This document discusses laws and policies related to developing a positive learning environment that includes diversity and supports all learners. It outlines the Equality Act of 2010 which requires schools to eliminate discrimination, advance equality of opportunity, and foster good relations for all students. New provisions in the Children and Families Act of 2014 include Education, Health and Care plans to replace statements of special educational needs. The Special Educational Needs Code of Practice emphasizes high quality teaching, early identification of needs, and a graduated approach of assessment, planning, implementation, and review of support for students.

1. EV682 -
Developing a positive learning environment - diversity
and inclusion

2. EAL
INCLUSION
G & T
Sexual
orientation
SEN/Disability
Religion/belief
Ethnicity
Social-
Economic
Gender

3. Some of The Paperwork…
1981 Education Act
1988 Education Act
1989 UN Children’s Act
1993 Education Act
1994 SEN Code of Practice
1996 Education Act
2001 SEN Code
2002 DRC Code
2003 Excellence & Enjoyment
2004 Every Child Matters
2004: ‘Removing barriers to achievement’
2008:Framework for a Fairer Future

4. . . . recent, current and most relevant for schools
 Equality Act (2010)
 Children and Families Act (2014)
 National Curriculum (2014)
 Special Educational Needs Code of Practice (2014)

5. THE PUBLIC SECTOR EQUALITY DUTY
The Equality Act 2010 introduced a single Public Sector Equality Duty
(PSED) that applies to public bodies, including maintained schools and
Academies.
This extends to all protected characteristics - race, disability, sex, age,
religion or belief, sexual orientation, pregnancy and maternity and
gender reassignment.
Three main elements:
 Eliminate discrimination and other conduct that is prohibited by the
Act;
 Advance equality of opportunity between people who share a
protected characteristic and people who do not share it;
 Foster good relations across all characteristics - between people
who share a protected characteristic and people who do not share
it.

6. SO WHAT’S NEW?
 Entitlement beyond 19…..to 25
 Greater participation of parents and children
 Education, Health and Care plans to replace
statements of SEN (Single plan)
 Option of a personal budget
 Local Offer
 Better joint commissioning of services

7. PRINCIPLES UNDERPINNING THE
CODE OF PRACTICE (2014)
Local Authorities must have regard to:
• the views, wishes and feelings of the child or young
person, and their parents;
• the importance of the child or young person, and their
parents, participating as fully as possible in decisions; and
being provided with the information and support necessary
to enable participation in those decisions;
• the need to support the child or young person, and their
parents, in order to facilitate the development of the child
or young person and to help them achieve the best
possible educational and other outcomes, preparing them
effectively for adulthood.
(Department for Education , 2014)

8. LOCAL OFFER
 Framework devised by parents
Multiagency input alongside parents and
young people
 Level of detail and transparency a challenge
Maintenance and updating
 Expectations of all parties much clearer
Gaps become clearer and can lead service
development
 Resource available for everyone

9. NATIONAL CURRICULUM INCLUSION
STATEMENT
Setting suitable challenges
 4.1 Teachers should set high expectations for every pupil. They
should plan stretching work for pupils whose attainment is
significantly above the expected standard. They have an even
greater obligation to plan lessons for pupils who have low levels
of prior attainment or come from disadvantaged backgrounds.
Teachers should use appropriate assessment to set targets
which are deliberately ambitious.
Responding to pupils’ needs and overcoming potential barriers for
individuals and groups of pupils:
 4.2 Teachers should take account of their duties under equal
opportunities legislation that covers race, disability, sex, religion
or belief, sexual orientation, pregnancy and maternity, and
gender reassignment.

10. SPECIAL EDUCATION PROVISION IN SCHOOLS
CODE OF PRACTICE (2014)
 High quality teaching, differentiated for individual
pupils, is the first step in responding to pupils who
have or may have SEN
 The identification of SEN should be built into the
overall approach to monitoring the progress and
development of all pupils
 Graduated approach: support should take the form
of a four part cycle: assess, plan, do, review

11.  Where a child continues to make little or no
progress, despite well -founded support that is
matched to the child’s area of need, the school
should consider involving specialists, including
those from outside agencies.

12. Learning Objectives
Setting suitable
Learning challenges
Access
Overcoming
potential barriers to
learning
Teaching styles
Responding to children’s
diverse needs
Inclusion

13. USEFUL RESOURCES FOR SUPPORTING THE
INCLUSION OF ALL LEARNERS INCLUDING
THOSE WITH SEND
http://www.brighton.ac.uk/education/environment/reso
urces/sen.php?PageId=312