Local context, culture and leadership
Camden’s aim: every child in Camden attends their local and closest school: ‘Local provision for local Children and young people’ unless they have an EHCP and require specialist provision, or a place in an autism or physical disability resourced provision. The majority of CYP's needs will be met with the resources ordinarily available to mainstream educational settings.
Effective leadership is paramount in advancing inclusive practices within educational settings. Camden's leadership is dedicated to establishing conditions that leverage economic growth, mitigate inequality, and ensure sustainable neighbourhoods. School leaders in Camden are urged to embrace a progressive approach, cultivating a culture of inclusivity and collaboration. By prioritising inclusive leadership, and engaging closely with families and communities, leaders can guarantee that all CYP receive the necessary support to thrive in mainstream schools, including those with SEND.
| Expectations of All Settings | Strategies | How well implemented? | When and how? | ||
|---|---|---|---|---|---|
| Always | Sometimes | Not yet | |||
| Provision for SEND, including those with additional needs and disadvantaged groups, is well-led and managed. |
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| All staff understand that governing bodies/trusts monitor attendance, suspensions, and exclusions for all CYP to ensure equality of access to education. |
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- Leaders are ambitious for CYP with SEND and this is reflected in the school ethos.
- Governing bodies/trusts and the leadership team prioritise effective professional development, including advice, guidance and support to understand their role in supporting CYP with SEND, additional needs and those from disadvantaged groups.
- The school/setting enables all staff to understand their statutory responsibilities regarding SEND legislation and the Equality Act 2010.
- The school/setting has a named SENDCo, who is part of the senior leadership team or liaises with it regularly. The SENDCo supports all staff to embed inclusive practice through the graduated approach.
- The school/setting's own Local Offer has been co-produced and is easily accessible for parents and carers to view. All staff understand its content, development and that it is reviewed annually.
- Staff in all schools/settings can provide examples of how an inclusive environment is created and maintained within day-to-day practice.
- Leaders ensure that the curriculum is well planned to meet the needs of their CYP and ensure they make good progress. Plan evidence intent, implementation, and impact on individual Children and young people.
- Whole-school training raises awareness of the complex factors which influence attendance. Within school lesson avoidance is sought to be understood, in addition to difficulties attending school.
- Leaders enable whole-school policies to be applied flexibly with reasonable adjustments to support attendance.
- Relationships are maintained with the pupil when they are not attending through check-ins, phone calls, holding in mind, sending work home etc.
Resources
Level 3 Funding (Top-Up)
If a child or young person with SEND has been receiving early intervention support but it is still not making sufficient progress. It is possible that they will need to access Level 3 funding. This is sometimes known as top-up funding.
Level 2 Funding (Delegated)
Mainstream schools and colleges can spend up to £6,000 on each child with additional needs. Schools can use this to provide early intervention support, including, small group or individual support or special equipment.
Level 1 Funding (Universal)
Level 1 funding makes profession for every child or young person enrols in an early years setting, school or college. It pays for things such as school buildings and class teachers.
Most Children and young people with special educational needs and disabilities (SEND) will have the support that they need from within the school or educational setting’s budgets.
There are 3 levels of education support for Children and young people with special educational needs. These are called ‘elements’ of funding by the government.
If a child lives in Camden and needs a higher level of provision than is ordinarily available, we have made more funding available in our schools. Camden Council has already provided top-up funding in our primary and secondary schools, so they have more than the first £6,000 to make provision. This includes free schools and academies.
This allows schools to make ordinarily available provision costing up to £11,000 for Camden resident pupils, when it is needed. This is without the need to access top-up funding through an Exceptional Needs Grant (ENG) or EHC plan.
Find out about the terms we use
