SEND-reform-parents - Bridgnorth Endowed School

Report
*
Meeting for Parents and guardians
09/10/2014
* A revised Code of Practice for Special Educational Needs and Disability was
introduced on 1st September 2014
* There are some significant strategic changes that will be implemented over the
course of the next 3 years
* These will not impact on the level of support your child receives, rather how they
receive it. The Code aims for the support to be much more child focused; taking
into account the opinions of children and parents; and encouraging inclusion
*
6. Early years, schools,
colleges and other education
and training providers
Teachers are
responsible
and
accountable
for the
progress and
development
of pupils in
their class.
High quality,
personalised
differentiated
teaching is
the first step
in responding
to pupils who
may have
SEN. The
majority of
pupils can
make
progress
through such
teaching
*
Schools should
regularly review
the quality of
teaching for pupils
at risk of
underachievement
This includes
reviewing
teachers’
understanding of
strategies to
identify and
support vulnerable
pupils and their
knowledge of SEN
most frequently
encountered
‘The quality of teaching for
pupils with SEN and the
progress made by pupils
should be a core part of the
school’s performance
management arrangements
and its approach to
professional development for
all teaching and support staff
‘Where pupils continue to make
inadequate progress, despite highquality teaching targeted at their areas
of weakness, the class teacher,
working with the SENCO should
assess whether the child has a
significant learning difficulty’
For higher levels of need,
schools should have
arrangements in place to draw
upon more specialised
assessments from external
agencies and professionals.
These arrangements should be
agreed and set out as part of the
Local Offer
The
identification
of SEN
should be
built into the
overall
approach to
monitoring
the progress
and
development
of pupils
Class and
subject
teachers
supported by
the senior
leadership
team, should
make regular
assessments
of progress
for all pupils.
Where pupils
are falling
behind or
making
inadequate
progress
given their
age and
starting point
they should
be give
additional
support
* Class Action – A student who has a historical record of SEN or who may need
additional monitoring for a short period of time. This does not make part of the
Special Educational Needs Register and is a category introduced here at BES.
* SEN Support – Previously School Action or School Action Plus.
Once the register has
been reviewed, and a child requires additional support that is ‘different from or
additional to’ what is received in the classroom. Nationally recognised
* Statement – Current system for students with very significant needs that require
additional funding to ensure needs can be met
*
* Education Health Care Plan (Coming soon…)- to replace the statement and to
ensure improved communication between all interested parties, with the child at
the centre
*
-Reading and spelling tests in year 7,
along with SATs to highlight need and
supply provision
-Regular calendared assessments for all
subjects, recorded as part of the PPM
cycle
-Assigned development time to
moderate within departments.
-Regular review of interventions and
impact on individual (both within the
classroom and out)
-Progress is monitored within each
intervention that is given by the
school
-Staff, student and parent voice is
used to evaluate the success of the
interventions
-The school adapts to the individual
needs of the students and reviews
support based on needs within a
particular subject or specific need
-Interventions logged by teachers in every
classroom. Despite intervention, if progress
continues to be behind that of peers, system
in place to investigate need
Assess
Review
Plan
Do
6. Early years, schools, colleges and
other education and training providers
-where needs are not being met in
the classroom. Interventions either
within subject areas or from the
Deep Support Team are available to
support a specific need
In schools with best practice, it is not automatically
accepted that a pupil achieving below the level
expected for their age or making slower progress
than expected will have a special educational need
requiring additional or different provision. Instead,
teachers, together with a SENCO, will analyse the
effectiveness of their teaching systems for support
before deciding that the identification of SEN is
appropriate. These schools will actively seek to
improve provision to meet a wider range of needs –
through well differentiated classroom and subject
teaching – rather than assuming that it always needs
to introduce specialist additional provision.
* Quality of teaching is monitored regularly through book looks, learning walks and
observations
* Ensuring requirements are met for those with SEN is an integral part of this cycle
* All teachers are required to have a folder of information for each class, ensuring
they understand the needs of each individual
* All teachers are required to carry out intervention within the classroom for all
students not making expected progress. This is recorded and monitored by the
subject leaders in the first instance
* ‘Fix it’ Time
* PLTS
* Spelling Policy
* DEAR and reading programmes
* Word of the Week and literacy policy
*
*
-Reading and spelling tests in year 7,
along with SATs to highlight need and
supply provision
-Regular calendared assessments for all
subjects, recorded as part of the PPM
cycle
-Assigned development time to
moderate within departments.
-Regular review of interventions and
impact on individual (both within the
classroom and out)
-Progress is monitored within each
intervention that is given by the
school
-Staff, student and parent voice is
used to evaluate the success of the
interventions
-The school adapts to the individual
needs of the students and reviews
support based on needs within a
particular subject or specific need
-Interventions logged by teachers in every
classroom. Despite intervention, if progress
continues to be behind that of peers, system
in place to investigate need
Assess
Review
Plan
Do
6. Early years, schools, colleges and
other education and training providers
-where needs are not being met in
the classroom. Interventions either
within subject areas or from the
Deep Support Team are available
to support a specific need
In schools with best practice, it is not automatically
accepted that a pupil achieving below the level
expected for their age or making slower progress
than expected will have a special educational need
requiring additional or different provision. Instead,
teachers, together with a SENCO, will analyse the
effectiveness of their teaching systems for support
before deciding that the identification of SEN is
appropriate. These schools will actively seek to
improve provision to meet a wider range of needs –
through well differentiated classroom and subject
teaching – rather than assuming that it always needs
to introduce specialist additional provision.
