision academies and Pupil Referral Units (PRUs), must:     

use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN designate a teacher to be responsible for co-ordinating SEN provision – the SEN co-ordinator, or SENCO (this does not apply to 16 to 19 academies) inform parents when they are making special educational provision for a child prepare an SEN information report (see ‘Publishing information: SEN information report’, paragraph 6.78 onwards) and their arrangements for the admission of disabled children, the steps being taken to prevent disabled children from being treated less favourably than others, the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to improve access progressively over time.”

“Equality and Inclusion 6.8: Schools support pupils with a wide range of SEN. They should regularly review and evaluate the breadth and impact of the support they offer or can access. Schools must co-operate with the local authority in reviewing the provision that is available locally (Chapter 3) and in developing the Local Offer (Chapter 4). Schools should also collaborate with other local education providers to explore how different needs can be met most effectively. They must have due regard to general duties to promote disability equality.” “Curriculum 6.12: All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever

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their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.”

Education for children with disabilities: Improving access and quality (2010) Education for children with disabilities: improving access and quality (Department for International Development and Foreign, Commonwealth and Development Office, 2010) “Segregation, Integration or Inclusion? There are three approaches for educating children with disabilities:   

Segregation children with disabilities are educated at special schools or at home Inclusive education children with disabilities learn effectively in mainstream schools where the whole system has been changed to meet all children’s needs Integrated education children with disabilities attend special classes or units in mainstream schools

The difference between integrated and inclusive education relates to access and quality. Save the Children notes that integrated education tends to focus more on children with disabilities attending school whereas inclusive education focuses more on ensuring children with disabilities are learning. Save the Children argues that inclusive education is about restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality. This means that all children, including children with disabilities, not only have access to schooling within their own community, but that they are provided with appropriate learning opportunities to achieve their full potential. However, it is also essential that parents, children and communities are supported to change their attitudes and understanding of why inclusion matters, as this is what will sustain change. ‘Inclusive education is primarily about restructuring school cultures, policies and practices so that they respond to the diversity of students in their locality. It sees individual differences not as problems to be fixed, but as opportunities for enriching learning and for education systems to embrace change. It is a dynamic, continuing process of facilitating the participation of all students, including those with disabilities’ - Leonard Cheshire Disability.”

The UN Convention on the Rights of Persons with Disabilities: UK Implementation (2022) The UN Convention on the Rights of Persons with Disabilities: UK implementation – Research Briefing (Abreu for the House of Commons library, 2022) “The United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) was adopted by the UN General Assembly in December 2006. The UK ratified the Convention in 2009. By following UN CRPD,

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the UK agrees to protect and promote the human rights of disabled people, including...ensuring an inclusive education system” (2022: 4).

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Resource 6: What does inclusive education look like in your setting? Dimensions of inclusive education “International research has identified four overlapping dimensions as key to establishing inclusive and equitable education systems (figure below)... Whether at the national or more local level, the policy review framework presented in this Guide [can be used] in three ways: to assess existing education policies for their attention to equity and inclusion; to create and implement an action plan to advance education policy; and, to monitor progress as actions are taken.” – UNESCO (2017)

– Inclusive education dimensions (UNESCO, 2017)

An audit of inclusive education in your setting Two of the four UNESCO inclusive education dimensions (2 – Policy statements and 4 – Practices) are presented here for participants to audit against their own setting policy and practice about inclusive education.

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“Most accepted definitions of inclusive education deem it as a continuous process, and so it should not be thought of as something to be achieved. Rather, the points above can be thought of as criteria for continuous evaluation and critical examination of education systems.” – Schuelka for K4D – Knowledge, evidence and learning for development (2018) UNESCO inclusive education statements, 2 – Policy

Detail/exemplification in setting

Actions to undertake in setting to develop statement

e.g.

2.1 The important national education policy documents strongly emphasize inclusion and equity.

The statutory and non-statutory policy documents strongly emphasise the importance of an inclusive education. However, my knowledge and understanding of it and how to apply it as a new-torole SENCO is an area for development.

