Inclusion Lead Role

The remit for this role includes: 

• Developing an understanding of SEN needs and provision in the school 

• Understanding the responsibilities of the Academy Committee in relation to the SEN legislation and guidance. 

• Developing and maintaining a relationship with the SEN Co-ordinator (SENCO). 

• Developing an understanding of SEN and Inclusion issues across the Trust.

• Reporting to the Academy Committee on issues relating to SEN and Inclusion (including Pupil Premium). 

In order to do this the Inclusion Lead Academy Committee member will need to do the following: 

• Keep in touch with the SENCO. 

• Question Academy Committee/Trust decisions which have implications for SEN. 

• Get to know about relevant documents and legislation.

• Report back regularly to the Academy Committee. 

It could also be part of the Inclusion Academy Committee member’s role to: 

• Attend Academy Committee member training events on SEN and Inclusion and relevant staff training sessions 

• Develop understanding of how SEN review processes work in the school 

• Visit classrooms by arrangement with the SENCO & Class teacher 

• Ensure that parents are appropriately informed. 

• Act on the behalf of the Academy Committee in making representations to the Trust. 

Questions an Inclusion Lead Academy Committee member might ask during their visit: 

You don't need to, and shouldn't, ask all these questions in one meeting. Ask these questions in meetings and visits throughout the year.

1. What are the key documents that I need to know about to be a good Lead Academy Committee member? (This should include a discussion about the SEN Code of Practice.) 

2. Can you explain the role of the Special Educational Needs Co-ordinator (SENCO)? 

3. How is the SENCO updated on current best practice – both locally and nationally? 

4. How regularly is the SEN policy reviewed and by whom? Could I be involved in the future? 

5. How are pupils identified as having special educational needs and how are the parents involved? 

6. How effectively do teachers in all year groups meet the learning needs of pupils with SEN? (This should include a discussion about Individual Education Plans (IEPs).) 

7. Do pupils with SEN get access to all areas of the curriculum? (if not, why not?) 

8. How do we make sure the curriculum supports the needs of all pupils?

9. What opportunities are there for us to become a more inclusive school?

10. How is Mental Health promoted across the school for children?

11. What provision is there to ensure children’s wellbeing and pupil character?

12. How does the school tackle all types of bullying, including racist, homophobic, biphobic and transphobic bullying?

13. How do we ensure we operate an inclusive admissions policy?

14. How do we celebrate the achievement of all learners?

15. Are there tracking systems in place to make sure all pupils reach their potential?

16. What are the main barriers for learning faced by disadvantaged pupils at the school? 

17. What is the current gap (if any) in attainment and progress between PP/other children?

18. Is this being addressed in the PP Strategy? 

19. Are digitally disadvantaged pupils supported to access any remote learning required?

20. How is the school encouraging potentially eligible families to register for the pupil premium – especially prior to the October census date? 

21. For the year 2021-22 has the school applied for the temporary additional free school meal status/ pupil premium funding for children with no recourse to public funds (COVID extension)?  

22. Is there a correlation between PP pupils and poor attendance/behaviour/ exclusion? 

23. If so, why and is this being addressed in the PP Strategy?  

24. From the PP Strategy, is it clear how the Pupil Premium Lead is supporting curriculum development?