1. Involvement of SI services in whole school development
Alison Weaver
June 2018

2. Aim of session
To consider how SI services can contribute to broader strategic/whole school developments
- benefits of broader engagement
- challenges
- risks
How do we use our specialist knowledge to support and implement change in schools/trusts/LAs, while at the same time retaining the capacity to meet the specific needs of children and young people with sensory impairments?
If we can influence change at LA/trust/whole school level, can we be more effective and “efficient” in delivering specialist support?

3. Benefits of broader engagement?
Promote good practice and understanding re needs of impact of SI
Increase opportunities and improve outcomes for learners with SI
Increase knowledge, understanding and impact of team members – impact on recruitment and retention
All strategic developments affecting the delivery of SEND will impact on those with SI including:
National developments/legislation
LA/MAT responses
Mainstream developments
SEND reforms/strategic developments
Developments in area of specialism

4. How can we be involved? At LA level:
Who is leading strategic development – mainstream and special?
How is your service/school/trust represented in discussions?
Are there effective communication processes in place from team members through to strategic decision makers?

5. How can we be involved? At LA/school level
What policies/practices are in place that impact on learners with SI
How are decisions made?
Information
Data
Funding
Communication
Training

6. How can we be involved? As a service working in a school:
What do you know about the school as a whole
Ofsted category
Overall outcomes
Overall SEN provision
How can you link with other services working within the school to promote a whole school approach that will benefit all learners with SEND including those with SI?

7. Challenges
What challenges do you need to overcome to influence practice at a strategic level?
Size of LA/MAT
Organisational structure
Capacity
Lines of communication
Access to data
Culture of organization
Location of service

8. Opportunities for engagement
Information
Engagement/communication with decision making boards
Internal communications/briefings/networks/newsletters to schools
Contributions to “generic” processes and training: funding/SENCO Networks/reasonable expectations on schools re SEN Support/SEN processes

9. To conclude:
Engagement and support for strategic development at a LA, MAT or whole school level is essential to improving outcomes for children and young people with SI and their families.
The challenge for heads of service will be to promote that engagement, understanding and information sharing at all levels