Whole-setting approaches, which champion inclusion and celebrate difference and diversity, allow all young people to thrive. A focus on prevention and inclusive approaches through Quality First Teaching (QFT) ensures that the needs of all young people are well supported through Ordinarily Available Inclusive Provision (support that is available as part of the basic good practice in college).
Early identification of needs and early intervention is everyone’s role within colleges. The LSM has a key role in upskilling and developing confidence in relation to SEND within staff teams, co-ordinating support and managing the graduated approach for young people with identified additional needs.
LSM leadership role: Supporting And upskilling staff
Experienced LSMs lead on the coordination of QFT within settings, supporting teachers and pastoral staff to deliver effective provision.
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Effective early information gathering and assessment
With support from the LSMs, all staff need to take responsibility for understanding the strengths and needs of all the young people.
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Notice, check, try
The Notice, Check, Try model, developed in collaboration with Bury SENCOs to support class teachers with the early identification of needs and early intervention.
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SEN Support
Where a student has a learning difficulty or disability that calls for special educational provision, the college must use its best endeavours to put appropriate support in place.
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Working together with other professionals
The SENCO role is facilitated by working closely with others (staff within settings and external agencies) and linking up with other SENCOs.
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Mapping needs and using SEND data
LSMs can meet young people's needs most effectively through robust provision mapping and management.
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