Foundations of universal provision​

Expectation 1: 

It is expected that:

• the setting works in co-production with children and young people and their parent carers in decision making - expectations from both the setting and parent carers are realistic and support the child or young person’s learning, development and, in turn, outcomes
• the special educational needs and disability (SEND) information report is co-produced with parent carers - it is provided in an accessible, jargon-free format
• parent carers are signposted to the West Sussex local offer, the SEND information report and other relevant documents, for example the West Sussex inclusion framework - so they can access support and work in an informed way with the setting
• parent carers have a range of clear communication channels available for sharing information about their child or young person and they are actively encouraged and supported to contribute - this includes parent carer groups and forums
• parent carers know about their child’s individual needs and the support and individually tailored interventions that are in place - they are involved in setting, reviewing, and co-producing the next steps for their child or young person at least once per term
• parent carers’ expertise about their child is sought and used to inform appropriate support strategies
• the setting sensitively discusses with parent carers how strategies can be consistently implemented at home - equally the setting seeks, uses, and adapts the strategies that are effective at home
• the setting sensitively considers how communications about the child’s day are shared with parent carers, for example, not in collection areas or in public and communication is planned to consider the child or young person’s feelings and family privacy
• parent carers are provided with information about the SEND information, advice and support (SENDIAS), West Sussex parent carer forum (WSPCF) and other local and national helplines
• the setting links with other agencies and signposts families to other support where appropriate, for example:
  • family hubs
  • reaching families
  • short breaks
  • holidays and food activities
• in the early years, information is provided to parent carers about other support available for example disability living allowance (DLA), 2 years funding entitlement, early years pupil premium and disability access fund (DAF) - parent carers are supported to access available funding to support them and their child
• in schools and post-16 settings, information is provided to parent carers about other support available, for example, free school meals, disability living allowance (DLA) or personal independence payment (PIP) and parent carers are supported to access available funding to support them and their child
• where a setting receives additional funding for a child or young person, the use of this is planned and evaluated with parent carers and their child - this is to make sure the funding is being used effectively and having a positive impact on the child or young person
• there are formal and informal opportunities to seek the views of the whole setting population, including those with SEND, additional needs or at risk of disadvantage, for example, the setting might use child and parent surveys, coffee mornings, or stay and play sessions
• apps, communication books, home diaries, texts and emails are used flexibly to support communication directly with parent carers - communication follows a parent carers preferred method as far as possible
• there is regular feedback to families and parent carers know about their child’s experiences within the setting which ensures there are no surprises for families if concerns are raised - practitioners have developed trust and transparency with parent carers
• communication methods are adapted to meet the needs of the family, for example:
  • engagement with working families
  • families who use English as an additional language (EAL)
  • literacy difficulties
  • mental health barriers - such as anxiety which may impact on engagement

When working with Post 16 settings

There are many changes when a young person transitions between secondary school and college, not least the increased ownership of their outcomes, support, and provision.

Under the Children’s and Families Act (2014) once a young person enters post-16 provision, their voice is paramount in planning their pathway for adulthood. They should be the first people that colleges and the local authority communicate with.

That is not to say the voice of their family, support network and professionals are not important, but the young person is now treated as central, giving them the opportunity to co-produce their provision.

These legal rights, alongside recent General Data Protection Regulation (GDPR) legislation, give the young person the right to privacy and non-disclosure of their information, including support needs and provision. This means that unless there is a significant safeguarding risk or where medical professionals have assessed that the young person does not hold mental capacity, professionals should not share their information without their express permission.  

Expectation 2: 

It is expected that:

• children and young people actively participate in their own Assess, Plan, Do, Review process- their views and feedback link directly to this process
• settings use effective resources to gain the genuine views of children and young people in a developmentally appropriate way -this may be through use of assistive technology, or photo elicitation for example
• adults co-produce each child and young person’s next steps with them in an appropriate way and celebrate their efforts and achievements with them
• children and young people know their identified next steps and where appropriate, their end of year targets 
• person-centred approaches are routinely used to evaluate and inform support and planning

Expectation 1: 

It is expected that:

• the setting recognises and responds to the social and emotional support needs for children and young people with additional needs - staff consider the individual’s social and emotional needs and other relevant contextual circumstances or adverse experiences, such as:
  • family breakdown
  • family illness
  • moving home
  • bereavement
  • other key challenges and changes 
• strategies are used to build, maintain, and restore positive relationships across the whole setting community and there is a shared approach to mental health and emotional wellbeing for all children and young people
• there is a named mental health lead, who has accessed relevant training to effectively lead provision
• children and young people can identify an agreed emotional regulation or low arousal space, or a key person uses observation to determine the most appropriate space
• effective communication, partnerships and co-production between parent carers and the setting enable holistic support for relevant contextual circumstances, such as:
  • family breakdown
  • family illness
  • moving home
  • bereavement
  • other key challenges and changes
• language used in the setting demonstrates consistent positive regard for children and young people - negative language and reward systems are avoided (therapeutic and restorative approaches)
• there are opportunities to develop peer awareness, sensitivity, and support for different needs both in and out of the learning environment, across the entire community
• peer awareness and sensitivity towards different groups are raised at a whole setting level and work is completed with classes and groups regarding specific needs or conditions as appropriate
• staff are aware that children and young people with special educational needs and disabilities (SEND), additional needs and from vulnerable or disadvantaged groups are at risk of bullying - appropriate policy, support and monitoring is in place and this is consistently and proactively used to effectively resolve incidents
• relationship, sex and health education (RSHE) is bespoke, evidence-based, needs-led, and developmentally appropriate -this effectively facilitates children and young people to develop their emotional health and wellbeing literacy
• staff proactively promote the emotional regulation of all children and young people to ensure they are ready to learn - emotions are regularly discussed and explored, supporting all to become emotionally literate and challenge stigma
• absence and attendance difficulties due to mental health are managed in partnership with the child or young person and parent carers - barriers are understood as illness in the same way as a physical illness or condition
• in early years, the children’s learning and wellbeing audit is used to support identification of needs at the earliest point

Expectation 2: 

It is expected that:

• children and young people feel safe and valued - they know that they can approach staff and that their opinions and concerns are valued
• staff actively reflect on the emotional environment to ensure there is a calm and purposeful climate for learning, where children and young people feel they belong and where their contributions are valued
• there is consistent use of restorative and trauma-informed approaches and these approaches are regularly reviewed and evaluated
• the setting promotes a culture of peer support and challenge providing opportunities for peer observations and providing constructive feedback
• every child or young person has a named and trusted member of staff as a stable point of reference, who they can turn to if they need support or have any concerns - this person is accessible, will listen and the child or young person feels safe communicating with them
• negative attitudes, beliefs and perceptions towards individuals and groups are challenged in the learning environment, the wider setting and society - unconscious bias is routinely addressed within the setting
• the views of the children or young people are central to improvement and feedback and co-production are valued, encouraged, and acted upon
• school councils, or equivalent, are established where possible – the impact of this is reviewed and documented in terms of whole school development
• personal hygiene and sanitary care is provided, where this is required to meet a child or young person’s age or stage of development

Expectation 1: 

It is expected that:

• all transitions are planned for and well-managed, providing the opportunity for children and young people to develop the skills and resilience required to manage change
• transitions include, but are not limited to:
  • getting ready for and coming into the setting
  • moving around the setting
  • preparing for and returning from weekends, the start of holidays and the beginning of term
  • moving from lesson to lesson or between experience
  • changing from structured to unstructured times
  • moving from break to lesson times or one activity to the next
  • movement from the carpet to tables and vice versa
  • changes of peers and staff (permanent and temporary) for example key staff
  • special events: visitors, visits, celebrations
  • life events: birth of a sibling, change in parenting arrangements for example change in parent’s relationship status, loss and bereavement or contact visit
• staff are aware of those who will need additional support for transitions and plan proactively - this includes:
  • children or young people who have insecure attachment, bereavement or trauma including but not limited to; care experienced children, children in need, those with child protection plans, special guardianship orders, child arrangement orders, refugees and forces children
  • children and young people who have social communication differences including those who are autistic or on the pathway
  • children and young people who are chronically or terminally unwell
  • children or young people who are experiencing anxiety
  • children or young people new to the setting
  • children or young people who are returning from an extended period away from the setting
• staff prepare children and young people with additional support needs for daily transitions by using appropriate communication methods for example:
  • reduced language
  • Makaton
  • picture exchange communication system (or PECS)
  • now, next, first or then boards, visual or aural timers
• plans are made for unstructured times and regulation spaces are available and chosen in agreement with the children and young people as far as possible - regulation space is used to reduce anxieties during transition periods
• there are structured alternatives such as games clubs or use of the library