Engage with the DfE NPQ for SENCO framework content area ‘Two Statutory Framework’, specifically the online self-study in Cycle One.

Rate each of the statements with red, amber or green in terms of how established or effectively applied it is in your context.

Speak to my HT and other members of SLT to see what their shared understanding of the legislation is.

2.1 The important national education policy documents strongly emphasize inclusion and equity. 2.2 Senior staff at the national, district and school levels provide leadership on inclusion and equity in education. 2.3 Leaders at all levels articulate consistent policy goals to develop inclusive and equitable educational practices. 2.4 Leaders at all levels challenge non-inclusive, discriminatory and inequitable

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educational practices. UNESCO Inclusive education statements, 4 – Practices

Detail/exemplification in setting

Actions to undertake in setting to develop statement

e.g.

4.2 Schools and other learning centres provide support for learners who are at risk of underachievement, marginalization and exclusion.

At my setting, we currently provide a great deal of support for all pupils with SEND, as part of our philosophy of ‘SEND is everyone’s responsibility and if it works for pupils with SEND, it works for everyone’. We use SEND CoP (2015) as a ‘go-to’ document.

Look to share expertise with others via networking.

Rate each of the statements with red, amber or green in terms of how established or effectively applied it is in your context.

Visit other settings to develop further ways of working effectively. Investigate other aspects of the legislation and guidance (incl. Equality Act 2014) to further reflect on our strategies around exclusion.

4.1 Schools and other learning centres have strategies for encouraging the presence, participation and achievement of all learners from their local community. 4.2 Schools and other learning centres provide support for learners who are at risk of underachievement, marginalization and exclusion. 4.3 Teachers and support staff are prepared to respond to learner diversity during their initial training. 4.4 Teachers and support staff have opportunities to take part in continuing professional development regarding

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inclusive and equitable practices.

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Resource 7: The role of SENCO as a leader of inclusive education The role of the SENCO SEND Code of Practice (DfE, 2015) Sections 6.84-6.94 (pages 108-109) of the SEND Code of Practice (2015) outline the role of the SENCO in schools. Key sections pertinent to the event have been selected here, as follows: “6.87 The SENCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school. They will be most effective in that role if they are part of the school leadership team. 6.88 The SENCO has day-to-day responsibility for the operation of SEN policy and co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans. 6.89 The SENCO provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The SENCO should be aware of the provision in the Local Offer and be able to work with professionals providing a support role to families to ensure that pupils with SEN receive appropriate support and high-quality teaching. 6.90 The key responsibilities of the SENCO may include:          



overseeing the day-to-day operation of the school’s SEN policy co-ordinating provision for children with SEN liaising with the relevant Designated Teacher where a looked after pupil has SEN advising on the graduated approach to providing SEN support advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively liaising with parents of pupils with SEN liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies being a key point of contact with external agencies, especially the local authority and its support services liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned working with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements ensuring that the school keeps the records of all pupils with SEN up to date

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6.91 The school should ensure that the SENCO has sufficient time and resources to carry out these functions. This should include providing the SENCO with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school. 6.92 It may be appropriate for a number of smaller primary schools to share a SENCO employed to work across the individual schools, where they meet the other requirements set out in this chapter of the Code. Schools can consider this arrangement where it secures sufficient time away from teaching and sufficient administrative support to enable the SENCO to fulfil the role effectively for the total registered pupil population across all of the schools involved. 6.93 Where such a shared approach is taken the SENCO should not normally have a significant class teaching commitment. Such a shared SENCO role should not be carried out by a headteacher at one of the schools. 6.94 Schools should review the effectiveness of such a shared SENCO role regularly and should not persist with it where there is evidence of a negative impact on the quality of SEN provision, or the progress of pupils with SEN.”

