Designated leadership

Leadership for developing inclusive practice and meeting the additional needs of children and young people is in place and shared appropriately depending on the size and context of the educational setting. 

Schools will have a designated lead for Looked After Children and a qualified SENCo. 

In addition all schools are supported through the LA workforce development training 22-25 to have a trained lead for Mental Health, Social Communication (AET Lead) and Speech Language and Communication.

  • Informing strategic decision making with the senior leadership team with regard to SEND
  • Promoting SEND within school
  • Providing support and guidance to all staff around learning needs
  • Being one point of contact for external support services
  • Engaging parents in supporting young people’s learning
  • Maintaining awareness of relevant research and policy updates in this area
  • Identifying potential risk factors within the vulnerable groups in school
  • Liaising with the governing body regarding SEND
  • Collating and detailing all SEND support and interventions that are available in school, for example within a Provision Map
  • Auditing practice within school
  • Being the central point of contact within school and work with the Virtual School and other outside agencies
  • Promoting the education of looked after children through the development and review of school policies, promoting a culture of inclusion in which staff are attachment aware and trauma informed and best able to support these highly vulnerable young people
  • Ensuring there is a child advocate in school and to enable looked after children to share their views
  • Supporting school staff in their understanding of how looked after children achieve, potential barriers to this and how to support the pupils they teach
  • Working directly with looked after children and their parent carers to promote good home-school links and facilitate collaborative support
  • Working with the school's designated safeguarding lead to ensure any safeguarding concerns are dealt with appropriately (DFE Designated teacher for CLA guidance)
  • Leading on the development and implementation of the child's Personal Education Plan within school
  • Promoting positive mental health within school
  • Monitoring SEMH intervention and deciding when it is appropriate to involve other services
  • Being one point of contact for external support services, e.g. Educational psychology service, child and adolescent mental health
  • Ensuring that mental health workers in schools have appropriate qualifications and accreditations (the professional standards authority for health and social care)
  • Engaging parents in supporting young people's mental health
  • Maintaining awareness of relevant research and policy updates in this area
  • Identifying the potential risk factors within the vulnerable groups in school
  • Liaising with the governing body regarding SEMH
  • Liaising with the mental health in schools teams if available
  • Providing support and guidance to all staff around supporting social communication and interaction needs, including support for autistic pupils
  • Being one point of contact for external support services, e.g. Health professionals and providers of specialist equipment, specialist teaching services including the SISS Autism Team, CEPS
  • Engaging parents in supporting young people's social communication needs
  • Maintaining awareness of relevant research and policy updates in this area
  • Identifying the potential risk factors within the vulnerable groups in school
  • Auditing practice within the school
  • Liaising with the governing body regarding communication and interaction needs
  • Attending the LA termly Autism Leads meetings to share good practice and gain further CPD
  • Promoting speech and language within school
  • Ensuring that school staff follow the speech language and communication needs pathway for schools
  • Provide support and guidance to all staff around speech and language
  • Being one point of contact for external support services, e.g. speech and language therapists
  • Engaging parents in supporting young people's language development
  • Maintaining awareness of relevant research and policy updates in speech and language
  • Auditing practice within the school
  • Identifying the potential risk factors within the vulnerable groups in school
  • Promoting the importance of speech and language and its effect on learning throughout school