Inclusion Task Force

Inclusion Task Force

Learn Sheffield Inclusion Team

The Learn Sheffield Inclusion Team is an expansion of the sector-led approach, which is the corner stone of our approach to school improvement, as part of the strategic approach to SEND and Inclusion. This involves additional central resources (Sheffield City Council funding and people) and the development of a Learn Sheffield Inclusion Team. Many aspects of this approach are the continuation of work that has already begun, including the close link between Learn Sheffield, Sheffield City Council and the Inclusion Task Force.

Learn Sheffield understands its role in relation to the Inclusion Team as principally involving:

  • taking an increased share of responsibility in relation to SEND and Inclusion
  • managing the demands on the team so that the focus remains on key objectives
  • unblocking barriers and mitigating risks identified by the team

This work will support Sheffield’s inclusion strategy and contribute to the SEND Written Statement of Action.

The Team

The Learn Sheffield Inclusion Team includes:

  • Primary Gateway Lead – Ian Read (Watercliffe Meadow Primary)
  • Secondary Gateway Lead – Scott Burnside (Chaucer Secondary)
  • Inclusion & SEND Targeted Support & Locality Director - Fiona Rigby (St Catherines Primary)
  • Improvement Partner – David Bartram

(this core team is supported by colleagues from SCC as required – in particular Tim Armstrong & Joel Hardwick)

  • Locality Lead HTs (plus a Secondary Partnership SEND Lead)
  • City SENCO Team (including Secondary and Special City SENCOs)
  • Locality SENCO Team

More information about these roles and their responsibilities can be found in this document – Inclusion Sector-Led Roles Autumn 2019.


Our key priorities for this school year are below and the key actions are set out in the table that follows.

  • SEND Processes & Funding Model
  • Moderation
  • SEND Improvement (including a focus on Secondary)
    • Training Offer
    • SEND Support
    • SEND Challenge
  • Parental Engagement & Communication
  • Sheffield Gateway Model
  SEND Processes & Funding Model Moderation SEND Improvement Parental Engagement & Communication Sheffield Gateway Model
We will: Implement Locality Panel Processes and a citywide agreement for funding of SSG Level 4 and 5 SEND pupils. Moderate the 50% of schools who weren’t moderated using the SSG last year. Deliver a core SEND training offer for SENCOs and other leaders. Use data and intelligence to identify schools for SEND support and challenge. Increase parental confidence in SEND processes and widen the parent voice to be more representative of the whole city. Successfully navigate from our current PIP/SIP model to an ‘Inclusion Gateway Model’ that all Sheffield schools can sign up to.
What we will do:
  • All localities run the agreed Panel Processes.
  • These processes will be reviewed as we move through the year to ‘iron out’ common issues and learn from best practice.
  • Deliver training to a cross city/cross service team of moderators.
  • Undertake the moderation, including the cross-locality working.
  • Gather action points and learning from moderation reports.
  • Deliver ‘core’ SEND training offer.
  • Make a range of SEND support activities available for schools to take part in.
  • Use data and intelligence to identify schools who may require SEND support/challenge.

Work with the Parent Carer Forum to:

  • Develop the range of communication materials available.
  • Engage a wider range of schools from across the city.
  • Pilot resources to support parent support groups in schools.
  • Extend the current functions of PIP/SIP: rapid assessment, faster routes to SEND processes & establish an effective review process.
  • Develop the process, procedures, training expectations and funding model of the Gateway.
How you will know if it has been successful:
  • The Locality Panel process is established as an effective way of working which naturally feed into citywide and local SEND processes.
  • The 50% of remaining schools are moderated.
  • There is an increase in the accuracy of moderation.
  • There is an increased understanding of the needs across the city.
  • Core SEND training has high take up and is positively received.
  • At least one-third of city schools access SEND review activity.
  • We begin to gather evidence of best practice across the city.
  • Schools in need of support feel supported.
  • Feedback from parents is more representative of the whole city.
  • Positive feedback is gleaned from a range of parents about improved ways of working.
  • School leaders feel more confident in using support materials.
  • Sheffield schools sign up to the Gateway approach.
  • Assessments of vulnerable pupils are rapid and make clear recommendations.
  • The review process links to SEND processes and enables ‘stuck pupils’ and complex cases to be successful.