"The hope you give parents is nothing short of a miracle"
SECTION 7 — TEACHING, REASONABLE ADJUSTMENTS & SCHOOL PRACTICE (61–70)Q: Are all teachers responsible for supporting pupils with SEN?
A: Yes. SEN is a whole-school and teaching responsibility, not only the SENCO’s role. Q: Must schools make reasonable adjustments for disabled pupils? A: Yes. The Equality Act requires adjustments to remove barriers to learning. Q: Should support start immediately at the beginning of the school year? A: Yes. If needs are already known, help should be in place from day one. Q: Do schools have to check whether SEN support is working? A: Yes. Schools must regularly review the impact and adjust support when necessary. Q: What is the Local Offer? A: It is the local authority’s published guide to SEN services available in the area. It must be clear, accurate, and kept up to date. Q: Must behaviour policies be adjusted for pupils with SEN? A: Yes. Behaviour policies must take account of individual needs and cannot be applied rigidly. Q: Should the SENCO have appropriate training and enough time to do their role? A: Yes. SENCOs must be properly qualified and given sufficient time to coordinate support. Q: Can schools bring in outside specialists if needed? A: Yes. Involving speech therapists, occupational therapists, educational psychologists or other specialists is encouraged. Q: Does keeping written evidence help with SEN issues? A: Yes. Clear documentation strengthens your case and helps track patterns of need. Q: Must EHCP provision continue even when staff are absent? A: Yes. Provision in Section F must still be delivered; staff absence is not a valid excuse. Read more: SECTION 8 — STRENGTHENING EHCPs (71–80)
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