In Leeds, we have developed a clear set of expectations, organised into nine key sections.
| Focus Area | Description |
|---|---|
| Outcomes | Ensures learners with SEND make meaningful academic, social, and emotional progress. |
| Leadership | Highlights the role of school leaders in creating an inclusive culture. Emphasises strategic planning, inclusive ethos, and accountability. |
| Assessment & Early Identification | Promotes early and accurate identification of needs through observation, assessment, and collaboration with families and professionals, enabling timely, tailored support. |
| Curriculum & High-Quality Teaching | Ensures an ambitious, accessible curriculum for all. High-quality teaching includes adaptive strategies, scaffolding, and responsive planning to meet diverse needs. |
| Environment | Considers physical, sensory, and emotional aspects of the learning environment to reduce barriers and promote engagement. |
| Pastoral | Supports emotional wellbeing, positive relationships, and behaviour through nurturing, consistent approaches. |
| Preparing for Tomorrow | Equips learners for transitions and adulthood through life skills, independence, and future planning. |
| Voice of the Child and Family | Actively involves children and families in decision-making, recognising their insights and rights. |
| Staff Skills and Training | Ensures all staff have the knowledge, confidence, and ongoing professional development to meet SEND needs effectively. |
A copy of these expectations can be found in Appendix 1.
Although the nine areas were developed locally for Leeds, they are closely aligned with national, evidence-informed frameworks, particularly those promoted by the Education Endowment Foundation (EEF) and Whole School SEND. These expectations reflect the Teachers’ Standards and draw on approaches known to support positive outcomes for learners with SEND.
By drawing on these trusted sources, the nine-area framework bridges local priorities with national research. It offers a robust and coherent foundation for inclusive school provision, supporting both strategic planning and day-to-day practice.