Expectation 2: 

It is expected that:

• procedures are in place for ensuring smooth progression through settings, particularly during all transition phases, including on entry and exit
• information is actively sought and shared about the child or young person to support successful transitions and manage change both within the setting and beyond - this should include information on support strategies and arrangements that have been useful for the child or young person as well as their interests and likes
• pre-entry supported transition meetings are in place for children starting in early years settings
• supported transition meetings are organised for children with additional needs as they transition from early years settings into school - these meetings include the new and old setting, parent carers and other professionals working with the family
• 'all about me’, ‘personal profile’, or equivalent information should be regularly updated and inform successful transition planning
• existing and historic information is passed on securely to the receiving setting. This may include individual support plans (ISPs) or other person-centred planning
• information is available for the child or young person’s parent carers and staff within settings to support a smooth transition - there is a plan for the first few weeks of the child or young person’s time at a new setting and parent carers are kept informed during the first few weeks
• if the child or young person needs specialist equipment, including medical equipment, this should be transported where possible, or re-sourced for the new setting - staff should be trained by relevant professionals on how to use the equipment and equipment and training are in place prior to the child or young person’s transition
• where appropriate, healthcare plans, risk management plans or one-page profiles are in place before the child or young person starts and personal plans are reviewed regularly once children and young people arrive at the setting
• staff are aware of children and young people who need additional support while transitions and adjustments are made and effective strategies to facilitate transfer from one school or setting or teacher to another - these could include:
• pupil passports
• one-page profiles
• meet the teacher presentations
• empty classroom visits
• virtual online tours
• maps and familiarisation book
• additional visits to a new setting with a familiar trusted adult
• creating social stories
• photo books
• video clips
• opportunities for staff and parent carers to share support stories
• transition arrangements are planned, involving all appropriate parties including the child or young person, parent carers and any specialist practitioners - plans are clearly communicated with all parties and include actions that will benefit the child or young person
• settings work in collaboration with parent carers to consider the steps they can take at home to help prepare their child or young person for learning and support and resources are provided where necessary
• staff proactively prepare for transition, ensuring that the setting is ready to meet the needs of the cohort - staff do not automatically expect children and young people to be ready

 

Expectation 1: 

It is expected that:

• all staff make a positive contribution to the progress of children and young people
• staff understand the protected characteristics as outlined in the Equality Act 2010, including those from minority ethnic backgrounds, and proactively champion inclusion of all
• additional adults are deployed proactively and they are not necessarily ‘attached’ to one child but work with all the children in the learning environment to scaffold independent learning - their impact on the children and young people is monitored carefully to ensure progress is supported
• staff effectively support and strive for independence, ensuring that no child or young person is over-supported or becomes over-reliant
• there is clear and regular communication between all adults to ensure that the support given is appropriate to the environment and experiences that are on offer to enable the child or young person’s needs to be met
• staff review and evaluate provision and how it is used by children and young people - adaptations are made to support children and young people’s engagement, for example, staff model how to use equipment or learning areas

Expectation 2: 

It is expected that:

• there is a plan for on-going training and professional development in relation to meeting the needs of the children and young people
• there is a comprehensive special educational needs and disabilities (SEND) and inclusion training programme that enables all staff to understand their statutory responsibilities regarding SEND legislation and the Equality Act 2010
• there is a planned programme of ongoing training in relation to SEND and inclusion for the whole setting
• staff are well trained and skilled in supporting children and young people with individual needs, for example:
  • social, emotional and mental health (SEMH)
  • general and specific learning difficulties
• the special educational needs coordinator (SENCO) supports all staff to develop their inclusive practice, for example
  • by supporting class teachers to assess
  • identify and meet needs as part of the assess, plan, do, review cycle (graduated approach)
• best practice is shared within the setting and with other education settings, for example through:
  • locality networks
  • early years SENCO meetings
  • SEND leadership forums or area partnerships
• specialist teaching teams or other professionals contribute to staff training and professional development

