SEND‑inclusive curriculum & access
Measures the practical application of ʿAdl (justice), Raḥmah (mercy), and Riʿāyah (stewardship) in creating an inclusive curriculum and accessible environment. This fulfills the Maqāṣid al-Sharīʿah by preserving intellect (hifz al-ʿaql) through access, safety (hifz al-nafs) through harm removal, and dignity (hifz al-karāmah) through respectful adjustments. Furthermore, it reflects the Farḍ Kifāyah (communal obligation) to provide equitable education for all abilities, embodying the prophetic tradition of removing educational barriers so every learner can thrive.
| Metric | SEND Governance Dashboard |
|---|---|
| Target | See Scoring Guidelines |
| Frequency | Termly |
| Method | Composite: % Staff trained, % Plans reviewed, Median adjustment days, WCAG score |
| Unit | Various |
Level 1: Initial/Ad-hoc
Ad-hoc support is provided based on individual staff initiative. There is no named SEND lead, formal policy, or systematic identification of needs.
Level 2: Developing
A formal SEND policy exists and a lead is appointed, but implementation is inconsistent. Basic physical access is available, but curriculum adjustments are reactive and often delayed.
Level 3: Established
Compliant provision: A competent SEND Lead (or qualified SENCO) manages a systematic APDR cycle. ≥70% staff trained. Plans are up-to-date (≥75%). Accessibility Plan and PEEPs are active. Data protection and exam access arrangements meet statutory norms.
Level 4: Advanced
Embedded culture of ʿAdl and Raḥmah: Reasonable adjustments are rapid (median ≤10 days). Digital content meets WCAG 2.2 AA. Trustees review termly dashboards. Transitions are structured. ≥90% plans up-to-date with active parent/learner co-production.
Level 5: Optimizing
Centre of Excellence: Provision is proactive, innovative, and deeply integrated with Maqāṣid al-Sharīʿah (preserving intellect/dignity). 100% plans up-to-date; median adjustment ≤5 days. The organisation mentors others, shares best practice, and demonstrates strong outcome data for SEND learners.
Organisation Types
By Organisation Size
| Size | Applicability | Notes |
|---|---|---|
| Micro | partial | Legal duty for reasonable adjustments (EqA) applies, but formal APDR plans, 3-year accessibility plans, and SENCO roles are disproportionate. |
| Small | partial | Must comply with EqA reasonable adjustments, but formal APDR documentation and dedicated SEND leads can be scaled down. |
| Medium | full | |
| Large | full | |
| Major | full |
Applicable When
- The organization provides any form of education or training
- The organization has students or learners in its care
Not Applicable When
- The organization does not offer any educational programs
- The organization does not directly interact with students or learners
Discussion (1)
📋 **Version updated: 1.0.0 → 2.9.7** **Changes:** Full import from mizan-297.json
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