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The Expectations on All Settings in East Sussex

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Universally Available Provision

The Universally Available Provision is a way of describing the support all schools in East Sussex provide to children and young people with SEND. 

What Universal Provision is

This is the provision that should be available to all children and young people (CYP) so they can thrive in their setting; including maintained schools, academies, free schools, early years and Post-16 providers referred to in this document as settings.

Who is involved in Universal Provision

All setting staff, children and young people and parent/carers working collaboratively together.

The aim of Universal Provision

To support all children and young people to attend their local community school or setting and make sustained academic progress and develop socially and emotionally.

Universally Available Provision outlines some of the practices and adaptations that are expected within high-quality and inclusive teaching and learning. It is informed by:

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

Parents and carers may find this information below useful in understanding best practice and the expectation in school for the support of children and young people with SEND.


Expectation of SettingOverview Strategies
The setting’s leadership, including the governing body, demonstrates and fosters an inclusive ethos which aims to provide all CYP with an educational experience that enables them to thrive
  • 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
The setting’s leadership build a structure of shared responsibility where all staff respond to the unique needs of each 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

Pastoral Support for All

Expectation of SettingOverview Strategies
The setting adopts a whole setting therapeutic approach to support all CYP and staff and which enables them to thrive
  • 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


Expectation of Setting Overview Strategies
Staff understand and use Assessment for Learning (AFL) tools to identify progress, gaps and needs in learning
  • 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)]
A minimum 3 times a year cycle of Assess, Plan, Do, Review is used to ensure that CYP, including those with additional needs, are making progress
  • 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 make reasonable adjustments to enable all CYP to access the full curriculum.
  • 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 have an awareness of ensuring exams/tests are accessible to all
  • 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

Co-production With CYP and Parent/Carers

Expectation of SettingOverview Strategies
Staff work collaboratively with parent/carers and CYP at all stages of the journey to ensure progress is made and sustained
  • 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 Physical and Sensory Environment

Expectation of SettingOverview Strategies
All areas of the physical environment in the setting are adapted to meet the needs of all CYP
  • 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

Teaching and Learning

Expectation of SettingOverview Strategies
CYP make good progress and thrive in their local setting through inclusive high-quality teaching and learning
  • 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

Staff Training and Skills

Expectation of SettingOverview Strategies
There is a plan for on-going Continuing Professional Development (CPD) for teachers, Teaching Assistants in relation to all CYP making progress

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.

There is a plan for on-going Continuing Professional Development (CPD) for SLT in relation to all CYP making progressThere is a planned programme of ongoing CPD


Expectation of SettingOverview Strategies
All CYP are supported for routine and life transitions when required
  • 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

Additional Help and Support


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

East Sussex Local Offer directory of services

You can visit our SEND-specific online directory, hosted on East Sussex 1Space, that lists many different services both throughout the county and online. Services include advice, guidance and support groups, activities and events and mental health and wellbeing support among many other topics:

NHS - Health A to Z

While 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, with information and advice on how to get extra support:

Glossary of East Sussex SEND Terms

Some of the terms used on this website are explained on our page, Glossary of East Sussex SEND Terms.

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