Appendix 1: Universal expectations

The expectations for all settngs

Note: These expectations are not intended to be seen as a checklist, but a set of good practice statements intended to be used by settings to evaluate inclusive mainstream practice. They have been compiled thanks to our Leeds working group and are closely aligned with national, evidence-informed frameworks, particularly those promoted by the Education Endowment Foundation (EEF) and Whole School SEND.

Focus area: Outcomes
Teaching Standard 2: Promote good progress and outcomes
Accountability for Progress Our leaders are accountable for evidencing that learners with SEND make meaningful progress across the curriculum, with outcomes that reflect both academic achievement and personal development from their starting points.
Measurable Progress Our leaders can demonstrate that learners with SEND make sustained and measurable progress across a broad curriculum, relative to their individual starting points, by the end of each key stage.
Attendance Monitoring We regularly monitor the attendance of learners with SEND and take actions to improve it.
Inclusion in School Life Learners with SEND are included in all aspects of school life, including school trips and extra-curricular clubs.
Suspensions and Exclusions We monitor suspensions and exclusions rates for learners with SEND regularly and, where appropriate, we adjust provision to ensure that learner needs are being met. There are no informal or unofficial exclusions.
Bullying Patterns We regularly monitor types and rates of patterns of bullying to help identify barriers to learning.
Safeguarding We ensure our safeguarding procedures ensure all learners (including learners with SEND) are kept safe.

Focus area: Leadership
Headteacher Standard 5: Additional & SEND
Teaching Standard 2: Promote good progress & outcomes
Driving Improvements Our leaders are driving improvements for pupils with SEND.
High Aspiration Culture Our leaders create a culture of high aspiration for pupils with SEND.
SEND Policy and Legislation Our leaders and governors are knowledgeable about SEND policy, practice, and key legislation. We have effectively implemented the 2014 SEND reforms and the Equality Act (2010).
SENCo Qualifications Our SENCo has QTS and holds the NASENCO/NPQ Qualification (or is working towards) level 7 within three years of their role.
Whole-School Response Our SENCo works closely with our headteacher and senior leaders to develop a whole-school response to pupils with SEND.
School Development Plan Our school development plan includes clear aims and outcomes for pupils with SEND. Key priorities are identified correctly.
Governor Responsibility We have a named governor with responsibility for SEND who has attended appropriate training and offers effective challenge and support to senior leaders.

Focus area: Assessment & Early Identification
Teaching Standard 6: Make accurate and productive use of assessment
Holistic Approach Our setting takes a holistic approach to early identification of need and assessment.
Graduated Approach We adopt a regular cycle of the graduated approach (Assess, Plan, Do, Review) to ensure that learners with SEND are making progress.
Examination Arrangements We have expertise in place to manage examination arrangements (access arrangements).

Focus area: Curriculum & High-Quality Teaching
Teaching Standard 1: Set high expectations which inspire, motivate and challenge CYP.
Teaching Standard 2: Promote good progress
High Expectations Our teachers set goals that stretch and challenge CYP of all backgrounds, abilities, and dispositions.
Accountability for Progress Our teachers are responsible and accountable for the progress and development of learners in their class (including where learners access support from teaching assistants or specialist staff).
Understanding Barriers Our practitioners have a secure understanding of how a range of factors can inhibit learners' ability to learn and how best to overcome them.
Evidence-Based Strategies Our practitioners make adaptations and use evidence-based strategies known to be effective for all learners.

Focus area: Environment
Teaching Standard 5: Adapt teaching to respond to the strengths and needs of all CYP: have a secure understanding of how a range of factors can inhibit CYP' ability to learn, and how best to overcome these
Emotional Environment Our emotional environment promotes good wellbeing for all.
Physical Environment Audit We routinely audit our physical environment to ensure it meets the needs of all learners.

Focus area: Planning for Tomorrow
Teaching Standard 1: Set high expectations which inspire, motivate and challenge CYP.
Teaching Standard 7: Manage behaviour effectively to ensure a good and safe learning environment
Preparation for Adulthood Our setting prepares learners for adulthood at all stages of learning.
Transition Planning We actively plan for routine and life transitions.

Focus area: Voice of the Child & Family
Teaching Standard 8: Communicate effectively with parents about CYP' achievements and well-being.
Valuing Voice We place high value on CYP and parent voice. This impacts on our practice and provision and celebrates achievement.
Involvement and Representation Every child and young person in our setting has the opportunity to be involved and heard.