School ethos and leadership responsibilities

The senior leadership should ensure that:

• The school has a policy on meeting the sensory, physical and medical needs of children within school that reflects the statutory requirements of the DfE document ‘Supporting pupils at school with medical conditions’ (2015). The policies are shared with all pupils, staff, parents and governors.
  
  
• Associated school policies such as Equality, SEND and Behaviour are implemented and regularly reviewed.
  
  
• The school has an Accessibility Plan which is regularly reviewed and includes a Building Audit.
  
  
• All staff in school are aware of their individual responsibility with respect to supporting sensory, physical and medical needs in school.
  
  
• Where specific interventions are required, the senior leadership team will confirm arrangements with relevant members of staff in writing.
  
  
All staff in school are aware of the key content in the relevant documents, including:

• • Supporting pupils at school with medical conditions (2015)
    
    
  • The SEND Code of Practice (2014)
    
    
  • Equality Act (2010)
    
    
  • Health and Safety: responsibilities and duties for schools (2018)
    
    
  • National Sensory Impaired Partnership Eligibility Framework
    
    
  • National Deaf Children Society: Supporting the Achievement of Deaf Children in Primary/ Secondary Schools
    
    
  • NICE guidelines on specific conditions, where available
    
    
  • NASEN mini guide: Children with medical difficulties: What schools and settings need to know

• Appropriate supervision, training and insurance arrangements are in place to enable staff to meet physical and medical needs. 
  
  
• There is a designated lead for supporting sensory, physical and medical needs in school (this may be the SENCo) who is responsible for:
  
  
  • provide support and guidance to all staff around supporting sensory, physical and medical needs.
    
    
  • being one point of contact for external support services, e.g. HI and VI services, health professionals and providers of specialist equipment.
    
    
  • ensuring the maintenance and effective use of specialist equipment, ICT and other resources.
    
    
  • engaging parents/carers in supporting children’s sensory, physical and medical needs.
    
    
  • maintaining awareness of relevant research and policy updates in this area.
    
    
  • identifying the potential risk factors within the vulnerable groups in school.
    
    
  • arranging exam access arrangements, when needed.
    
    
  • ensuring that care plans are in place and reviewed when necessary.