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The Handbook

This handbook provides all the necessary information to support you in your SENCO role and to support your Senior Leadership Team (SLT) to ensure that the provision for children and young people with SEND is in line with the Group mission, vision and values as well as with current legislative requirements.  Strategic leadership of SEN is the responsibility of the whole academy staff.  All children and young people in our academies deserve to become world class learners - to learn, enjoy, succeed and thrive in a world class educational environment, which has the best facilities, the best teaching and the most up to date resources available to them. Every effort should be made to meet the individual educational needs of all children and young people and we should remain committed to providing the necessary support so that they can reach their potential.


The SEND plan for 2016-17 will continue what is working well (items 1-4) and build on it by developing support in five further areas (5-9). The Work is guided by our SEND Policy and the SEND outcomes improvement model.


The operating model provides

  1. Annual SEND and Pupil Premium reviews of all our academies with reports containing development priorities for academies to take forward;
  2. Preparation for and support during Ofsted inspections; 
  3. Specialist support for our special academies and in the fields of SEMH, SLCN, Dyslexia, access arrangements, developing and supporting effective Teaching Assistant deployment;
  4. Telephone advice and guidance and immediate visit support as and when required as issues arise for children or families across the Group.


There are five further strategic objectives for 2016-17

  1. Investing in our system and developing at least 25 of our SENCOs into 'system leaders' to work wider than their own academies;
  2. Developing a clear set of legal guidance on the integration of the SEN Code of Practice with regard to EHCPs;
  3. Ensuring the drive towards engagement with parents continues by further developing co-construction of SEN Information Reports and the establishment of SEN committees;
  4. Enhancing the role of our special academies and specialist provisions in forming a specialist advisory workforce with an outward facing role;
  5. Using what we have learned to develop greater links and support for other MATs in developing effective SEND & Inclusive practice in two ways: 
  6. Supporting the NSC and RSCs to develop an 'inclusive' focus as part of the academisation programme;  
  7. Leading the MAT inclusion programme as part of the successful LLS / NASEN School SEN Workforce Reform bid.