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1. Strategy, Policy and Guidance


We have a number of key strategies and policies in place.

The SEND strategy is in development and will be accessed here soon.

Equality Act

Linking to the above and national strategy, Staffordshire County Council has developed guidance to support inclusion:

DfE mental health and behaviour in schools guidance

The link below includes guidance on identifying and supporting pupils whose behaviour suggests they may have unmet mental health needs.

Medication guidance

Statutory Guidance is in place for children and young people who require support with medical conditions. Further information on this can be found below:

Please also see:

Emotional wellbeing and mental health

A number of key strategies regarding emotional wellbeing and mental health are available below:

Personal care policy

The policy below outlines good practice guidelines for all settings and schools supporting children and young people with personal care needs in Staffordshire.    

Flexi-schooling guidance

The guidance below from Staffordshire County Council covers some of the possible areas of concern which may arise from flexi-schooling arrangements.

Joint commissioning arrangements for SEND reforms

The strategy will be published here once agreed under the revised partnership governance arrangements, and its implementation will be accountable to the SEND Transformation Steering Group.

Commissioning strategy

The 'Living my life, my way' strategy sets out our vision, ambition and commissioning intentions for disabled people of all ages across Staffordshire. We will focus on the following seven key priorities:

  1. The best start in life: We will work with parents and carers to make sure that each child is safe, supported and cared for whilst being able to take managed risks, develop a positive self-image and become physically healthy and emotionally resilient. We want to make sure that there is early help for parents with a disabled baby or toddler. We want to make sure the right help is available, for example good quality child care that is stimulating, safe and encourages development of early milestones.
  2. Lifelong learning: Ensuring that education, lifelong learning and skills development is purposeful and results in meaningful opportunities for disabled people that enable them to take their place as full citizens.
  3. Choice and control: Ensuring that disabled people of all ages are able to control the way in which they are supported to live fulfilling lives.
  4. Community opportunities: Ensuring that people with disabilities have equal access to the whole range of universal services and community opportunities.
  5. Good health: Improving health outcomes (both physical and emotional wellbeing) and reducing health inequalities for disabled people.
  6. A strong voice for disabled people and their families: We will move from listening to disabled people and their families to valuing and supporting their right to be in charge of how their own support is planned and delivered.
  7. Staying safe: We will enable all disabled people to live safer lives and will protect the most vulnerable.

Adult autism strategy

Stoke on Trent and Staffordshire are currently working in partnership to develop this strategy. Once it has been finalised, we will share this with you.

The Voice Project

The voices of vulnerable children, young people and families are embedded in our approach to planning, design, delivery and evaluation.

Please see below a leaflet about the Voice Project.

Transport policies

Information on transport and a copy of Staffordshire County Council's transport policy is available.

Information on travel for young people aged over 16 is also available.

Young people with SEND in youth custody

The documents below provide information relating to young people with SEND who are in Youth Custody. 

Personal assistants

The leaflet below offers advice to staff in Staffordshire schools that have additional employment, in particular as a Personal Assistant (PA) to a family.

Accessibility plans

The following document is provided for schools to use when developing their accessibility plans. 

Moving and handling guidelines

The Disability Discrimination Act (1995) was amended in September 2002 to extend to every aspect of education.  The SEN and Disability Act 2001 (SENDA) makes discrimination against disabled individuals unlawful in respect to their access to education.

For the purpose of this Act, an individual with a disability is:

"One who has a physical or mental impairment which has a substantial and long term (at least twelve months) adverse effect on his/her ability to carry out normal day to day activities."

The Act uses a wide definition of disability and may include those with physical or mobility impairments and medical conditions. 

It also makes it unlawful for schools to discriminate against a pupil with a disability. Discrimination can take place in two ways:

  • Treating a pupil less favourably for a reason relating to his/her disability.


  • Failing to make reasonable adjustments to ensure disabled pupils are not placed at a substantial disadvantage. 

Ensuring safe movement and handling procedures is therefore not a matter of choice but of statutory duty.

Manual handling forms:

Policies and guidance

We have produced some guidance and policies which you may find useful. 


Teaching children and young people with literacy difficulties 

SEND policy for mainstream schools and special schools

Guidance for staff employed as families as personal assistants

District inclusion partnerships

Children placed out of year - good practice guidance

Protocol on students with health needs

Short stay schools (Pupil Referral Units)

Personal Budget Policy


All maintained schools, academies, free schools and pupil referral units in England are required to follow the exclusions guidance.

The team oversees and administers the Statutory Exclusion process for Entrust on behalf of Staffordshire County Council, and also provides support to schools to prevent exclusions and offers practical help and guidance.

Statutory guidance

Headteachers, Governing Bodies, Local Authorities, Academy Trusts, Independent Review Panel members, Independent Review Panel clerks and Special Educational needs experts must have regard to this guidance when carrying out their functions in relation to all exclusions.

Statutory guidance about school exclusions is on the Central Government website.

Notification of permanent exclusion

The documents below are for notification of a fixed term exclusion only.

This form is required to be completed at the time of the Permanent Exclusion, and sent to as soon as possible to ensure that the 6th day alternative educational provision is put into place by the Local Authority, along with a copy of the letter sent to parents.

The documents below are for notification of a fixed term exclusion of 16 days or more only.

Fixed period exclusions of 5 days or less - unless the exclusion will result in the pupil missing a public examination, the Headteacher is required to report such exclusions to the Governors and the Local Authority once a term by sending a copy of the letter sent to parents to Please refer to Exclusions timetable below for finer details.

All exclusion model letters

The document contains the model letters for headteachers and the Clerk of the Governing Body to send out during the exclusion process.


The document below explains the timescales to review exclusions:

Contact information

There are 4 District Inclusion Officers who are strategically located across the Staffordshire Four Double Districts, based at Entrust, The Riverway Centre in Stafford.

Contact Entrust Inclusion Team:


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