School Policies & The Role Of The SENDco

School policies are official guidelines and procedures that a school establishes to govern its operations, ensuring consistency, fairness, and the promotion of a safe, inclusive, and productive learning environment. They provide a framework for how various situations should be handled, from behaviour and discipline to attendance, safeguarding, and inclusion.

1. Definition of Bullying

The policy typically begins by defining what constitutes bullying. This includes:

• Physical Bullying: Hitting, kicking, pushing, or any form of physical aggression.
• Verbal Bullying: Name-calling, insults, threats, or other forms of spoken harassment.
• Emotional or Psychological Bullying: Spreading rumours, excluding someone, or deliberate actions to hurt someone’s feelings or self-esteem.
• Cyberbullying: Bullying that takes place online through social media, texts, emails, or other digital platforms.
• Relational Bullying: Social exclusion, manipulation of friendships, and other behaviours aimed at damaging a person’s social relationships.

2. Aims and Objectives

• To provide a safe and secure learning environment for all students.
• To ensure that bullying is understood as unacceptable behaviour that will not be tolerated.
• To outline the school’s commitment to preventing and addressing bullying.

3. Signs of Bullying

The policy may list common signs that a child is being bullied, including:

• Changes in behaviour, such as becoming withdrawn or anxious.
• Unexplained injuries or damage to personal belongings.
• Avoiding school or a drop in academic performance.
• Changes in eating or sleeping habits.

4. Roles and Responsibilities

This section outlines the roles and responsibilities of various stakeholders in the school community, including:

• Staff: Teachers and staff members are responsible for identifying, reporting, and responding to incidents of bullying. They are also responsible for fostering a positive, inclusive environment that discourages bullying.
• Students: Students are encouraged to report bullying, whether they experience it themselves or witness it happening to others. They are expected to respect others and not engage in bullying.
• Parents/Guardians: Parents are encouraged to communicate any concerns to the school if they suspect their child is being bullied or involved in bullying. They should work in partnership with the school to support their child.
• Governing Body: The school’s governing body ensures that the policy is implemented effectively and regularly reviewed.

5. Preventative Measures

• Curriculum Integration: Schools may implement lessons on respect, empathy, and diversity in subjects such as Personal, Social, Health and Economic (PSHE) education or citizenship.
• Assemblies and Awareness Campaigns: Regular assemblies or anti-bullying campaigns are used to promote understanding of bullying and its consequences.
• Creating a Positive School Culture: Encouraging positive behavior, peer support programs, and a culture of inclusivity.
• Staff Training: Teachers and staff are trained to identify signs of bullying and respond effectively.

6. Reporting and Investigating Bullying

• How to Report: The policy should provide clear guidance on how students, parents, or staff can report bullying incidents. This often includes:
  • Speaking to a teacher, tutor, or school counsellor.
  • Using an anonymous reporting system if available.
• Investigation Process: The policy outlines how reports of bullying will be investigated. This may involve:
  • Interviewing the students involved.
  • Gathering evidence, such as witness statements or reviewing social media messages in cases of cyberbullying.
  • Ensuring confidentiality and sensitivity throughout the process.

7. Responding to Bullying Incidents

The policy explains the steps the school will take if bullying is confirmed, which may include:

• Restorative Approaches: Encouraging the perpetrator to understand the impact of their behaviour and take responsibility for it.
• Disciplinary Measures: Depending on the severity, sanctions might include detentions, exclusion from certain activities, or, in severe cases, suspension or expulsion.
• Support for the Victim: This can include counselling, a buddy system, or ongoing monitoring by staff to ensure their well-being.
• Support for the Bully: If appropriate, the bully may be offered support, such as counselling, to address the underlying reasons for their behaviour and help them change it.

8. Follow-up and Monitoring

• Ensuring that both the victim and the bully are monitored after an incident to prevent further issues and ensure the well-being of all students involved.
• Follow-up meetings with students and parents may be arranged to check that the bullying has stopped and that the victim feels safe and supported.

9. Recording and Reporting

• Documenting Incidents: The school will keep a record of all bullying incidents, which is important for tracking patterns and ensuring accountability.
• Reporting to the Governing Body: The policy may outline how frequently bullying incidents are reported to the governing body and, in some cases, to local authorities.

