Appendix 1: Universal expectations

Note: these expectations are not intended to be seen as a checklist, but a set of good practice statements intended to be used by settings to evaluate inclusive mainstream practice. They have been compiled thanks to our Calderdale working group and are closely aligned with national, evidence-informed frameworks, particularly those promoted by the Education Endowment Foundation (EEF) and Whole School SEND.

Focus area: Outcomes Teaching Standard 2: Promote good progress and outcomes
Our leaders are accountable for evidencing that children and young people with SEND make meaningful progress across the curriculum, with outcomes that reflect both academic achievement and personal development from their starting points.
Our leaders can demonstrate that children and young people with SEND make sustained and measurable progress across a broad curriculum, relative to their individual starting points, by the end of each key stage.
We regularly monitor the attendance of children and young people with SEND and take actions to improve it.
Children and young people with SEND are included in all aspects of school life including school trips, extra-curricular clubs.
We monitor suspensions and exclusions rate for children and young people with SEND regularly and, where appropriate, we adjust provision to ensure that learner needs are being met. There are no informal or unofficial exclusions.
We regularly monitor types and rates of patterns of bullying to help identify barriers to learning.
We ensure our safeguarding procedures ensure all children and young people (including children and young people with SEND) are kept safe.

Focus area: Leadership Headteacher Standard 5: Additional & SEND Teaching Standard 2: Promote good progress & outcomes
Our leaders are driving improvements for pupils with SEND
Our leaders create a culture of high aspiration for pupils with SEND
Our leaders and governors are knowledgeable about SEND policy, practice & key legislation. We have effectively implemented the 2014 SEND reforms and the Equality Act (2010)
Our SENCo has QTS and holds the NASENCO/NPQ Qualification (or is working towards) level 7 within three years of their role.
Our SENCo works closely with our headteacher and senior leaders to develop a whole school response to pupils with SEND.
Our school development plan includes clear aims and outcomes for pupils with SEND. Key priorities are identified correctly.
We have a named governor with responsibility with SEND who has attended appropriate training and offers effective challenge and support to senior leaders

Focus area: Assessment & Early Identification Teaching Standard 6: Make accurate and productive use of assessment
Our setting takes a holistic approach to early identification of need and assessment.
We adopt a regular cycle of the graduated approach (Assess, Plan, Do, Review) to ensure that children and young people with SEND are making progress.
We have expertise in place to manage examination arrangements (access arrangements).

Focus area: Assessment & Early Identification

Teaching Standard 6: Make accurate and productive use of assessment

Our setting takes a holistic approach to early identification of need and assessment.

We adopt a regular cycle of the graduated approach (Assess, Plan, Do, Review) to ensure that children and young people with SEND are making progress.

We have expertise in place to manage examination arrangements (access arrangements).

Focus area: Curriculum & High-Quality Teaching Teaching Standard 1: Set high expectations which inspire, motivate and challenge CYP. Teaching Standard 2: Promote good progress
Our teachers set goals that stretch and challenge CYP of all backgrounds, abilities, and dispositions
Our teachers are responsible and accountable for the progress and development of children and young people in their class (including where children and young people access support from teaching assistants or specialist staff).
Our practitioners have a secure understanding of how a range of factors can inhibit children and young people’ ability to learn and how best to overcome them.
Our practitioners make adaptations and use evidence-based strategies known to be effective for all children and young people.

Focus area: Environment Teaching Standard 5: Adapt teaching to respond to the strengths and needs of all CYP: have a secure understanding of how a range of factors can inhibit CYP’ ability to learn, and how best to overcome these
Our emotional environment promotes good wellbeing for all.
We routinely audit our physical environment to ensure it meets the needs of all children and young people.

Focus area: Environment

Teaching Standard 5: Adapt teaching to respond to the strengths and needs of all CYP: have a secure understanding of how a range of factors can inhibit CYP’ ability to learn, and how best to overcome these

Our emotional environment promotes good wellbeing for all.

We routinely audit our physical environment to ensure it meets the needs of all children and young people.

Focus area: Planning for Tomorrow Teaching Standard 1: Set high expectations which inspire, motivate and challenge CYP. Teaching Standard 7: Manage behaviour effectively to ensure a good and safe learning environment
Our setting prepares children and young people for adulthood at all stages of learning
We actively plan for routine and life transitions.

Focus area: Planning for Tomorrow

Teaching Standard 1: Set high expectations which inspire, motivate and challenge CYP. Teaching Standard 7: Manage behaviour effectively to ensure a good and safe learning environment

Our setting prepares children and young people for adulthood at all stages of learning

We actively plan for routine and life transitions.

Focus area: Voice of the child & family Teaching Standard 8: Communicate effectively with parents about CYP’ achievements and well-being.
We place high value on CYP and parent voice. This impacts on our practice and provision and celebrates achievement.
Every child and young person in our setting has the opportunity to be involved and heard.

Focus area: Voice of the child & family

Teaching Standard 8: Communicate effectively with parents about CYP’ achievements and well-being.

We place high value on CYP and parent voice. This impacts on our practice and provision and celebrates achievement.

Every child and young person in our setting has the opportunity to be involved and heard.

MIC Handbook - Appendix 1: Universal expectations