Background and development

This document sets out the approach taken in Leeds to promote inclusive practice in mainstream settings.

Background and Development

The SEND Code of Practice provides statutory guidance for the Special Educational Needs and Disabilities (SEND) system, covering learners aged 0–25. All local authorities and educational settings are required to have regard to this Code when making decisions about learners with SEND. Chapter 4 of the Code outlines the responsibility of local authorities to set out the provision they expect to be available across education settings for learners with SEND. 

This includes guidance on:

  • Approaches to teaching
  • Adaptations to the curriculum and learning environment.
  • Additional learning support

This document sets out the approach taken in Leeds to promote inclusive practice in mainstream settings. It has been co-produced with a wide range of stakeholders, including:

  • Learners with SEND
  • Parents and carers
  • Local education settings
  • Health and SEND professionals. 

The development process has involved working party groups made up of:

  • SENCos, teachers and senior leaders from mainstream, primary, secondary, and post-16 settings.
  • Professionals working within our SEND & Inclusion teams
  • Health professionals.
  • Consultation with Parent Carer Forum and parent workshops.  
  • Leeds SEND Youth Council. 

We are hugely grateful for the valuable feedback and contributions received throughout this process.

 

Defining Special Educational Needs

The SEND Code of Practice (Section 6.15, 2015) defines special educational needs as follows:

“A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision.”

  • A learning difficulty is defined as “a significantly greater difficulty in learning than the majority of others of the same age.”
  • A disability is defined as a condition “which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age.”

Purpose of the Guidance 

Inclusive Mainstream Practice Guidance is intended to:

  • Outline the provision and support that mainstream settings should be able to provide for all learners (including those with SEND) attending an educational setting in Leeds within their notional inclusion budget.
  • Help schools and settings consider what extra support might be relevant for learners who are not progressing at the rate they would expect.
  • Help parents understand what schools will be doing.

In Leeds, we take a needs-led approach to support. This means focusing on the unique profile of an individual’s strengths, skills, and needs, rather than relying on a formal diagnosis.

Terminology

Throughout this document, we use the following terms:

  • learners – refer to all learners (including those with SEND)
  • SEND – refers to Special Educational Needs and/or Disabilities.
  • Practitioners or Teachers – refers to adults supporting learners.
  • Settings – refers to educational placements including schools, and colleges.

 

Please refer to the Glossary at the end of this document for a full guide to the terminology used.