Expectation 3: 

It is expected that:

• all staff understand the process for gaining further advice and guidance as appropriate - staff collaborate and have effective links with relevant agencies and specialists
• all staff are aware of who to contact for extra support, advice, and guidance within and beyond the setting - for example the SENCO, inclusion lead, pastoral lead and  designated safeguarding lead and in early years settings, the area SENCO role is carried out by the early years childhood adviser (EYCA)
• staff know where to find information on services and their setting on the local offer website
• there is a clear process including observations and classroom monitoring for expressing concerns and referring onto advisory services and external organisations - this process is understood and followed by all in a timely manner
• the setting is aware of, and regularly communicates with, any other professionals who are involved with a child or young person
• advice and feedback received from other professionals and parent carers, is used to inform teaching and learning - advice is recorded, reviewed, and adjusted over time to ensure that children and young people achieve the best possible outcomes

Expectation 1: 

It is expected that:

• the physical environment is adapted to meet the needs of children and young people
• the environment, availability and use of resources are regularly reviewed to meet the contextual needs of children and young people
• a purposeful, organised, and well-resourced learning environment is provided to encourage independence and active engagement - this includes effective classroom management practice in school and post-16 settings and learning though play in early years
• routines are understood and followed
• physical accessibility checks of the building and individual learning spaces are regularly carried out - various tools such as an environmental audit are used to support this and this information is use to adapt the environment accordingly
• the accessibility plan in schools, post 16 and maintained early years settings, is on the website and a hard copy is also available - 'reasonable adjustments' are made according to individual needs and private early years settings are encouraged to follow this approach to ensure best practice 
• the furniture and equipment are the appropriate size and height for the child or young person - favourable seating arrangements are identified and flexible seating arrangements are considered
• extracurricular activities and educational visits are planned to fully include children and young people with additional needs (in line with the equalities act 2010), including those with social, emotional, and mental health (SEMH) needs and physical disabilities - 'reasonable adjustments' are made
• children and young people’s views are routinely sought and are used to inform planning for physical or environmental support that they may require
• in early years, consider the use of disability access fund, to improve the learning environment, for example purchasing acoustic panels to reduce background noise within the setting

Expectation 2: 

It is expected that:

• staff are aware of sensory needs and differences that may impact on children and young people
• the child or young person’s sensory needs are known and used to plan activities, seating arrangements and movement breaks
• sensory circuits or heavy work activities are built into provision to support regulation
• tools such as sensory bags are readily available and can be independently accessed as required
• staff are aware that for some children and young people, a sensory or physical difference could impact on their language and social interaction and they plan accordingly to meet needs
• if applicable, any individual plan provided by specialists is checked to ensure advice is consistently implemented - for example, for hearing or visual needs
• left and right-handed children and young people can use equipment comfortably
• children and young people who wear glasses or hearing aids wear them and are seated in the optimum position to access learning - staff encourage children and young people to wear appropriate sensory equipment and use physical aids
• displays are meaningful and visually accessible to reduce sensory overload and staff consider the amount of stimulation in display areas including the use of colour and surrounding whiteboards
• hanging and loose items are considered and minimised to prevent distraction or dysregulation
• children and young people have access to low arousal spaces or regulating activities when needed
• a pale background and accessible font styles in a clearly visible marker pen are used on the whiteboard
• staff are aware of lighting in the room for example use of natural light, glare from surfaces such as interactive white boards, light streaming through the windows, or how fluorescent lighting may have an impact on a child or young person - this includes where the child, young person or teacher is positioned in relation to the light
• staff are aware of smells or noise in the room and any individuals who may be impacted by these, for example:
  • position of the kitchen
  • canteen or music room
  • refuse collection day
• staff are aware of the sensory impact that floor surfaces may have on children and young people and alternatives are offered where appropriate
• staff are aware that some children and young people prefer certain clothing, and their needs are considered if there is a need to change clothing or for it to be removed - this includes shoes - some children and young people also find it challenging to wear protective equipment such as art aprons and lab coats because the material challenges their sensory integration - staff should use their awareness of the needs of the individual child and young person and respond consistently to support their preference
• all sensory experiences are risk assessed to ensure children and young people are kept safe and the risk of any infection being spread is minimised