APPENDIX 2

The Role of the Assistant Head (Inclusion) (“AHI”) – Mrs C Holmes (Tel: 01484 226834)

This role is crucial in the school’s Additional Needs provision. The SENCo works with the Headteacher and governing body, in determining the strategic development of SEN policy and provision in the school. They are part of the school leadership team. The SENCo has day-to-day responsibility for the operation of Additional Needs policy and coordination of specific provision made to support individual pupils with Additional Needs, including those who have EHC plans. The SENCo provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The key responsibilities of the SENCo include:

overseeing the day-to-day operation of the school’s Additional Needs policy
coordinating provision for children with Additional Needs
liaising with the relevant Designated Teacher where a looked after pupil has Additional Needs
advising on the graduated approach to providing Additional Needs 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 Additional Needs
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 Local Academy Board 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 Additional Needs up to date

The Role of the LAB (Local Academies Board)

The LAB should, with the head teacher, decide the school’s general policy and approach to meeting pupils’ additional needs for those with and without EHCPs. They must set up appropriate staffing and funding arrangements and oversee the school’s work. Through the performance management framework the Local Academy Board should secure that objectives are set for the head teacher. These should include objectives for leadership, management, pupil achievement and progress, and will also relate to priorities in the school development plan. All these objectives should include SEN.

The SEN Governor has specific oversight of the school’s arrangements and provision for meeting special educational needs.

The governing body will make sure that:

they are fully involved in developing and monitoring the school’s SEN policy
all Local Academy Board, especially the SEN governor, are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel resources are deployed
SEN provision is an integral part of the school development plan
the quality of SEN provision is continually monitored.

The Role of the Class Teacher

The SEN Code of Practice specifies that class teachers are responsible and accountable for the progress and development of all the pupils in their class, including where pupils access support from teaching assistants or specialist staff and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have Additional Needs. The class teacher’s responsibilities include:

· Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, Additional Needs pupils

· Collaborating with the SENCo to decide the action required to assist the pupil to progress

· Working with the SENCo to collect all available information on the pupil

· In collaboration with the SENCo, develop Support Plans for SEN pupils

· Working with Additional Needs pupils on a daily basis to deliver the individual programme set out in the Support Plan or provision map

· Developing constructive relationships with parents

· Being involved in the development of the school’s SEN Report

The Role of the Principal

The principal’s responsibilities include:

· The day-to-day management of all aspects of the school including the Additional Needs provision within the school

· Working closely with the SENCo

· Informing parents of the fact that Additional Needs provision has been made for their child

· Ensuring that the school has clear and flexible strategies for working with parents, and that these strategies encourage involvement in their child’s education

· Keeping the LAB well informed