10. Support for Affected Students

The policy often includes provisions for offering support to both victims and perpetrators of bullying, such as:

• Counselling Services: Offering access to school counsellors or external support services.
• Peer Support Programs: Establishing buddy systems or peer mentoring to support victims.

11. Policy Review

• The policy should specify how often it will be reviewed to ensure it remains up-to-date with best practices and current legislation. This typically involves reviewing the policy annually or bi-annually.

12. Links to Other Policies

Bullying policies often link to other relevant school policies, such as:

• Behaviour Policy: How bullying fits into the school’s overall behaviour management system.
• Safeguarding Policy: Bullying as a potential safeguarding issue.
• Equalities Policy: Ensuring bullying policies promote equality and protect against discrimination based on race, gender, disability, etc.

Summary of Key Elements:

• Definition of bullying (including physical, verbal, emotional, and cyberbullying).
• Roles and responsibilities for staff, students, and parents.
• Preventative measures to reduce the risk of bullying.
• Clear procedures for reporting and investigating bullying.
• Disciplinary actions and support strategies for both the victim and the bully.
• Ongoing monitoring and follow-up after incidents are resolved.

This framework ensures that schools handle bullying in a structured, fair, and legally compliant

Why Schools Hold Re-integration Meetings

1. Ensure Support for the Student: The meeting helps address the underlying reasons for the exclusion and ensures that appropriate support is in place for the student to succeed upon returning.
2. Set Expectations: It provides an opportunity to reaffirm school rules and expectations with the student and their family.
3. Repair Relationships: Schools use this time to repair relationships between the student, staff, and other pupils where necessary.
4. Plan Adjustments: If needed, the school can adjust the student’s support plan, timetable, or interventions to prevent future incidents.
5. Legal Requirement: While not strictly mandated, holding a re-integration meeting aligns with statutory guidance for managing behaviour in schools to promote inclusion and minimise future exclusions.

Alternatives Schools Could Consider

While re-integration meetings are common, schools might adapt or replace them with other approaches:

1. Restorative Practices: Instead of a formal meeting, schools could use restorative approaches to focus on dialogue, accountability, and repairing harm caused by the behaviour.
2. Pre-Return Check-ins: A more informal check-in with a pastoral lead, counsellor, or trusted staff member can help assess readiness and reduce anxiety for the student.
3. Home Visits: In some cases, visiting the student at home may be less intimidating and provide insights into potential external factors contributing to the behaviour.
4. Collaborative Planning: Involve external professionals (e.g., educational psychologists or behaviour specialists) in creating a tailored plan that addresses the root causes of the behaviour.
5. Gradual Re-integration: For students with additional needs or anxiety, a phased return to school may be more effective, starting with shorter days or specific lessons.
6. Parent Workshops: Instead of a single meeting, provide ongoing workshops or discussions with parents to improve understanding and engagement in supporting their child.

If exclusions and re-integration meetings are a frequent issue, schools might also benefit from reviewing their policies to focus on early interventions, additional staff training, or systemic support for vulnerable students, especially those with special educational needs or autism.

The role of the Special Educational Needs and Disabilities Coordinator (SENDCo) in mainstream schools is pivotal in ensuring that the school provides appropriate support for pupils with additional needs. Here’s an outline of their responsibilities and influence:

Role of the SENDCo in Mainstream Schools

1. Strategic Leadership:
   • SENDCos lead the school’s SEND strategy, ensuring compliance with the SEND Code of Practice (2015).
   • They work closely with the headteacher, senior leadership team (SLT), and governing body to embed inclusive practices across the school.
2. Identification and Assessment:
   • SENDCos identify pupils who may have special educational needs and coordinate assessments to understand their specific needs.
   • They liaise with external professionals, such as educational psychologists, speech and language therapists, and other specialists.
3. Coordination of Support:
   • They ensure that appropriate interventions, support plans, and reasonable adjustments are in place.
   • SENDCos monitor the effectiveness of support and update it as necessary, based on the pupil’s progress.
4. Staff Training and Development:
   • SENDCos provide or organise training for teachers and support staff to help them meet the needs of SEND pupils.
   • They ensure all staff understand their responsibilities under the Equality Act 2010 and the SEND Code of Practice.
5. Parental Engagement:
   • SENDCos are often the main point of contact for parents of SEND pupils, ensuring their concerns are addressed and that they are involved in planning and decision-making.
6. Documentation:
   • SENDCos oversee the development and review of Education, Health, and Care Plans (EHCPs), Individual Education Plans (IEPs), and support plans.
   • They keep records to demonstrate the school’s compliance with legal obligations.

