›The school / setting works in co-production with children and young people (CYP) and their parent carers in decision making.
› Expectations from both school / settings and parents are realistic and support CYP’s learning, development and, in turn, outcomes.
Examples of good practice
› The Special Educational Needs and Disability (SEND) information report is co-produced with parents.
› Parents are signposted to the West Sussex Local Offer, the SEND Information Report (for school age children) and other relevant documents, e.g. West Sussex Inclusion Framework, so they can access support and work in an informed way with schools. These are referenced on the school’s / setting’s website.
› Parents are aware of the range of communication channels available for sharing information about their child and are actively encouraged and supported to contribute. This includes school / setting parent groups and forums.
› Parents are aware of their child’s individual needs and the support and individually tailored interventions that are in place. They are involved in setting and reviewing next steps for their child. Parents’ expertise about their child is used to inform appropriate support strategies.
› The school / setting sensitively discusses with parents how strategies can be reinforced at home. Equally the school / setting uses and adapts the strategies that are effective at home.
› The school / setting sensitively considers how communications about the child’s day are shared with parents, i.e. not in collection areas of or in public. Communication is planned to take into account the child’s feelings and family privacy.
› Parents are provided with information about local and national support groups e.g. West Sussex Local Offer, SEND Information, Advice and Support (SENDIAS), West Sussex Parent Carer Forum (WSPCF) and other local and national helplines.
The school / setting links with other agencies and signposts families to other support where appropriate. In early years this includes the Children and Family Centre groups including Play and Learn Plus.
In early years, information is provided to parents about other support available e.g. Disability Living Allowance (DLA), 2 years free entitlement, early years pupil premium and disability access fund. Parents are supported to access available funding to support them and their child.
Where a school / setting receives additional funding for a child or young person, the use of this is planned and evaluated to make sure it is being used effectively and having a positive impact for the child.
› Formal and informal events take place to seek views of the whole school / setting population and in relation provision for those with provision or those with SEND, additional needs and those at risk of disadvantage in the school. For example, the school / setting might use child and parent surveys, coffee mornings, stay and play sessions.
› Use of a communication book /home school diary / book bag / text / email to support communication directly with parents in addition to communication given via CYP.
In early years, there is daily feedback with families so they know about their child’s experiences within the setting and that there are no surprises for families if concerns are raised. Practitioners have developed trust and transparency with parents.
Communication methods are adapted to meet the needs of the family, for example engagement with working families, English as and additional language (EAL) families, literacy difficulties or mental health barriers, e.g. anxiety, which may impact on engagement.
› CYP are enabled to participate in their assessment and review processes.
Examples of good practice
› Children and young people actively participate in their own assess, plan, do, review process. Their views and feedback link directly to this process. Schools should be aware and use effective resources to gain genuine CYP voice.
Adults share each child’s next steps with them in an appropriate way and celebrate their efforts and achievements with them.
› CYP know their identified next steps and where appropriate, their end of year targets.
Last updated 8 December 2020