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  What is the SEND code of practice? The SEND Code of Practice is an official guide for teachers / professionals working with children who have Special Educational Needs and Disabilities (SEND). It emphasises a family-centred approach to care and education, covering four key areas: 1.         Communication and interaction 2.         Cognition and learning 3.         Social, emotional, and mental health 4.         Sensory and/or physical needs The Code outlines legal requirements that must be followed by education professionals and provides statutory guidance that should be adhered to unless there's a valid reason not to. Both mainstream and special schools are required to consider the Code, which is published by the Department for Education (DfE) and applies universally, without distinguishing between primary and secondary schools. The FOUR main areas of the code of conduct The broad areas of SEND reflect the diverse and often complex learning difficulties children

Introduction The framework outlines ISI's principles and method for inspecting independent schools. It describes ISI's approach to evaluations and how inspections assess and report on the quality of education provided. ISI inspection reports include a clear statement on the extent to which the Independent School Standards and other relevant standards are met. ISI Principles of Inspection ISI's inspection practice is built on four principles: 1.           Manageability : ISI aims to align inspection practices with the school's daily operations to minimise unnecessary workload for both the school and the inspection team. 2.           Collaboration : Inspectors work alongside school leaders and staff, discussing evidence and sharing emerging findings where appropriate. 3.           Triangulation and Typicality : Inspectors evaluate a range of evidence to determine what is typical for pupils over time, considering school records and the context of their observations. 4.    

The National Framework document is designed for professionals in local authority children’s social care, providing guidance on statutory requirements. It outlines what must be done to comply with the law and should be followed unless there are valid reasons not to. The document also contains pertinent information for all safeguarding partners and agencies involved in children’s social care. Introduction The daily work of practitioners in children's social care is intricate, nuanced, and demanding, yet helping entire families enact change can be motivating. Given the significant consequences of their decisions, it's imperative for everyone involved to share a vision for what children's social care should achieve and have a clear understanding of what's necessary to realise that vision. The National Framework, statutory guidance from the Department for Education, plays a central role in shaping practice in children's social care, aligning with the reforms outlined i

  Introduction Settings can enhance protective security awareness and preparedness through simple plans that can deter terrorists, mitigate a range of threats (such as anti-social behaviour, dangerous animals, and other criminal activities), and ensure the safety of learners, staff, and visitors. Implementing proportionate, low or no-cost changes can improve safety during any security incident without adding extra burdens to the workforce. What does good look like? Settings should have plans to reduce the risk of terrorist and other harmful incidents by making their sites difficult targets. All staff should know how to contribute to a strong security culture that minimises incident risks. Additionally, settings should have effective response plans for various incidents, enabling staff to make informed safety decisions. Plans should be tested for suitability and effectiveness, with sensitivity to individual trauma, especially for learners previously affected by incidents, during prac

Definition of Safeguarding The definition of safeguarding has been revised to align with the updated definition in the December 2023 version of Working Together to Safeguard Children . However, while this revision echoes the Working Together definition, it doesn't adopt it verbatim. The definition for SAFEGUARDING, paragraph 3 in KCSIE, is as follows: "Safeguarding and promoting the welfare of children is defined for the purposes of this guidance as: ·         providing help and support to meet the needs of children as soon as problems emerge ·         protecting children from maltreatment, whether that is within or outside the home, including online ·         preventing the impairment of children’s mental and physical health or development ·         ensuring that children grow up in circumstances consistent with the provision of safe and effective care ·         taking action to enable all children to have the best outcomes" About this