NPQ for SENCO Framework (DfE, 2023) “The SENCO is a vital leadership role within our schools. The SEND Code of Practice (2015) recommends that the SENCO is on the senior leadership team. Expectations of those in the SENCO role are set out in law (Children and Families Act 2014) and guidance on fulfilling these requirements is laid out in the SEND Code of Practice (2015). SENCOs need to have a strong understanding of their context, community and the pupils and adults they work with. They also need to have depth of expertise across a number of specialist areas related to their role (such as the statutory framework, identification of SEN and leading and managing provision). This will involve knowledge of effective approaches that enables the SENCO, through work with colleagues, to keep improving provision for all pupils and their families (including teaching, behaviour, professional development and implementation). SENCOs must understand the relationship between these different domains, how they can change over time and how to contribute to a culture and the conditions in which staff and all pupils are able to thrive. An effective SENCO works alongside other leaders to build a school culture in which pupils with SEND can participate meaningfully in the full life of the school, achieve ambitious outcomes and make successful transitions to their next steps. At times the role is complicated and demanding. The remit of the SENCO is far broader than co-ordinating special educational provision. A key element of the role is to influence whole-school teaching, curriculum and behaviour policy and practices that ensure all pupils are prepared for their next step in education or adulthood. In developing and sustaining an inclusive environment, the SENCO needs to work with other leaders to embed reflective practice, whereby the enablers to full pupil participation are proactively identified and implemented on an ongoing basis. The end goal is to ensure that every child is valued, belongs and has the opportunity to realise their unique potential, regardless of starting point. The SENCO role is both operational and strategic, and relies on effective distributed leadership approaches, working with and through colleagues (in particular, through other school leaders and teachers) as well as with families, the local authority, external

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agencies, and other education providers to ensure that every pupil identified with SEND attends school regularly and gets an excellent education. The SENCO must also be able to allocate resources strategically, monitor the impact of provision, critically evaluate evidence and advise colleagues.”

The role of the Early Years SENCO The Role of the Early Years SENCO (DfE, 2022) “The Early Years SENCO role involves:    

ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN advising and supporting colleagues ensuring parents are closely involved throughout and that their insights inform action taken by the setting, and liaising with professionals or agencies beyond the setting

The Early Years SENCO has a key role in supporting colleagues and coordinating the response of the setting to children with SEN The Early Years SENCO role will vary depending on the size, structure and employers’ requirements in the setting. The following is an overview of the typical role. Further details can be obtained from the Special educational needs and disability code of practice.” The five key responsibilities of the EY SENCO can be summarised as: 1. Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN 2. Advising and supporting colleagues 3. Ensuring parents are closely involved throughout and that their insights inform action taken by the setting 4. Liaising with professionals or agencies beyond the setting 5. Continually developing own practice – The role of the Early Years SENCO (DfE, 2022)

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Resource 8: Effective communication with families Special educational needs in mainstream schools: Effective parental engagement for pupils with SEND (EEF, 2021)

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Resource 9: Implementation – explore and prepare (EEF, 2024) Implementation in schools – 3 recommendations (EEF, 2024)

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Implementation in schools – the process (EEF, 2024)

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Implementation planning – the explore phase (EEF, 2024)

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Resource 10: The graduated approach

Early Years settings

Mainstream settings and alternative settings

Further education

Special educational needs and disability (SEND) code of practice: 0 to 25 years – Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (UK Government Department for Education and Department of Health, 2015)

Pages 86–87

Pages 100–102

Pages 113–116

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Overview – Section 5.38

Overview – Section 6.44

Overview – Sections 7.13–7.14

Assess – Section 5.39

Assess – Sections 6.45–6.47

Assess – Section 7.15

Plan – Sections 5.40–5.41

Plan – Sections 6.48–6.51

Plan – Sections 7.16–7.17

Do – Section 5.42

Do – Section 6.52

Do – Section 7.18

Review – Sections 5.43–5.46

Review – Sections 6.53–6.56

Review – Sections 7.19–7.21

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Resource 11: Case studies Case study 1 Name: Alfie Smith D.O.B: 27th August Age: 4 Year group/phase: Early Years Foundation Stage Gender: Male Ethnic Group: White British Provision: Mainstream school SEN Code of Practice Area of Need: Communication and Interaction with a diagnosis of autistic spectrum condition (ASC) and undiagnosed cognition and learning Stage: ECNA/EHCP/SEND support Other agency involvement:  Speech and language  Paediatrician

