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let
speaksforitself read this section
DFES SPECIAL SCHOOLS WORKING GROUP
KEY PRINCIPLES
The Bradford Special School Heads and Deputies Group have adopted the
Key Principles as set out in "The Report of the Special Schools
Working Group" (D.f.E.S. March 2003). It is to be hoped that in
all future discussions the LEA will recognise the Code of Practice on
Local Education School Relations Document (D.f.E.S. February 2001) that
gives clear practical guidance on effective relationships between the
LEA and maintained schools including special schools.
The Special Schools Working Group believes that, in articulating a
future role for special schools, the following key principles should
underpin future developments.
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To
provide high quality education and care for pupils – in
maintained, non-maintained or independent schools – and
demonstrate expertise in working with pupils with complex learning
difficulties, behavioural difficulties and with sensory or
physical impairments. |
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To
ensure effective partnership working between special and
mainstream schools, the wider community and health and social
services, to meet the needs of children and young people and their
families in a holistic way. |
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To
innovate in curricular development and develop different ways of
providing effectively for pupils with a range of SEN and
facilitating their inclusion into the mainstream. |
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To
have high expectations of all pupils with SEN, to raise levels of
attainment and achievement. |
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To
provide resource bases for teaching methods, resources and ideas
for both special and mainstream schools. |
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To
be outward looking, seamlessly integrating specialist staff and
SEN pupils into the wider community of schools. |
To include special schools in the full range of new policy
initiatives coming from the Department. Policy initiatives will be
specifically tailored for special schools – they should not be an
"add-on".
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