* The category SEN Support will replace SA and SA+ by January
2015
* Students in this category will receive support that is ‘additional
to or different from’ that of another student not on the register
* They may or may not have support from outside agencies
* The school has a legal duty to ‘use their best endeavours to
ensure that the necessary provision is made for any individual
who has SEN’
*
*
4
Additional SEN provision
A few pupils receive specialised provision: this will be a longer term provision for those few pupils whose
needs are so specialised, that they require the skills of a specialist teacher or group of professionals to be
involved. The majority of these pupils’ time is spent in the mainstream classroom but their ‘additional and
different’ provision is highly personalised and closely monitored. The class /subject teachers are clear how to
encourage independence and boost these pupils’ self esteem. This provision may come from within the school or
from outside the school (ie a collaboration with other schools or the LA Local Offer)
Additional SEN provision
Some pupils receive additional SEN provision from well trained staff who are highly effective: this is a specific,
time limited, evidence based intervention for pupils who are not making good progress due to a special
educational need. Schools will have developed professionals within school (or through a cluster of schools)
who can support these students. The pupil’s response to the intervention will provide teachers with an
indication of how significant the SEN is likely to be
Additional SEN
teaching informs and
supports Universal
teaching
Universal provision
Additional SEN
teaching informs and
supports Quality First
Teaching
*
*
*
*
· Time in Learning Support
*
*
*
*
*
*
*
*
*
*
*
*
*
· Annual review of statement
· 1:1 sixth form mentor
· After school club
E+M=C2
· Anger management sessions: Learning
Mentor
· ASD support
· ASDAN English Course
· ASDAN maths course
· Exam access arrangements
· CHIMP management group
· Bereavement counselling
· English intervention
· English tutoring
· Exam extra time—25%
· Exam extra time—50%
· Exam– reader
· Exam-Scribe
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
· Exam—word processor
· Purple pathway
· Home school diary
· Home study skills books
· Key worker 1:1 lessons
· Key worker
· Kindles
· Learning mentor 1:1
· Lunchtime homework club
· Lunchtime supervision in canteen
· Maths support
· Maths tutoring 1 hr per week
· Monitoring by DLS/PM
· Outside agencies input
· Physiotherapy
· Rising Starts
· SEAL
· Silver Arts Award
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
· Social and Life skills work
· Sound training
· Spelling and reading tests
· Study plus
· Support for Irlen’s syndrome
· Synthetics withdrawal
· Swimming
· TA mentors
· TA support
· TA tutor time support
· Transition Support
· Tutor time reading
· Use of laptop
· Withdrawal—English
· Withdrawal—Maths
· Withdrawal—Time
· Yellow pathway
Support from external agencies
*
*
* Where a pupil is receiving
additional SEN provision
schools should meet parents
at least termly to set clear
goals, discuss the activities
and support that will help
them achieve.
All statements that are still required will be transferred into education health care plans in the
following time periods:
• The Annual Review Cycle
will continue until such
time as this conversion
takes place
• All year 11 conversions
need to be completed by
March 2015
• Year 9’s will start at this
point and will continue into
the next academic year
• Post 16 students will
happen asap in time for
movement to further
education
*
*
Aim
-To allow smooth transition between educational settings up to the age of 25
-To allow collaboration between interested parties and ensure better communication
(healthcare/social care/adult care)
-To all a more child-centred approach and so parents are able to have more of a say about the
provision their child receives (the intervention required will be listed on the EHC plan and
provided by the relevant party. There will no longer be a number relating to TA hours)
-Personal budgets: all families with an approved education, health and care plan will have a
legal right to request a personal budget, if they choose. Parents can directly buy in the
support identified in the plan - currently they rely on LAs and other services to pay for
services. Parents will be given a choice of whether to take control of the personal budget by
agencies managing the funds on their behalf or, where appropriate, by receiving direct
payments, if they are suitable, to purchase and manage the provision themselves. How this
will work in Shropshire is yet to be decided
-What EHC plans and the review cycle to go with this will look like is still unclear in
Shropshire. Due to be released next Thursday
* Local Authorities need to sell themselves and inform parents of
what they do to support children with SEN. The Local offer will
include important information available in Shropshire, both by
schools and within the local community
* The schools’ information report is available on the school
website and outlines provision and procedures in more detail
*
* As a school we would like to set up a group that includes staff,
governor’s, parents and eventually students
* The purpose of this is to work together to ensure the best support
possible for the SEN students in our school
* We would also like to use to understand and develop support within
the community as a whole
* If you would like to be part of this working party, please leave your
name and contact details with Ceri Smith, Director of Learning
Support
*
* DfE 2014. Special Educational Needs and Disability: A guide for parents and carers
* Dyslexia Action. How to Navigate the changes in SEND provision. Available at
www.dyslexiaaction.org
* Nasen. SEN code of practice: for 0 to 25 Summary. Available at www.nasen.org.uk
* IPSEA https://www.ipsea.org.uk/
* http://www.parentpartnership-shropshireandtelford.org.uk/
* Shropshire County Council Local Offer: https://www.shropshire.gov.uk/specialeducation-needs-and-disability-(send)/
* Bridgnorth Endowed School Information report:
http://bridgnorthendowed.co.uk/local-offer/
*

similar documents