Family situation Alfie lives with Mum, stepdad and maternal grandmother. Home life is settled, and all adults fully support Alfie and the school. Alfie’s family are keen to provide any resources that will support him. This is often in the form of games on his tablet, which causes an issue at school, as he cannot access this when he chooses to. School is working with parents to support their understanding of alternative interests that could be provided.

Presentations Alfie is non-verbal and does not interact with others. Communication is through a range of noises. Alfie does not transition well from a family member at the start of the day, is extremely distressed and takes some time to settle. At playtime and lunchtime Alfie plays alongside other children. In the classroom, Alfie flits from one activity to the next and will not stay at a learning task if there is another child or adult in the space. When Alfie becomes frustrated and cannot make his needs known, he bites or lashes out at others, both adults and children.

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Risks Alfie cannot make his needs known and therefore could be at risk of not being able to communicate pain or any form of abuse from peers or adults. School have talked about a modified timetable and a suspension as a result of hurting other children and staff. Family will support this; however, there is a concern that Alfie will have a lack of routine and structure that is required and reduced opportunity to put interventions in place. The school are working with the Local Authority to identify a language class that Alfie can attend to support his communication needs and/or some specialist support from the specialist settings in his area.

The graduated response Assess The SENCO is in the process of working with a range of professionals, including the paediatrician, behaviour support service and speech and language to understand Alfie’s needs.

Case study 2 Name: Miriam Boateng D.O.B: 19th October Age: 6 Year group/phase: Year 2 Gender: Female Ethnic Group: Black African Provision: Mainstream primary school SEN Code of Practice Area of Need: Cognition and Learning and possible social, emotional and mental health needs Stage: ECNA/EHCP/SEND Support Other agency involvement: Learning Support Advisory Teacher

Family situation Miriam lives with her paternal aunt. Parents are still living in Ghana. Miriam has returned to Ghana on two occasions over the past two years to visit parents. Aunt finds the discussions around Miriam’s additional needs challenging, however she has high aspirations for Miriam and wants her to be happy and successful. Through discussions with the parents, they have indicated that they may take her back to Ghana, as they too have high expectations of Miriam and want her to be a successful learner. At weekends, Miriam attends the local church with her aunt, where the expectations on children’s behaviour within the Ghanaian community are reinforced. There have been some safeguarding concerns and Miriam is currently part of a Child in Need plan, as a result of aunt using some physical chastisement toward Miriam. Miriam, her aunt

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and parents speak Twi as their first language. However, aunt and parents also speak English and use this in their respective professions on a daily basis. Miriam’s parents and aunt write in English.

Presentations Miriam is very respectful and is a quiet member of the class. She has a small group of friends, who she enjoys playing with. Miriam’s behaviour in the classroom is exemplary and she often receives certificates in the weekly assembly for her behaviour, kindness and her learning behaviours. Miriam can be timid around unknown adults and she can become tearful if she thinks she has done something wrong. She constantly seeks reassurance from the additional adults in the classroom and always strives to complete the learning she has been set.

Risks Miriam may leave the country to return to Ghana. This may mean her needs remaining unmet. Miriam’s self-esteem is often affected by her aunt’s comments. Early Help, provided by the Local Authority, are working with aunt to support her understanding of the rights of the child within the United Kingdom and to provide parenting support and play and activity groups for Miriam at the end of the school day and during the school holiday period.

The graduated response Assess Miriam has been assessed by the Learning Support Advisory Teacher. She is working within the 7th percentile for reading, writing and mathematics. Miriam has been assessed by the Learning Support Advisory Teacher and Occupational Therapist. She has dyslexic traits, and a diagnosis of developmental coordination disorder (dyspraxia).

