All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:

• achieve their best

• become confident individuals living fulfilling lives, and

• make a successful transition into adulthood, whether into employment, further or higher education or training

High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.

“For those children that face the greatest educational challenges, high quality teachers trained to support pupils with a wide range of SEN will be the most powerful way to drive up attainment” Support and aspiration: A new approach to special educational needs and disability: A consultation 2011.

This document contains the expectations (Minimum Standards) of settings and schools for the Quality First Teaching, Targeted Support and Personalised Interventions they make for all children and young people (CYP).  It describes what can be delivered from the settings/schools own resources and considers the offer from additional services external to the schools. 

The document considers and outlines the importance of a ‘Whole School Response’ to Special Educational Needs and/or Disability (SEND) as well as the need for learning approaches which provide CYP with SEND support which is “additional to” or “different from” that required by other children and young people.

The document also takes into account of the thinking within the SEN Code of Practice 2014, Support and aspiration: A new approach to special educational needs and disability: A consultation 2011 (SEN Green Paper) and The Importance of Teaching: The Schools White paper 2010. It avoids 

previous terminology (i.e. waves, school action, school action plus) but considers the importance of a ‘graduated response’ using the Quality First Teaching, Targeted Support and Personalised Provision.

This work is informed by the work done by groups of primary, secondary schools and officers of the local authority to produce; ‘Inclusion for Excellence MK Schools:  Five Steps for Success’ and the ‘Revised MK Inclusion Strategy 2012 -2015’, as part of the SEN Strategy, Policy and Provision Review. 

“The evidence from around the world shows us that the most important factor in determining the effectiveness of a school system is the quality of its teachers………all the evidence shows that good teachers make a profound difference.”  The Importance of Teaching- The Schools White Paper 2010.

Thanks to Northampton County Council – SEND Document which was used to support the development of this document

Good Practice Guidance For All Learners Through The Graduated Response – Minimum Standards for schools and settings