Inclusion Know Zone

SENDHub

Its availability, its readiness to access resources is quite unique and will be a great benefit to everyone involved.” | Lilian Bell, ASCL Inclusion Committee.   

Current financial challenges and constraints with resources throughout education means that providing an effective and inclusive SEND provision is becoming increasingly difficult across schools and colleges.

ASCL is pleased to support the SENDhub, a growing, online collection of SEND resources, tools, videos, blogs and links that believe inclusive pedagogy is the key to better teaching and learning for every child. The SENDhub is easily accessed by all your team, allowing them to develop their skills on a wide range of SEND topics, whilst further enhancing their knowledge.

SENDhub is your team’s opportunity to interact, exchange and share a variety of resources, tested practices, and information with other schools and colleges. It also provides opportunities for other education, health and social care practitioners to exchange their own effective insights around SEND policy and pedagogy.

Through the SENDhub, your team and other SEND colleagues and providers, can deepen their own skills and understanding, as well as contribute to better SEND provision, by bringing together practices from different schools and different areas.

I highly endorse SENDhub. It is a dynamic and expert resource that a number of professionals across the country are part of and it gives you links to CPD, resources and advice”. | Tanya Douglas, Chair, ASCL Inclusion Committee (2015-2018).


Whole school approach to SEND including CPD

ASCL position: ASCL believes SEND needs to be positioned at the heart of school leadership and not viewed as the exclusive preserve of the SENCo. We encourage every school to be an inclusive school and to take a whole school approach to inclusion and SEND. 

ASCL believes that: 

  • every teacher is a teacher of SEND

  • every leader is a leader of SEND

  • greater investment in the development of SEND CPDL is required. It must focus on the expectation of all staff having a basic understanding of the key skills and knowledge necessary to ensure that every teacher is a teacher of SEND

Curriculum

ASCL position: We believe that a broad and balanced curriculum is the driver for an inclusive school. An inclusive school aims to deliver personalised, quality inclusive teaching and learning and to have high aspirations for all pupils. An inclusive school will regularly review and adapt its curriculum to ensure it meets pupils’ needs and areas for development.

Admissions

ASCL position: ASCL encourages all schools to work together on admissions to meet the needs of all children and young people in their local area, however diverse their needs may be.

We believe that all schools, local authorities and other education providers should work in partnership to identify appropriate named provision to meet the needs of all children.

School admissions are governed by the School Admissions Code which makes clear that oversubscription criteria must not discriminate against or disadvantage children with SEND. ASCL supports a peer approach to admissions shared with schools in the local area.

The School Admissions Code sets out specific provisions regarding the admission of pupils with SEND, looked after children and those with medical conditions. An EHCP can name a particular school or college which must have been consulted prior to being named on the plan. 

Exclusions 

ASCL position: we believe that all schools need to take collective responsibility for all children and young people living in their local area, including an expectation of some form of regional or local coordination for actively managing all managed moves and exclusions.

All schools need to be able to reflect on the process they use prior to exclusion and we believe well- informed school processes will make better decisions in the best interests of children. ASCL believes that fair access panels can work well.  School and college leaders need to value the law on SEND and exclusions, and also look to a whole school approach to SEND. 

Funding

For information on funding and high needs funding, see our ASCL position statements.

Contact

If you have any queries about inclusion, please contact ASCL’s Parliamentary and Inclusion Specialist Anna Cole anna.cole@ascl.org.uk