Case study 3 Name: Baljeet Singh D.O.B: 21st January Age: 9 Year group/phase: Year 5 Gender: Male Ethnic Group: Asian British Provision: Mainstream primary school SEN Code of Practice Area of Need: Physical and Sensory (Hearing Impaired) and possible social, emotional mental health needs Stage: ECNA/EHCP/SEND Support

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Other agency involvement: Sensory Inclusion Service

Family situation Baljeet lives with his mum and dad, paternal grandparents and four siblings. Parents are extremely happy with the adaptations made by school; however, they are concerned about how this support will be replicated in a larger setting, when Baljeet makes the transition to secondary school.

Presentations Baljeet is a happy and content member of the class. He has a wide circle of friends. There is a communication book in place between school and home to update on any issues linked to the radio aid or aspects that have been challenging for Baljeet in school.

Risks On transition to secondary school Baljeet may lose part of his support network as there are three local secondary schools and, due to where his friends live, some pupils will transition to different schools. Baljeet has always been accepted and included at his primary school; there is a risk that this may not be the case as he transitions to secondary school.

The graduated response Assess Baljeet has been assessed as having a moderate (41dB-70dB) hearing loss. He wears a radio aid for the vast majority of the time, since being diagnosed in Year 4. Baljeet is an independent learner and will move to sit in a different area of the classroom, if his ability to hear is impacted by the activity taking place in the classroom.

Case study 4 Name: Carly Edwards D.O.B: 25th April Age: 14 Year group/phase: Year 9 Gender: Female Ethnic Group: White British Provision: Part-time alternative provision, mainstream secondary school SEN Code of Practice Area of Need: Social Emotional Mental Health and possible dyslexia and dyspraxia and communication and interaction Stage: ECNA/EHCP/SEND Support

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Other agency involvement: Child and Adolescent Mental Health Service

Family situation Carly lives with her two mums and has contact with her birth father. She has two stepbrothers who are younger than her. Family members find it difficult to manage Carly’s self-harm and often become annoyed and talk about her ‘attention seeking’. This causes a great deal of friction at home and will often result in Carly leaving the family home and being reported missing.

Presentations Carly will self-harm when faced with challenging circumstances. She is experiencing emotionally based school anxiety and this is having an impact on academic achievement and her attendance. She is currently identified as a pupil with persistent absence, with an overall attendance figure of 78%. Some absence is linked to appointments with Child and Adolescent Mental Health Service and others to her emotionally based school anxiety. Carly has dual provision; she attends an alternative provision every morning and is expected to attend mainstream secondary school every afternoon. This is causing Carly a great deal of anxiety, resulting in non-attendance at the mainstream secondary school.

Risks Increased risk of self-harm/suicide. Possibility of not meeting her full potential as a result of poor mental health and attendance impacting cognition and learning. Lack of understanding by school staff of emotionally based school anxiety.

The graduated response Assess Carly has been on the waiting list to see a member of the Child and Adolescent Mental Health Service for six months. As a result of her increased self-harm, she has attended the GP, who has made the referral. Carly has been assessed as experiencing anxiety by the pastoral team, who are supporting her at school and the alternative provision that she attends during the morning sessions of school.

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Resource 12: Key learning points Session

Key learning points

Additional statements and statutory guidance

Session 2 – What is inclusive education?



Culture

Session 3 – Roles and responsibilities for SEND

An effective SENCO works alongside other leaders to build a school culture in which pupils with SEND can participate meaningfully in the full life of the school, achieve ambitious outcomes and make successful transitions to their next steps. In developing and sustaining an inclusive environment, the SENCO needs to work with other leaders to embed reflective practice, whereby the enablers to full pupil participation are proactively identified and implemented on an ongoing basis. (NPQ for SENCO framework 2023)



Inclusive education is an integral part of statutory guidance and is reflected in other organisations’ practice and philosophy.



The entitlement to an appropriate education should be at the centre of a school’s provision planning.



