Specific Learning Difficulties Audit Draft - Best Endeavours and Reasonable Adjustments

Leicester City SEND Support Service

The BERA Specific Learning Difficulties Audit is to be completed on an annual basis by each school, detailing the support provision for each individual child or young person who has or is felt to have specific learning difficulties.

The BERA Specific Learning Difficulties statement and the Best Endeavours and Reasonable Adjustments Framework provide details of what schools must do to meet SEND needs and comply with their legal responsibilities under the SEND Code of Practice 2014, the Children and Families Act 2014 and the Equality Act 2010.

Where a child or young person with a diagnosed or suspected SEND need has other diagnosed or suspected SEND needs an audit will be completed for each need with which the child or young person presents.

Schools must also submit a Whole School Audit covering whole school SEND practice and an All-Needs Audit – covering action required to support all those with a SEND need, irrespective of type.

Schools will benefit from the accurate and detailed completion of these audits which provide a clear picture of where school is meeting needs and help identify areas where further work is required to fully meet the BERA requirements.

The BERA Audit is therefore very much part of the ‘Assess, Plan, Do, Review’ cycle (graduated approach), that is an excellent way to plan SEND support in schools. It can also help identify progress, support staff allocations and training needs and support schools’ applications for Element 3 top-up funding. It has also already been used to support schools in successful OFSTED inspections.

No.	Requirement	Fulfilled	Evidence / Comment	Action
This is the requirement number	This is the audit item.	This is the check box to confirm the requirement has been fulfilled.	Give the name and source of any documents that demonstrate this requirement has been fulfilled. Enter any extra information here relating to the fulfilment of this requirement.	Define any actions that need to be taken to fulfil this requirement or to ensure it continues to be fulfilled.

Name:	Click or tap here to enter text.
School / Setting:	Click or tap here to enter text.
Auditor:	Click or tap here to enter text.
Date of Audit:	Click or tap to enter a date.

No.	Requirement	Fulfilled	Evidence / Comment	Action
All staff who are supporting the child or young person have had specific training on the needs of this child or young person and this is regularly updated / refreshed.	þ	Click or tap here to enter text.	Click or tap here to enter text.
Appropriate staff have had formal training on specific / targeted interventions for the specific learning difficulty of the child or young person, and this is regularly updated / refreshed.	þ	Click or tap here to enter text.	Click or tap here to enter text.
Evidence-based LCI interventions are used and monitored for impact on progress.	List the interventions used with this child or young person and give details of impact on progress	Click or tap here to enter text.	Click or tap here to enter text.
The dyslexia checklists from the Leicester City MIN document are complete, periodically reviewed and updated.	Click or tap here to enter text.	Click or tap here to enter text.
Phonics is explicitly taught using a multi-sensory, cumulative programme, for as long as required.	Click or tap here to enter text.	Click or tap here to enter text.
Alternative strategies are used when phonological methods are proving ineffective.	Click or tap here to enter text.	Click or tap here to enter text.
Differentiation includes alternative ways to present and record learning and these are used across all areas of the curriculum.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has a continuous range of reading experiences within and across curriculum areas.	Click or tap here to enter text.	Click or tap here to enter text.
Texts are differentiated, at an appropriate current reading age, across the curriculum, for the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has access to a narration device/reading software.	Click or tap here to enter text.	Click or tap here to enter text.
Reading books are well matched to the child or young person’s reading ability providing 90-95% accuracy rate.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has opportunities to and is encouraged to work in differing groups within each subject.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person has opportunities for peer support with appropriately matched peers.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person’s self-esteem is promoted through strategies that reduce their anxiety and highlight and encourage areas of strength.	Click or tap here to enter text.	Click or tap here to enter text.
Memory aids and prompts are used to support the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person’s homework is differentiated and presented to them in a range of ways,	Click or tap here to enter text.	Click or tap here to enter text.
The child or young person is provided with learning materials which are dyslexia friendly in terms of font size, font style, spacing and colour.	Click or tap here to enter text.	Click or tap here to enter text.
Learning aids are accessible and freely available to support the child or young person.	Click or tap here to enter text.	Click or tap here to enter text.