Page 59 - SEN115 - November/December 2021

SEN law
The Guidance poses one question (of many) about whether a school’s or college’s culture promotes respect, inclusivity and value diversity. Examples are given where children in primary school are taught to embrace and value difference, including having an active anti-bullying policy and promoting cooperative learning and positive social interactions. It also refers to the fact that it is important to note the difficulties which learners may have when they have complex individual needs and face a number of social, emotional and behavioural challenges, which sometimes result in fixed-term exclusions, or even permanent exclusions, that could have been avoided if the school had committed to valuing each individual and their needs. This can sometimes require also quite a big overhaul of standard PSHE (Personal, Social, Health and Economic) education.
Where can I find out more?
You can find the Guidance here: https://bit.ly/2YD5CIw
There are specific sections at the back of the Guidance that refer to ‘Resources’ including government guidance and advice, such as:
• ‘Mental health and behaviour in schools (2018)’ (mainly for school staff)
• ‘Counselling in schools: a blueprint for the future (2015)’ (mainly for school staff and counsellors)
• ‘Preventing and tackling bullying (2017)’ (mainly for head teachers, staff and governing bodies)
“Having an active anti- bullying policy and promoting cooperative learning and positive social interactions.”
• ‘Promoting the health and wellbeing of looked-after children (2015)’ (statutory guidance for LAs, CCGs and NHS England)
• ‘Keeping children safe in education (2014)’ (statutory guidance for schools and colleges)
• ‘Supporting pupils at school with medical conditions (2014)’ (statutory guidance for governing bodies of maintained schools and proprietors of academies in England).
There are also sections that refer to ‘Training’ and ‘Curriculum resources’ and specific sections entitled: ‘Resources and support for children and young people with learning disabilities, physical disabilities in chronic illness’ and: ‘Resources for specific issues’.
There are also sections on ‘Helplines and resources for young people’ and ‘Parenting programmes and support for parents and carers’.
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