Policy and practices should promote inclusive practice and take account of statutory guidance.



Schools and colleges must use their best endeavours to ensure such provision is made for those who need it. (Code of Practice 2015)



The SENCo has a strategic role in the development of SEN policy and provision and an operational role with

1.2. Attending school alongside pupils with SEND can have a positive impact on the attitudes of pupils without SEND towards their peers with SEND. Contribute to establishing and sustaining a positive and supportive culture across the school and for all pupils, including by: 1.a Working with other leaders to develop, implement and monitor the effects of school policies and operational guidance to create an inclusive environment where everyone feels welcome, safe, and that they belong.

Principles underpinning this Code of Practice 1.1 Section 19 of the Children and Families Act 2014 makes clear that local authorities, in carrying out their functions under the Act in relation to disabled children and young people and those

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responsibility for the day-to-day for the operation of SEN policy and co-ordination of provision made to support individual pupils with SEN. (adapted from paragraphs 6.87 and 6.88 of Code of Practice 2015) 

Processes to communicate with parents should be established which are of a high quality, provide clarity and meaningful co-production.

with special educational needs (SEN), must have regard to: 

the views, wishes and feelings of the child or young person, and the child’s parents



the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions



the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood

Culture Contribute to establishing and sustaining a positive and supportive culture across the school and for all pupils, including by: 1.g Working with other leaders to ensure a culture of coproduction which captures and values pupil and family voice in all aspects of the curriculum, its delivery, and in wider whole school policies. Sessions 4 and 5 – Implementation



A key element of the (SENCO) role is to influence wholeschool teaching, curriculum and behaviour policy and practices that ensure all pupils are prepared for their next

Culture Contribute to establishing and sustaining a positive and supportive culture across the school and for all pupils, including NPQ for SENCO Preparing to Practice Resource Pack May 26

step in education or adulthood. (NPQ for SENCO framework 2023) 

Session 6 – Assess, plan, do, review; the graduated approach

The SENCO must also be able to allocate resources strategically, monitor the impact of provision, critically evaluate evidence and advise colleagues. (NPQ for SENCO framework 2023)

by: 1.a Working with other leaders to develop, implement and monitor the effects of school policies and operational guidance to create an inclusive environment where everyone feels welcome, safe, and that they belong. Identification of need



There are four stages to implementation: explore, prepare, deliver, sustain.



Implementation is a structured, ongoing process that must adapt to context over time.



Having a clear and well-specified plan will contribute to collective understanding and ownership of an inclusive environment and positive culture.



The key responsibilities of the SENCO may include:

Teaching

- co-ordinating provision for children with SEN

Support teachers and support staff to understand the importance of precise expert teaching for all pupils and to implement the graduated approach effectively, including by:

- advising on the graduated approach to providing SE support (Code of Practice para 6.90) 

The graduated approach is a four-part cycle (assess, plan, do, review).



The graduated approach is implemented for an individual pupil.



Understand that monitoring is at an individual pupil provision level and whole school strategic level.

Ensure school stakeholders and families understand the purpose of identifying SEND, including by: 3.l Clearly articulating the school’s identification process in the SEN Policy and SEN Information Report.

4.f Enabling teachers and leaders to understand the graduated approach and utilise it in the classroom, subject or domain. Implementation Deliver changes, including by: 8.n Managing expectations and encouraging ‘buy-in’ until

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

Understand that the SENCO has a key role in supporting senior leaders and governors in monitoring implementation of SEN provision. This includes the graduated approach.

positive signs of changes emerge. 8.o Monitoring implementation (including by clearly assigning and following up on the completion of critical tasks) and using this information to tailor and improve the approach over time (e.g. identifying a weak area of understanding and providing further training). Sustain changes, including by: 8.r Using reliable monitoring and evaluation to review how the implementation activities are meeting the intended objectives and continue to align with school improvement priorities.

