If you're a school governor or trustee, you’ll know that your role isn’t just about showing up to meetings and reviewing policies, it’s about making a real impact on the school community. You’re the bridge between strategy and practice, and your influence can shape an inclusive, high-quality education for every child.
Navigating the world of governance, especially when it comes to SEND, can feel like learning a new language. That’s why I’ve put together an example list to complement the checklist for Governors and Trustees, expanding on the key areas covered in the DfE guidance. This checklist isn’t just a list of responsibilities, it includes real, practical examples of what to look for in your schools and what evidence might be available to demonstrate effective inclusion. I have also created a simple Acronym sheet to support when discussing education in general terms, but also areas of SEND.
The foundation of this checklist comes straight from the 'Special educational needs and disabilities: guidance for school governing boards for school governing boards' (Yes, I do actually read these documents so you don’t have to!) The original framework sets out the statutory duties, but I’ve taken it a step further by giving you clear, concrete examples of what you might see in action at your schools. Please be aware that this is based on Primary School information, but I have created a link to the document should you wish to edit and add additional information.
The checklist is packed with insights on:
- How to tell if your school promotes an inclusive culture
- Ways to check parental engagement and communication. Are parents of SEND pupils involved, heard, and supported?
- Ensuring the pupil voice is central to decisions about their support. What opportunities do pupils with SEND have to share their views?
- Where and how SEN funding is allocated. Are interventions well-funded and effective?
- How well your school works with the local authority on EHCPs and support services.
- Whether your school’s SEND staff have the expertise and CPD they need to support all learners.
- How progress monitoring is done, because data matters, but so do real outcomes for pupils.
- Preparing for adulthood and transitions, Is the school setting up pupils for success beyond the classroom?
No more guessing: The acronym crib sheet
If you’ve ever sat in a meeting and felt like everyone was speaking in code, welcome to the club. That’s why I’ve also pulled together a Crib Sheet of Education Acronyms, a quick-reference guide to help you decode all those terms (EHCP? APDR? DSL? Yeah, I've got you covered).
If you want to dig into the source material, you can find the DfE’s full guidance here: Special Educational Needs (SEN) and Disabilities Guidance for School Governing Boards
Word of warning: Some Acronyms are county specific, so may need changing.
Checklist for Governors and Trustees
Governors and trustees will
wish to be assured that:
The school promotes an inclusive culture
Evidence
might include:
- School
vision and values explicitly reference inclusion.
- Classroom
observations show adaptive teaching strategies.
- Whole-school
CPD records demonstrate staff training on inclusive practice.
- Data on
participation in extracurricular activities by pupils with SEND.
- Displays,
assemblies, and newsletters highlight diversity and inclusion.
- Case
studies of how pupils with SEND are supported and included in mainstream
settings.
There is effective communication and engagement
between the school and parents of pupils with SEN and disabilities
Evidence
might include:
- Records
of regular parent meetings, workshops, and support groups.
- Feedback
from parent surveys on school communication.
- Evidence
of co-production in EHCP reviews and SEN support plans.
- Email/newsletter
communication regarding SEND provision updates.
- Minutes
from SEND parent forums or coffee mornings.
Parents are involved in reviewing the school’s
general SEN and disability policy and practice
Evidence
might include:
- Parent
consultation meetings with feedback.
- SEND
parent representation in school governance or advisory groups.
- Published
SEN policies include references to parent contributions.
- Evidence
of responses to parental feedback in SEN policy updates.
The pupil voice is central to decisions about
support for those with SEN and disabilities, at both individual and school
levels
Evidence
might include:
- Pupil feedback recorded
in One Page Profiles or EHCPs.
- Participation of pupils
with SEND in school councils or focus groups.
- Visual or recorded
evidence of pupils contributing to reviews of their support.
- Pupil surveys on the effectiveness of their support.
Funding, including SEN funding, is allocated and
spent effectively
Evidence
might include:
- SEN funding breakdown in
budget reports (e.g., staffing, interventions, resources).
- Costed provision maps
showing how support is allocated.
- Impact analysis of
interventions funded by the SEN budget.
- External funding
applications for additional SEN resources.
The school works effectively with the local
authority in reviewing SEN and disability provision
Evidence
might include:
- School
SEND Information Report aligns with the Local Offer and includes the Trust
offer.
- Records
of meetings with the LA regarding provision and EHCP processes.
- Examples
of referrals made to LA specialist services.
- Evidence
of engagement with local SEND networks or panels.
Staff have the expertise needed to support pupils
with SEN and disabilities and access external specialist skills where required
Evidence
might include:
- SENCo
training records, qualifications, and CPD logs.
- Records
of whole-staff and targeted SEN CPD.
- Deployment
of external specialists (e.g., Educational Psychologists, SALT, OT).
