The Expectations on All Settings in East Sussex

Universally Available Provision (UAP)

The Universally Available Provision (UAP) is a way of describing the support all schools in East Sussex provide to children and young people with SEND. SEND is a shorter term for Special Educational Needs and Disabilities.

What UAP is

This is the provision that should be available to all children and young people (CYP). This will allow them to thrive in their setting. The term settings include:

• Maintained schools
• Academies
• Free schools
• Early years providers
• Post-16 providers

Who does UAP involve

All setting staff, CYP and parent/carers work in collaboration.

The aim of UAP

To support all CYP to attend their local setting and make sustained academic progress. It also enables CYP to develop social and emotional skills.

UAP outlines some of the expected practices and adaptations within high-quality and inclusive teaching and learning. It is informed by:

• Children and Families Act 2014
• Equality Act 2010
• Education Act 2011, and
• SEND Code of Practice

This information sits alongside the information provided on our web pages:

• Supporting the Broad Areas of Need
• The Graduated Response (Assess, Plan. Do, Review)

Parents and carers may find this information below useful. It highlights best practice and the expectation in school for the support of CYP with SEND.

Leadership

What to expect of the setting:

The setting’s leadership, including the governing body, demonstrates an inclusive ethos. This aims to provide all CYP with an educational experience that enables them to thrive.

Strategy overview:

• The setting’s Senior Leadership Team (SLT) models and communicates a vision. The vision should promote inclusive practices throughout the setting.
• All staff are aware of the setting’s clear and ambitious vision. This will allow staff to provide high-quality inclusive education and training for all CYP. It will also help staff to uphold policies and practices.
• The SENCo and/or Inclusion Manager are part of the setting’s SLT.
• The setting’s policies show how they will support all CYP. This will be through inclusive values and a therapeutic approach.
• The setting’s policies encourage resilience and independence in their CYP.

What to expect of the setting:

The setting’s leadership build a structure of shared responsibility. This will allow all staff to respond to the unique needs of each CYP.

Strategy overview:

• SLT engage in collaborative planning with their teams. This will enable effective use of staffing and resources to ensure support for the needs of all CYP.
• The setting’s performance management structure promotes clear inclusive values. It should also promote high quality teaching and learning for all CYP.
• SLT plan staff training. This will ensure staff are able to provide inclusive high-quality teaching and learning for all CYP.

Pastoral Support for All

What to expect of the setting:

The setting adopts a whole setting therapeutic approach. This will help to support all CYP and staff which enables them to thrive.

Strategy overview:

• Settings prioritise the early identification of short and long term needs of all vulnerable CYP. This includes those who are academically able, and those at risk of/experiencing Emotionally Based School Avoidance (EBSA).
• There is a whole setting therapeutic approach to supporting emotional wellbeing and mental health of the CYP.
• There is a whole setting approach to support the wellbeing 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.
• This might be through the behaviour the CYP shows.
• Develop an individual support plan with the CYP. This should include the CYP’s voice at every step of their journey. For example, an Additional Needs Plan or similar which includes the APDR cycle.
• Complete an individualised risk assessment if the safety of the CYP or others is a key consideration.

Assessment

What to expect of the setting:

Staff understand and use Assessment for Learning (AFL) tools. These will help to identify progress, gaps and needs in learning.

Strategy overview:

• Use a wide range of assessment tools.
• Learners have regular opportunities to evaluate their own performance.
• Use AFL tools to inform planning and next steps when reviewing the pupil’s support plan. For example, their pupil profile or Additional Needs Plan (ANP).

What to Expect of the Setting

Use the Assess, Plan, Do, Review cycle at least 3 times a year. This will ensure that CYP, including those with additional needs, are making progress.

Strategy overview:

• Carry out observations and assessments of the CYP over a period of time. This will help to identify any additional needs and inform planning. Include talking to the CYP and their parent/carers.
• Record support plans and share with parent/carers and setting staff. For example, their pupil profile and ANP that is co-produced with parents.
• Follow the Assess, Plan, Do, Review process.

What to expect of the setting:

Staff make reasonable adjustments to enable all CYP to access the full curriculum.

Strategy overview:

• Staff use observations and assessments to identify where CYP need extra support. This is for both the short term and long term.
• Put in place a range of evidence-based strategies.

What to Expect of the Setting

Staff have an awareness of ensuring exams/tests are accessible to all.

Strategy Overview

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

Co-production With CYP and Parent/Carers

What to expect of the setting:

Staff work together with parent/carers and CYP at all stages of the journey. This will help to ensure progress is made and sustained.

