Underlying principles

Our ambition across Staffordshire is that:

• all children and young people with special educational needs and disabilities are able to reach their full potential. They receive the right support, at the right time, with choice and control so that they can lead fulfilling lives in their school or setting, home and community.

To achieve this we will:

• work with children and families to ensure the best outcomes for those with SEND
• work in coproduction to create a system which is transparent and accountable for children, young people and their families or carers
• create diversity of choice in provision that ensures financial sustainability and makes best use of resources available
• co-design and deliver solutions to achieve the vision and improve outcomes
• collectively monitor and evaluate the impact for children and young people and to raise the profile of SEND and inclusion

Staffordshire County Council is committed to:

• Working in partnership with parents/carers through engagement and co-production

• Listening to and acting on the views of children/young people
  
  
• Promoting all aspects of inclusion by supporting educational settings in raising their capacity to effectively meet the needs of the children/young people in the local area
  
  
• Fair access to, and the best use of, the appropriate and available resources for all children/young people from 0-25 years.
  
  
• Early identification and intervention
  
  
• SEND being everyone's responsibility - all teachers are teachers of SEND and a good inclusive school has a senior leadership team committed to meeting the needs of their diverse school population
  
  
• Every child/young person having access to quality assessment and intervention which consists of:
  • assessment over time
  • assessing the needs of children and young people for the purpose of informing intervention
  • an analysis of the learning environment as well as the individual learner to take into account the context of learning and the quality of instruction the pupils receive
  • evaluating the individual's response to intervention
  • evidence-based interventions