STAR SPOTLIGHT

PARTNERSHIP IN PRACTICE: STAR’S STRATEGY TO SUPPORT PUPILS WITH SEND

Ensuring that children and young people with special educational needs or disabilities (SEND) achieve and thrive is a key priority for all schools. The national SEND code of practice provides the framework that schools and other stakeholders must follow to fulfil their statutory duties.

THERE ARE FOUR BROAD CATEGORIES OF SEND:

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communication and interaction

cognition and learning

social, emotional and mental health difficulties sensory and/or physical needs

Pupils with the most severe needs may have an education health care plan (EHCP), which is owned by their local authority. EHCPs specify the provision that should be put in place for the individual and describes the outcomes that are being worked towards. EHCPs, which are reviewed annually, are linked to funding to enable the school to put in place specific provision for the child. The majority of pupils on the special needs register do not have an EHCP but will have a pupil support plan (PSP) put in place by the school to meet their specific needs. PSPs often identify adaptive teaching strategies to support the pupil and enable their access to the curriculum. These might include differentiated tasks, additional prompts, access to technology, or resources such as overlays or enhanced print. PSPs may specify small steps in learning or self-management for pupils to achieve. Crucially, pupils and parents should be involved in developing and reviewing the PSP. The goal is to support the child or young person to make excellent progress and to develop an understanding of the learning strategies that enable more independent study. THE MOST RECENTLY PUBLISHED NATIONAL DATA SHOWS THAT 3.7% OF PUPILS HAVE AN EDUCATION HEALTH CARE PLAN (EHCP). 12.2% OF PUPILS IN ENGLISH STATE SCHOOLS HAVE SEN SUPPORT (BUT NO EHCP). BOTH FIGURES SHOW INCREASING TRENDS.

STAR’S APPROACH

Children and young people are individuals with their own particular needs. Star is committed to supporting every pupil to develop into a confident and independent person. It is vital that a consistent, whole school, best practice approach is employed to identify SEND at an early stage, and to support pupils in developing strategies to overcome barriers. At Star, we have high expectations and aspirations for all children and young people. We expect pupils with SEND to make the same strong progress as their peers. They are included in the same lessons and curriculum as non-SEND pupils but their teachers will be aware of their specific needs and plan carefully to enable their rapid progress using the strategies included in the child’s PSP. Pupils with SEND are actively included in extra-curricular activities through which they develop their leadership potential. Star teachers are keen to help pupils find their talents, which may range from creative or sporting prowess through to civic leadership and community service. Schools create opportunities which enable young people to flourish.

STAR’S SEND STRATEGY

Star’s SEND lead, Liz Murray, joined the trust in June 2021. She is undertaking a strategic review of current practice across all Star schools and has developed a programme of training and support for Special Educational Needs Coordinators (SENCos) and leaders with input from national experts. A SENCo network to share best practice and support is also being developed. The SENCo’s role is complex and demanding. Having a network of contacts with expertise in different contexts and areas of specialism is professionally energising. The Star strategy covers policy development and implementation. It includes early identification and accurate identification of pupils with SEND, effective transition and multi-agency working, as well as exploring teaching strategies and pastoral support. Pupil voice is a crucial element within Star’s strategy to enhance the learning and wellbeing of children and young people with SEND. All Star schools seek and listen to pupils’ opinions on what helps them to succeed, through their pupil councils, informal discussions and more formal surveys of opinion. This sense of partnership is particularly important in the case of pupils with SEND so that any provision that is offered is agreed with them rather than ‘done to’ them.

Similarly, Star is keen for parents to be heard. Parents are their children’s first educators and advocates. It is vital for them to shape and understand the strategies that the school is using and know how they can provide complementary support at home.

SUPPORTING CHILDREN WITH SEND

Supporting a child or young person with SEND is best done collaboratively. The team supporting an individual pupil will include school staff, parents and possibly external agencies where a pupil has an EHCP.

THE FOLLOWING SET OF PRINCIPLES FOR BUILDING AND MAINTAINING RELATIONSHIPS MAY BE HELPFUL TO PROFESSIONALS AND PARENTS.

 Keep things pupil-centred – include the child or young person in at least part of any discussion about them. Do not filter the child’s perspective through an adult lens.  Maintain open, positive conversations characterised by mutual respect.  Remain mindful of the professional or parent relationship.  Be solution-focused – recognising when there’s a barrier and talking it through.  Be realistic and practical.  Anticipate issues and plan ahead together.  Try to see the bigger picture.  Use the specific skills of each person involved with the pupil to best effect.  Recognise that very often it is the child who has the biggest workload and/or challenges.  Be open to considering different perspectives and to discussing them further.  Use inclusive communication styles.  Don’t be afraid to say ‘I don’t know’, or ‘could you help me?’.

At the core of the Star strategy for SEND is the principle that every teacher is a teacher of SEND and every leader is a leader of SEND. We will continue to develop the understanding and expertise of Star senior and middle leaders so that they are able to lead teachers to develop detailed curriculum and delivery plans for pupils with SEND so that they are able to thrive and achieve to the best of their ability.