Influence on School Policies

SENDCos play a significant role in ensuring school policies reflect the needs of SEND pupils, although they are not solely responsible for creating or adjusting policies. Their responsibilities include:

1. Advocating for Adjustments:
   • SENDCos advise senior leaders on adjustments required to ensure policies do not disadvantage SEND pupils (e.g., behaviour, homework, or accessibility policies).
   • They ensure policies align with the Equality Act 2010, which mandates reasonable adjustments to prevent discrimination.
2. Policy Implementation:
   • While SENDCos may not directly write policies, they ensure that SEND considerations are embedded in their implementation.
   • They collaborate with other leaders to ensure the policies are inclusive and support staff to apply them effectively.
3. Policy Review:
   • SENDCos contribute to the review of policies, using data and feedback from pupils, parents, and staff to recommend changes.
   • They highlight areas where policies may unintentionally exclude or disadvantage SEND pupils and advocate for improvements.
4. Collaboration with Leadership:
   • Adjustments often require agreement from the SLT or governing body. SENDCos must communicate the rationale for adjustments clearly and advocate for resource allocation where necessary.

Best Practice for SENDCos

• Whole-School Approach: SENDCos need support from the entire school community, as they cannot implement change in isolation.
• Building Relationships: Maintaining strong communication with staff, families, and external professionals is crucial for advocating adjustments.
• Ongoing CPD: Continuous professional development ensures SENDCos are up to date with legislation, research, and best practices.
• Data-Driven Advocacy: Using evidence to highlight the impact of current policies or proposed changes strengthens their case.

Conclusion

While SENDCos play a central role in identifying the need for and advocating adjustments to policies, they operate within a framework of shared responsibility. Senior leaders and governing bodies must work collaboratively with the SENDCo to ensure that policies are flexible, inclusive, and effectively implemented for SEND pupils.

The information provided is accurate and reflects the statutory and typical practices for SENDCos in mainstream schools in England. It is based on the Special Educational Needs and Disability Code of Practice (2015) and the Equality Act 2010, which govern SEND provision in schools. Here’s a closer look at its accuracy:

Key References for Accuracy

1. SEND Code of Practice (2015):
   • This statutory guidance outlines the responsibilities of SENDCos, including identifying needs, coordinating provision, and working with parents and external professionals.
   • It also emphasizes the importance of SENDCos working strategically with senior leaders to ensure that SEND pupils are supported effectively.
   • SENDCos must be qualified teachers and either already hold or be working towards the National Award for SEN Coordination if newly appointed.
2. Equality Act 2010:
   • This law underpins the responsibility of schools to make reasonable adjustments for pupils with SEND to ensure they are not disadvantaged. The SENDCo’s role often includes ensuring compliance with this act.
3. Every Child Matters Framework (2003) and subsequent educational policies:
   • These advocate for a holistic approach to supporting children, which is part of the SENDCo’s remit.

Points of Confirmation

• Strategic Role: SENDCos are indeed central to shaping inclusive practices in schools. They collaborate with SLT but do not work in isolation. This aligns with the expectation for schools to adopt a “whole-school” approach to SEND.
• Policy Influence: While SENDCos do not unilaterally change policies, their input is crucial to ensure compliance with statutory requirements and best practices.
• Coordination of Support: The description of managing EHCPs, IEPs, and liaising with professionals accurately reflects their responsibilities.
• Training and Collaboration: Providing staff training and fostering collaboration with families and external professionals is a statutory and practical element of the role.

Caveats and Variations

While the description is accurate, the role’s implementation can vary between schools:

• School Size and Resources: In smaller schools, SENDCos may also have teaching responsibilities, which could limit their capacity to lead strategically.
• School Culture: In some schools, the SENDCo may have less influence on policy due to leadership dynamics.
• Local Authority (LA) Variations: Different LAs provide varying levels of support and expectations for SEND provision.