In Calderdale, we have developed a clear set of expectations, organised into nine key sections.
Section |
Expectations - Key Components of Inclusive Practice |
|---|---|
Outcomes |
Ensures children and young people with SEND make meaningful academic, social, and emotional progress. |
Leadership |
Highlights the role of school leaders in creating an inclusive culture. Emphasises strategic planning, inclusive ethos, and accountability. |
Assessment & Early Identification |
Promotes early and accurate identification of needs through observation, assessment, and collaboration with families and professionals, enabling timely, tailored support |
Curriculum & High-Quality Teaching |
Ensures an ambitious, accessible curriculum for all. High-quality teaching includes adaptive strategies, scaffolding, and responsive planning to meet diverse needs. |
Environment |
Considers physical, sensory, and emotional aspects of the learning environment to reduce barriers and promote engagement. |
Pastoral |
Supports emotional wellbeing, positive relationships, and behaviour through nurturing, consistent approaches. |
Preparing for tomorrow |
Equips children and young people for transitions and adulthood through life skills, independence, and future planning. |
Voice of the Child and Family |
Actively involves children and families in decision-making, recognising their insights and rights. |
Staff skills and training |
Ensures all staff have the knowledge, confidence, and ongoing professional development to meet SEND needs effectively. |