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Resource 13: Cycle one online self-study summary Statutory framework Introduction to statutory frameworks Legal obligations Equality Act 2010 SEND Code of Practice Safeguarding Ensure staff and governors enact statutory guidance Working with other agencies and specialists across services Expert practice Implementation Introduction to implementation Plan and execute implementation Make the right choices on what to implement Prepare appropriately for the changes to come Deliver changes Sustain changes Expert practice

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Resource 14: Cycle one online practice activities Select two of the following six activities to submit to your leadership mentor. Choose an activity based on your areas of interest and the results of the diagnostic review undertaken at the start of the course.

Statutory guidance Activity 1: Enact statutory guidance In her practice piece, Enact Statutory Guidance, in the Statutory Framework study pack, Julie Gawn explains how she supports senior leaders to ensure staff and governors enact statutory guidance by preparing and maintaining an accessible and detailed SEN Information Report and SEN Policy and contributing to the Accessibility Plan. Read Julia Gawn’s practice piece, paying attention to what she says about her role and the input from other leaders in preparing the SEN Information Report, SEN Policy and the Accessibility Plan. Look at your own school’s SEN Information Report, SEN Policy and Accessibility Plan. In some schools these form part of a single document. Meet with a senior leader or SENCO in your school to discuss the process for preparing and maintaining the SEN Information Report, SEN Policy and Accessibility Plan. 

How are leaders engaged in the process?



What are the challenges for leaders producing detailed and accessible documents to meet the statutory requirement?



What action could be taken to improve the process of preparing and maintaining the documents?

Submit a summary of your response to your leadership mentor (maximum 200 words). NPQSENCO 2 Statutory framework - Enact statutory guidance - Secondary - Julia Gawn.pdf

Activity 2: The local offer The SEND Code of Practice explains the SENCO’s role in working with other agencies and specialists and contributing to the local offer for the effective provision for pupils with SEND. Identify any gaps in the local offer or areas where your school needs more support than it provides. Make a note of the contacts or sources of support for the areas you have identified. 

What is your school’s contribution to the local offer?

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

What action could leaders take to increase the value of the school’s contribution to the local offer?

Submit a summary of your response to your leadership mentor (maximum 200 words).

Activity 3: SEND Code of Practice – duties for schools Read sections 1 and 6 of the SEND Code of Practice, which set out the principles of the code and the duties for schools. Look at your school’s SEN Information Report and SEN Policy. 

How does the content of the report and policy reflect the principles of the SEND Code of Practice?



How does the content of the report and policy meet the requirements for schools set out in the SEND Code of Practice?

Submit a summary of your response to your leadership mentor (maximum 200 words). DoH & DfE (2015) SEND Code of Practice: 0 to 25 years

Implementation Activity 4: A robust diagnostic system In the self-study pack lesson Make the Right Choices on What to Implement, Katie Pritchard explains how she used a range of internal and external data sources and triangulated data to ensure she could confidently diagnose a need for implementation. 

What can you learn from the case study about using a robust diagnostic process?



How can you ensure the reliability of data and evidence you use to inform your own implementation project?

Submit a summary of your response to your leadership mentor (maximum 200 words).

Activity 5: Collective understanding of the core components The EEF’s A School’s Guide to Implementation includes guidance on identifying and prioritising the core components or ‘active ingredients’ of a project. Read the guidance on pages 28 to 39, paying attention to the case studies and examples. 

What key learning can you take away from the case studies?



How will you apply what you have learned to your own project planning?

Submit a summary of your response to your leadership mentor (maximum 200 words). EEF (2024) Schools’ guide to implementation report

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Activity 6: Professional development The EEF’s A School’s Guide to Implementation includes guidance on supporting implementation with professional development on pages 38 to 43. Read the guidance, paying attention to the recommendation to reinforce initial training with expert followon support. Consider the implications of this for implementation activity in your school. 

How will you apply what you have learned to your own practice?

Submit a summary of your response to your leadership mentor (maximum 200 words). EEF (2024) Schools’ guide to implementation report

Resource 15: Cycle one online formative assessment tasks See separate pack

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