Tag: governance clerking

In January 2025, the Department for Education (DfE) released updated guidance to assist school governing boards in effectively supporting pupils with Special Educational Needs (SEN) and disabilities. This guidance emphasises the board’s role in fostering an inclusive school culture and ensuring compliance with legal duties.

Governing boards are encouraged to regularly review the school’s SEN and disability policies, ensuring they align with the evolving needs of the student body. Active engagement with parents and pupils is seen as vital, promoting effective communication and incorporating their perspectives into policy development.

To access this guidance click here.

A key aspect of the guidance is the recommendation for governors to utilise a comprehensive checklist to assess the school’s SEN provisions. This includes evaluating how the school identifies pupils with SEN, monitors their progress, and supports their preparation for adulthood. Additionally, boards should ensure that SEN Coordinators (SENCOs) are adequately qualified and have sufficient resources to fulfill their responsibilities.

The guidance also highlights the importance of data analysis, advising boards to examine various metrics such as the percentage of pupils with SEN, the effectiveness of SEN funding allocation, and the impact of interventions on pupil outcomes. By scrutinising this data, governors can make informed decisions to enhance SEN support within their schools.

By adhering to this updated guidance, governing boards can play a pivotal role in ensuring that pupils with SEN and disabilities receive the support they need to thrive academically and personally.

If you would like to discuss how to your academy school or trust might optimally address SEN (or indeed, to have a basic and more general chat about what I do) please contact me at jack@jackminto.com or on 017514 499238 for a preliminary discussion.