Strategy overview:

• Parent/carer views are sought, and concerns are discussed with them. Build a full picture of the CYP strengths and needs when needs are identified.
• There is a whole setting approach. This ensures consistent and effective dialogue between staff and parent/carers. This will help to identify where a CYP has a short or long term need. This might be a social, emotional or academic need.
• Support interventions are co-produced with the CYP, those working with the CYP, and their parent/carers.
• All targets are SMART, encourage independence and are understood by all.
• Review support plans at least 3 times per year. This should be with the CYP and parent/carers.
• Formal and informal events take place to seek views in relation to SEND provision in the setting. For example, via pupils and parent surveys or coffee mornings.
• The SEN information report is co-produced with parents and carers. This is then published on the setting’s website.
• Signpost parents and carers to the East Sussex Local Offer.
• Signpost parents and carers to Special Education Needs and Disability Information, Advice, Support Services (SENDIASS).

The Physical and Sensory Environment

What to expect of the setting:

Adapt all areas of the physical environment in the setting to meet the needs of all CYP.

Strategy overview:

• The whole setting is an inclusive learning environment. Audit the setting with the CYP. This will help to ensure that learning tools are accessible to all. This includes displays. This will also help to develop independence.
• Staff are aware of the impact the environment has on CYP’s learning. They are able to make adjustments to support them. This can be either physical, emotional or sensory adjustments.
• Plan extra-curricular activities and educational visits. This will help to include pupils with SEND. This is in line with the Equalities Act 2010. This includes Social Emotional Mental Health (SEMH) and physical disabilities.
• Consider the physical and sensory environment when formulating an ANP. Views of CYP and parent/carers are regularly sought.

Teaching and Learning

What to expect of the setting:

CYP make good progress and thrive in their local setting. This is through inclusive high-quality teaching and learning.

Strategy overview:

• All staff know their learners well and have a good understanding of their strengths and needs. See Assessment and The Physical & Sensory Environment headings.
• Whole setting systems, such as pupil profiles, are in place. This will help to ensure that all staff have a good understanding to support the CYP. All relevant staff put in place the strategies and contribute to reviews of the plan.
• Follow best practice guidance with regard to the use of extra adults. For example, Individual Needs Assistants and Teaching Assistants. This will help 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 and enjoyment. It should also enable them to make progress.
• Make the best use of technology to support CYP’s learning.
• Use strategies to promote independent learning. This can be through pre-teaching, overlearning and differentiated resources, where necessary. Differentiate homework for CYP where applicable.
• Structured teaching to meet pupil needs. This includes:
• The use of visual timetables.
• The use of clear concise instructions with written or visual prompts.
• Allow time to process information before responding.
• Broken down tasks into small manageable steps.

Staff Training and Skills

What to expect of the setting:

There is a plan for ongoing Continuing Professional Development (CPD). This will be for teachers, and Teaching Assistants in relation to all CYP making progress.

Strategy overview:

• There is a planned programme of ongoing CPD.
• There is a meaningful whole setting approach to the use of annual performance review systems. These systems relate to all CYP making progress.

What to Expect of the Setting

There is a plan for ongoing Continuing Professional Development (CPD) for SLT in relation to all CYP making progress.

Strategy Overview

There is a planned programme of ongoing CPD.

Transition

What to expect of the setting:

Support for all CYP for routine and life transitions when required.

Strategy overview:

Transitions include moving around the setting. For example:

• 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, and
• Moving to another setting.

Staff are aware of CYP who will need extra support for all or most transitions. Plan for these transitions. Support may include:

• Safe space available within the classroom or an identified area of the setting for time out
• Use visual timetables and/or timers to show endings
• CYP are pre-warned of any changes
• Agree plans for unstructured times e.g. safe spaces are available, break time clubs

Information is sought and shared about the CYP. Provide support where needed to enable successful transitions between setting. For example, extra visits to a new setting/classroom with a familiar trusted adult. This can also include providing transition booklets.

Additional Help and Support

Amaze SENDIASS

Amaze SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) are a local charity. They offer free, independent, and impartial advice for all matters relating to SEND. Contact Amaze SENDIASS by:

• Phone - 01273 772 289
• Email - sendiass@amazesussex.org.uk

Visit the Amaze SENDIASS web page.

East Sussex Local Offer directory of services

You can visit our SEND-specific online directory, hosted on East Sussex 1Space. The directory lists many different services both throughout the county and online. Services cover many topics, including:

• Advice, Guidance and Support Groups
• Activities and Events
• Mental Health and Wellbeing Support

Visit the East Sussex Local Offer directory.

NHS - Health A to Z

The East Sussex Local Offer aims to provide as much information as possible. There may be some conditions that aren't covered in thorough detail. The NHS website has pages that list all conditions. These pages provide information and advice on how to get extra support:

Visit the NHS Health A to Z web page.

Glossary of East Sussex SEND Terms

We explain some of the terms used on this website on our page, Glossary of East Sussex SEND Terms.