APPENDIX 2

 

The Role of the Assistant Head (Inclusion) (“AHI”) – Stan White

This role is crucial in the school’s AN provision. The AHI works with the headteacher and governing body in determining the strategic development of SEN policy and provision in the school. They are part of the school leadership team. The AHI has day-to-day responsibility for the operation of AN policy and coordination of specific provision made to support individual pupils with AN, including those who have EHC plans. The AHI provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The key responsibilities of the AHI include:

    • overseeing the day-to-day operation of the school’s AN policy
    • coordinating and evaluating provision for children with AN with the Assistant SENCo
    • liaising with the relevant Designated Teacher where a looked after pupil has AN
    • advising on the graduated approach to providing AN support
    • advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
    • liaising with parents of pupils with AN
    • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
    • being a key point of contact with external agencies, especially the local authority and its support services
    • liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
    • working with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
    • ensuring that the school keeps the records of all pupils with AN up to date

 

The Role of the Assistant SENC0 – Jo Forryan

The Assistant SENCo works with the AHI above to monitor and evaluate the effectiveness of specific provision made to support individual pupils with AN, including those who have EHC plans. The Assistant SENCo also provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The key responsibilities of the Assistant SENCo include:

    • overseeing the day-to-day operation of the school’s AN provision
    • coordinating, monitoring and evaluating the effectiveness of the school’s AN provision
    • making recommendations on necessary provision to the AHI
    • advising class teachers on provision necessary to meet pupils’ needs effectively
    • working closely with the AHI to ensure that the school meets its responsibilities under this Policy
    • supporting the AHI in his duties above as and when required

 

The Role of the Governing Body

Governing bodies should, with the head teacher, decide the school’s general policy and approach to meeting pupils’ additional needs for those with and without EHCPs. They must set up appropriate staffing and funding arrangements and oversee the school’s work. Through the performance management framework the governors should secure that objectives are set for the head teacher. These should include objectives for leadership, management, pupil achievement and progress, and will also relate to priorities in the school development plan. All these objectives should include SEN.

 

The SEN Governor has specific oversight of the school’s arrangements and provision for meeting special educational needs. The SEN Governor is Carol Waters.

 

The governing body will make sure that:

  • they are fully involved in developing and monitoring the school’s AN policy
  • all governors, especially the SEN governor, are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel resources are deployed
  • SEN provision is an integral part of the school development plan
  • the quality of SEN provision is continually monitored.

 

The Role of the Class Teacher

The SEN Code of Practice specifies that class teachers are responsible and accountable for the progress and development of all the pupils in their class, including where pupils access support from teaching assistants or specialist staff and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have AN. The class teacher’s responsibilities include:

  • being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, AN pupils
  • collaborating with the Assistant Head (Inclusion) and Assistant SENCo to decide the action required to assist the pupil to progress
  • working with the Assistant Head (Inclusion) and Assistant SENCo to collect all available information on the pupil
  • in collaboration with the Assistant Head (Inclusion), develop ANPs and MSPs for SEN pupils
  • working with AN pupils on a daily basis to deliver the individual programme set out in the ANP, MSP or provision map
  • developing constructive relationships with parents
  • being involved in the development of the school’s AN policy

The Role of the Headteacher

The headteacher’s responsibilities include: 

  • the day-to-day management of all aspects of the school including the AN provision within the school
  • working closely with the Assistant Head (Inclusion)
  • informing parents of the fact that AN provision has been made for their child
  • ensuring that the school has clear and flexible strategies for working with parents, and that these strategies encourage involvement in their child’s education
  • keeping the Governing Body well informed
  • ensuring that all those who are likely to teach a pupil with an EHCP or statement of special educational needs are told about the EHCP or statement.

 

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