An inclusive whole setting ethos needs to be driven by, and have strategic support from, senior leaders: where SEND is a key focus and priority on the School Development Plan. When part of the Senior Leadership Team, SENCOs are well placed to guide the development of whole setting approaches that meet the needs of all children and young people, including those with additional needs and/or SEND.
Senior leaders, together with school governors, need to bring all staff on board with the setting's approach and vision for inclusion and SEND support. This helps to ensure consistency across the school or college setting as all staff understand, and have contributed to the development of, processes and systems.
Bury’s Inclusion Quality Mark
For several years Bury has offered schools the opportunity to work towards accreditation against Bury's local Inclusion Quality Mark (IQM) standards. There are several schools that have attained the award and have been recognised for their commitment and dedication to promoting the values of equality, diversity and inclusive practice.
Schools are offered the opportunity to evaluate their provision and practice against the Inclusion Quality Mark standards, identifying areas of strength as well as areas for development. The IQM standards and the external validation process encourage schools to review policies, practices and cultures in a systematic and consistent way.
Evidence towards the IQM standards is gathered over time, with schools needing to achieve 80% of the overall standards to be successfully accredited. The quality mark itself provides a standard for inclusion and direction in terms of school practice, whilst strengthening the rational for improving educational experiences and outcomes for all.
For more information feel free to e mail Caroline Haughton : c.haughton@bury.gov.uk