Chapter 3: Collaborative Practice

Chapter 3: Collaborative Practice

It is a requirement that all schools should have either a member of the governing board, or a committee, with specific oversight of the school's arrangements for special educational needs and disability (SEND).

This is set out in the statutory SEND Code of Practice (92).

It is important to note that all leaders in school are leaders of SEND, as is true that all teachers are teachers of SEND. Everyone on your governing body is responsible for SEND with the allocated SEND governor having a more in-depth knowledge & understanding of the statutory guidance and inclusive practice.

As a SEND governor you should be supported to understand the statutory guidance and compliance but, just as important is fully understanding your school environment. A vital part of developing your practice, if you are a specific SEND governor, is to build strong and effective relationships with the SENCO or SEND leader.

Governors have a legal obligation to ensure that a school has a qualified SENCO in post and: where they have not previously been in their current post as SENCO before 1st September 2009, they must achieve a National Award in Special Educational Needs Co-ordination within three years of appointment. This must be a postgraduate course accredited by a recognised higher education (HE) provider.

A SEND governor will ensure that:

• the key responsibilities of SENCO are drawn up and monitor the effectiveness of the way the responsibilities are carried out against

a list of illustrative activities, as described in SEND Code of

Practice: 0 to 25 years (para 6.84 – 6.94); • the SENCO has sufficient time and resources to carry out their role effectively.

Monitor that your SENCO is outward thinking and liaising with other SENCOS, leaders and professionals. One way to do this is to attend the Countywide SENCO Forums (SENCOs can register by clicking on this link Schools CPD Online- The Education People and searching for ‘Countywide SENCO Forum) and the local inclusion forums.

Understanding Your School, Your Role and the SENCO

It is often interesting to pause and think about whether you can answer this first question honestly and fully: is your school a genuinely inclusive environment? The answer is often ‘yes’, however the more specific question is

How do you know that your school is a genuinely inclusive environment?

In any conversation whether it be with other governors, school leaders or the SENCO it is important to strategically challenge with the question ‘how do you know this is the case?’ The answer to this question will not only provide the answers needed during the monitoring processes but ensure that all parties invested in the progress of inclusion across the school can really explain their intent, implementation and above all the impact of what has been done. When thinking about inclusion in your school ask yourself:

• What is the intent of SEND support in your school? • How is inclusive practice implemented consistently across your school and how are staff supported to do this? • How has the curriculum been adapted for SEND learners and how is it ambitious for all?

• How is the impact of inclusion measured and demonstrated by all stakeholders?

Why is a SEND Governor Needed?

The governing body is essential, and, on the board, the allocated SEND governor is a vital role to ensure that SEND stays on the agenda in all discussions so that key links can be addressed to teaching and learning, curriculum, schools process and safeguarding. The SEND governor also provides a significant and important link between the governing team and the inclusion team within a school.

The SEND governor will champion the inclusion team and have strategic oversight of the schools’ arrangements when planning for and meeting the needs of SEND learners.

What Skills and Experience are Required and/or Helpful?

The role of a school governor can be at times challenging and overwhelming, but it is also a great role in that you can really develop your knowledge of different areas to make a great impact. Some important considerations would be:

• an interest in all aspects of school life and in particular SEND when the allocated governor • confident communication skills to be able to feedback to the governing body both verbally and in written reports • good time commitment to invest in school life, understand processes, systems and the staff within them • an energetic and enthusiastic approach • an interest in supporting the ongoing development of specific key areas in a strategic capacity.

What is the Key Purpose of the Role?

There are a range of legal duties a governor has when acting as the SEND allocated member of the board. Alongside the governing body and the leadership team, and in particular with the headteacher, you will monitor the school’s policies and approaches to meeting the needs of SEND learners. You are in a key position to strategically oversee how systems are working, how they are being implemented and what the impact is.

More specifically, a governing body has a legal duty to monitor:

• all appropriate access arrangements that are in place • the effectiveness of the SEND leaders so that assessment monitoring and evaluation processes are robust for all children • that all teaching staff are aware of SEND needs and carry out their teaching & learning to a high standard • that all SEND learners have access to a wide range of extracurricular activities and are fully involved in the school community • that involvement from families is genuine demonstrating strong co production and collaboration • that the SEND code of practice is followed robustly • the implementation of the SEND policy is secure and to ensure the annual report reflects the impact of resources on SEND learners.

For you as a SEND allocated governor to fulfil these duties, you will need to invest in developing and keeping abreast of your awareness of the SEND provision in your school. You need to:

• Be aware of how the SEND provision is led and who holds responsibility for its operational management • Keep on top of your own knowledge of the national and countywide SEND picture • Have a plan to meet the school SEND leader / SENCO on a regular basis with meetings that are clearly planned and specific • Discuss SEND across all agenda with the governing body to create a clear link running through all school decisions • Liaise with the families as much as possible to create a relatable and approachable link (use the activity planner in the next section)

The SENCO as a School Leader

Each school has a different structure to their leadership model and in some school’s a SENCO may sit on the middle leadership team, whilst in others their role is combined with additional duties as a senior leader.

The SEND Code of Practice 6.87 states that:

“The SENCo has an important role to play… in determining the strategic development of the SEN policy and provision in the school. They will be most effective in that role if they are part of the school leadership team.”

In your school, your SEND leader has a range of responsibilities such as identifying, assessing, tracking, monitoring, and improving learner’s outcome. This is on a whole school level and a SENCO will support all staff to meet the high level of standards required to secure outstanding inclusive provision.

Therefore, in discussions, if not in place already, a SEND leader should be considered to be on the leadership team and sitting within this team will develop not only their strategic leadership skills but allow them to contribute to the wider school outcomes; linking with leaders of all areas and ensuring that SEND interweaves through every element. A SENCO on leadership or as an associate leader will also in turn develop the

understanding of the whole team in the strive for every leader to be a leader of SEND whilst being the strategic lead for every teacher becoming a knowledgeable and confident leader of SEND.

Building Positive Relationships

Building a positive working relationship with the SENCO and school leaders is a great start in your role as SEND governor. This will ensure that communication is regular and effective, and that impact can be made. To keep up to date with the fast-paced inclusion world, it is recommended to meet with the SENCO at least once per term to monitor how the SEND plans, policy and provision are being implemented.

Your Role is Strategic and Not Operational.

You are there to challenge school leaders to demonstrate what is happening in your school and how the SEND policy is being implemented whilst having an impact on the children and young people.

There are a range of different topics you may wish to discuss with the SENCO and/or school leaders during your discussions such as:

• Identification, assessment and tracking of children with additional needs • Progress against SEND policy and development plan and statutory duties • Staff training, arrangements and use of resources • Adapting the curriculum yet ensuring challenge for all • Preparation for adulthood • Liaison with all stakeholders: external agencies, parents, Specialist services

In the next chapter you will find templates to support you in our role across the academic year when meeting with school leaders and ensuring you make the most of your time with the SEND team.