The Expectations on All Settings in East Sussex

• The setting’s Senior Leadership Team (SLT) models and communicates a vision that promotes inclusive practices throughout the setting
• All staff are aware of the setting’s clear and ambitious vision for providing high-quality inclusive education and training for all CYP, and uphold policies and practices
• The SENCo and/or Inclusion Manager are part of the setting’s SLT
• The setting’s policies demonstrate their inclusive values and the therapeutic approach to supporting all CYP
• The setting’s policies encourage resilience and independence in their CYP

• SLT engage in collaborative planning with their teams that enables effective use of staffing and resources to ensure the needs of all CYP are supported
• The setting’s performance management structure promotes clear inclusive values and promotes high quality teaching and learning for all CYP
• SLT plan staff training to ensure staff are able to provide inclusive high-quality teaching and learning for all CYP

• Settings prioritise the early identification of short and long term needs of all vulnerable CYP including those who are academically able and those at risk of/experiencing Emotionally Based School Avoidance (EBSA)
• There is a whole setting therapeutic approach to support CYP’s emotional wellbeing and mental health
• There is a whole setting approach to support the well- being of all staff members
• All staff have a therapeutic understanding of the links between teaching, learning and the CYP’s experience of the setting’s day with the behaviour they demonstrate
• An individual support plan is developed with the CYP which includes the CYP’s voice at every step of their journey e.g. Additional Needs Plan or similar which includes the APDR cycle
• If the safety of the CYP, or others, is a key consideration then an individualised risk assessment for the CYP is completed

• A wide range of assessment tools are used
• Learners have regular opportunities to evaluate their own performance
• AFL tools are used to inform planning and next steps when reviewing the pupil’s support plan [e.g. pupil profile, Additional Needs Plan (ANP)]

• Observations and assessments of the CYP are carried out over a period of time to identify any additional needs and inform planning; include talking to the CYP and their parent/carers
• Support plans are recorded and shared with parent/carers and setting staff e.g. pupil profile, ANP co-produced with parents
• The Assess, Plan, Do, Review process is followed

• Staff use observations and assessments to identify where CYP need additional support both in the short term and long term
• A range of evidence-based strategies are implemented

• Staff make individual adjustments for exams e.g. rest breaks, extra time, adapted resources
• Staff provide practice papers in a format that ensures accessibility for all CYP

• Parent/carer views are sought, and concerns are discussed with them, when needs are identified, to build a full picture of the CYP strengths and needs
• There is a whole setting approach to ensure consistent and effective dialogue between staff and parent/carers to identify where a CYP has a short or long term need socially, emotionally, or academically
• Support interventions are co-produced with parent/carers, those working with CYP and the CYP themselves
• All targets are SMART, encourage independence and are understood by all
• Support plans are reviewed at least 3 times per year with the CYP and parent/carers
• Formal and informal events take place to seek views in relation to SEND provision in the setting e.g. pupils and parent surveys, coffee mornings
• The SEN information report is co-produced with parents and carers which is then published on the setting’s website
• Parents and carers are signposted to Special Education Needs and Disability Information, Advice, Support Services (SENDIASS)
• Parents and carers can be signposted to the Local Offer

• The whole setting is an inclusive learning environment; the setting is audited with the CYP to ensure that learning tools, including displays are accessible to all and develop independence
• Staff are aware of the impact the environment has on CYP’s learning and are able to make adjustments to support them i.e. physically, emotionally and sensorially
• Extra-curricular activities and educational visits are planned to fully include pupils with SEND (in line with the Equalities Act 2010), including those with Social Emotional Mental Health (SEMH) and physical disabilities
• The physical and sensory environment is considered when formulating an ANP and views of CYP and parent/carers are routinely sought

• All staff know their learners well and have a good understanding of their strengths and any additional needs – see also Assessment and The Physical & Sensory Environment
• Whole setting systems, e.g. pupil profiles, are in place to ensure that all staff have a good understanding and consistently support the CYP. All relevant staff implement the strategies and contribute to reviews of the plan
• Best practice guidance is followed with regard to the use of additional adults (Individual Needs Assistants, Teaching Assistants etc.) to enable best outcomes including encouraging independence
• Staff plan for all CYP so that they fully engage and make progress i.e. using Blooms Taxonomy or similar
• The curriculum is broad and balanced and planned to meet CYP’s learning needs. It provides parity for all groups of CYP. It is designed to develop CYPs’ confidence, enjoyment and enables them to make progress.
• Technology is made best use of to support CYP’s learning
• Teaching is structured to meet pupil needs e.g. visual timetables, clear concise instructions with written or visual prompts, time to process information before being asked to respond, tasks are broken down into small manageable steps which are shown explicitly.
• Strategies are used to actively promote independent learning e.g. through pre-teaching, overlearning, appropriately differentiated resources. Homework is differentiated appropriately for CYP

There is a planned programme of ongoing CPD

There is a meaningful whole setting approach to the use of annual performance review systems that relates to all CYP making progress.

• Transitions include: Moving around the setting e.g. from lesson to lesson, changing from one activity to the next within a lesson, changes of staff, special events in setting life, events at home, moving to another setting
• Staff are aware of CYP who will need additional support for all or most transitions, and plan for these transitions. Support may include:
• Safe space available within the classroom or an identified area of the setting for time out
• Visual timetables and/or timers are used to demonstrate endings
• CYP are pre-warned of any changes
• Plans are agreed for unstructured times e.g. safe spaces are available, break time clubs
• Information is actively sought and shared about the CYP and support provided where needed to enable successful transitions between settings e.g. additional visits to a new setting/ classroom with a familiar trusted adult, transition booklets