Skip to main content

Understand and meeting local need

LSMs need to have a solid understanding of the duties and entitlements of young people with SEND, as outlined in the SEND Code of Practice and Children and Families Act.

The spirit of the SEND legislation changes in 2014 encouraged professionals to understand they are part of a wider system, and that collaboration with others is a key duty. Those with responsibility for SEND and senior leaders must be actively engaged in the local vision and priorities for SEND young people and families in Bury. To do this, they will have a good understanding of their college’s data and how this compares to local and national trends. Colleges that work in collaboration with the local authority, and with each other, in identifying and addressing strategic issues will drive up standards across the network of SEND professionals.

College SEND data profiles and provision mapping
To plan provision effectively, LSMs need to have a thorough understanding of SEND funding and their college's budget.
See all
Quality First Teaching (QFT)
All young people thrive in settings that are nurturing and inclusive and where a broad and balanced curriculum is delivered through effective Quality First Teaching.
See all
Ordinarily Available Inclusive Provision
It is expected that most young people's needs will be well met by universal and mainstream services. The activities, opportunities and strategies available to young people without the need for specialist support or formal diagnoses is referred to as Ordinarily Available Provision.
See all
Co-production of policies
Co-producing policies together with staff, parents/carers and young people help to ensure that policies and procedures reflect the needs and views of the whole community.
See all
Inclusive behaviour policies
A positive behaviour (or relational) policy needs to be embedded within a while-setting culture and ethos where relationships and nurture are at the heart of the everyday practice.
See all
Whole school programmes/accreditations
There are several programmes and accreditations that can support settings to embed inclusive practice across different areas, at a whole setting level.
See all