- Case
studies showing the impact of specialist support on pupil outcomes.
Governors and trustees should be satisfied with how
the school:
Identifies pupils with SEN or disabilities and
applies the 'graduated approach'
Evidence
might include:
- Clear SEN identification
process in the SEND policy.
- Examples of
Assess-Plan-Do-Review (APDR) cycles.
- Intervention records
showing graduated response strategies.
- Pupil Progress Meeting
records demonstrating discussions on SEND identification.
Monitors the progress and development of pupils
with SEN and disabilities
Evidence
might include:
- SEN
tracking data and comparisons with whole-school progress.
- Individual
pupil progress reports.
- Termly
review meetings for pupils on the SEND register.
- EHCP annual review reports with progress updates.
Supports pupils in preparing for adulthood at each
age and stage
Evidence
might include:
- Evidence
of independence skills development in curriculum planning.
- Transition
plans for pupils moving between key stages.
- Secondary
transition records, including meetings with receiving schools.
- Use of
NDTi resources or other Preparing for Adulthood frameworks.
Governors and trustees of mainstream schools should
ensure that the SENCo:
Achieves the relevant mandatory qualification
within 3 years of appointment
Evidence
might include:
- SENCo’s
qualification record (NASENCo certificate or equivalent, soon to be NPQSENCo qualifications).
- Plans
for training if newly appointed.
Has sufficient administrative support and time away
from teaching to fulfil responsibilities
Evidence
might include:
- SENCo’s
timetable showing dedicated SEN time.
- Record
of administrative support available for SEND administration.
- Comparison
of SENCo non-contact time with other strategic roles (e.g., DSL).
Is empowered to support high-quality outcomes for
pupils with SEN and disabilities
Evidence
might include:
- SENCo’s
role in strategic decision-making (e.g., SLT meeting minutes).
- Whole-school
improvement plans with SEND priorities.
- Evidence
of SEND focus in performance management objectives.
Schools have a duty to prepare and regularly
update:
- A SEN
Information Report
- Equality
information (to demonstrate
compliance with the Public Sector Equality Duty)
- Equality
objectives
Evidence
might include:
- Documents
published on the school website.
- Evidence
of annual review and updates.
- Published
equality information document.
- Data on participation and outcomes for different pupil groups.
An accessibility plan (outlining how the school
plans to increase access for disabled pupils)
Evidence
might include:
- Accessibility
plan published on the website.
- Evidence
of curriculum adaptations for accessibility.
- Records
of physical/environmental improvements (e.g., ramps, sensory areas).
Governors and trustees should also ensure that the
school’s SEN and disability policy is reviewed regularly
Evidence
might include:
- Minutes
from policy review meetings.
- Parent
and pupil consultation feedback.
- Published
updates with review dates.
Governors and trustees will wish to be assured that
these documents help the school to:
- Understand
the impact of its policies, practices, and decisions on different groups
of pupils.
- Identify
areas of inequality that may need to be addressed.
- Help
plan for the school to become increasingly inclusive over time.
Education Acronyms Crib Sheet
CPD: Continuing Professional Development
EEF: Education Endowment Foundation
EIF: Education Inspection Framework
ISDR: Inspection Data Summary Report
KS1/KS2: Key Stage 1 / Key Stage 2
LA: Local Authority
MAT: Multi-Academy Trust
NC: National Curriculum
SEF: Self-Evaluation Form
SDP: School Development Plan
SLT: Senior Leadership Team
Special Education
ADHD: Attention Deficit Hyperactivity Disorder
ASC/ASD: Autism Spectrum Condition / Autism Spectrum
Disorder
EHCP: Education, Health, and Care Plan
HI/VI: Hearing Impairment / Visual Impairment
MLD/SLD: Moderate Learning Difficulty / Severe Learning
Difficulty
SEND: Special Educational Needs and Disabilities
SLCN: Speech, Language, and Communication Needs
Safeguarding and Attendance
CAF: Common Assessment Framework
CIN: Child in Need
CP: Child Protection
DSL: Designated Safeguarding Lead
FGM: Female Genital Mutilation
KCSIE: Keeping Children Safe in Education
LAC: Looked After Child
LADO: Local Authority Designated Officer
LESAS:
LADO Education Safeguarding Advisory Service ()
MASH: Multi-Agency Safeguarding Hub
PREVENT: Preventing Extremism and Radicalisation
CME – child missing education
EHE – Elective Home Education
IYCAF – In year casual admission form
KPAS – Kent Pru & Attendance Service
Governors and trustees, you have a huge role in making sure every child, especially those with SEND, gets the education and support they deserve. With this expanded checklist and crib sheet, I hope you’ll feel more equipped to ask the right questions, challenge where needed, and champion inclusion in your schools.
Please feel free to download and edit as necessary: Checklist and Acronyms
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