All providers under these sector headings have a statutory duty to comply with the Children & Families Act 2014, The Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. A specific summary is provided in Appendix 2. Medical needs The Children and Families Act 2014 places a duty on maintained schools and academies to make arrangements to support pupils with medical conditions. will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have SEN, their provision should be planned and delivered in a co-ordinated way. Statutory Guidance What are the areas of special educational need? Four Broad Areas of Need The graduated approach Under from the SEN Code of Practice the SEND Code of ‘Changes 2001’, Practice 2014 (page 3) stipulates: There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus). Most schools/settings have structured their provision into three layers, in order to connect provision with funding streams within the school/setting budget: Good data management, monitoring of progress and impact is a central thread running through all three levels of provision. It is central to embedding a whole institution ethos of the graduated approach (see below). Universal provision is what is available to all children and young people in the setting. This includes any reasonable adjustments made to meet needs as well as inclusive provision, such as dyslexia-friendly classrooms. Generally speaking, universal provision covers Learner strategies Teaching strategies
All providers under these sector headings have a statutory duty to comply with the Children & Families Act 2014, The Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. A specific summary is provided in Appendix 2. Medical needs The Children and Families Act 2014 places a duty on maintained schools and academies to make arrangements to support pupils with medical conditions. will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have SEN, their provision should be planned and delivered in a co-ordinated way. Statutory Guidance What are the areas of special educational need? Four Broad Areas of Need The graduated approach Under ‘Changes from the SEN Code of Practice 2001’, the SEND Code of Practice 2014 (page 3) stipulates: There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus). Most schools/settings have structured their provision into three layers, in order to connect provision with funding streams within the school/setting budget: Good data management, monitoring of progress and impact is a central thread running through all three levels of provision. It is central to embedding a whole institution ethos of the graduated approach (see below). Universal provision is what is available to all children and young people in the setting. This includes any reasonable adjustments made to meet needs as well as inclusive provision, such as dyslexia-friendly classrooms. Generally speaking, universal provision covers Learner strategies Teaching strategies
Swindon-Good-Practice-Guide-2014.docx