Essex Provision Guidance

Report
Introducing the Provision Guidance in
schools…
Dear SENCOs
Following the input from the Senior Specialist EPs at the recent
SENCO Primary update meetings and Secondary conference, it
was requested that some slides were provided which could be used
to support Senior Managers/SENCOs to introduce and use the
Essex Provision Guidance with their staff.
These slides could therefore be used for school improvement work
and staff training. You can re-order/amend the slides to suit your
context.
Some examples were given of how EPs had started to work with
schools using the Provision Guidance in Primary and Secondary
Schools, which you may want to consider in relation to your
context if this was helpful…
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An example: Introducing Provision
Guidance in a Primary School
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•
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SENCO met with HT and school link EP to introduce the Provision
Guidance and discuss how it might be used to support school
improvement, High Quality Teaching and individual pupils with
additional needs.
SENCO met with school Senior Management Team and school link EP
to introduce the Provision Guidance, develop a clear joint vision about
how it could support school improvement, and plan how the High Quality
Teaching tiers might be introduced and embedded first. It was decided
to focus on the HQT in ‘All Pupils’ and ‘Learning Difficulties’ sections
first, but signpost staff to other sections as relevant to current pupils.
Specific outcomes for this academic year were agreed, relating to the
school’s monitoring/evaluation/review systems.
Staff meeting A with all teaching staff (Autumn 2014): HT/SENCO/EP
introduced Provision Guidance, using slides and opportunities to explore
the document using laptops. Staff given specific task re. embedding
HQT levels into classroom practice as part of PMRs.
Staff meeting B with all teaching staff (Spring 2015): HT/SENCO/EP
revisit previous training and actions, and agree next steps.
An example: Introducing Provision
Guidance in a Secondary School
•
•
SENCO met with HT and school link EP to introduce the Provision
Guidance and discuss how it might be used to support school
improvement, High Quality Teaching and individual pupils with
additional needs.
SENCO met with school Senior Management Team and school link EP
to introduce the Provision Guidance, with the planned aims for the
meeting being:
- SMT have a clear strategic vision for improving the outcomes of students, through
using the Provision Guidance
- For SMT to support Middle Leaders in embedding the use of the Provision Guidance,
through the Monitoring/Evaluation/Review process
- For all staff to be implementing strategies as outlined in the Provision Guidance
Discussion and planning took place around:
- Initial focus: ‘All Pupils’ and ‘Learning Difficulties and Disabilities’ Quality First
Teaching sections
- Then other sections if appropriate to a student in the class (see SEN Directory)
- What opportunities do we have to deliver on these 3 aims (of meeting, above)?
- What are our agreed actions?
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An example: Introducing Provision
Guidance in a Secondary School
Autumn Term 2014
• SENCO/EP delivered twilight ‘training for trainers’ to Middle
Leaders on Quality First Teaching tiers of Provision Guidance
• SENCO/EP facilitated twilight workshop, where Middle Leaders
trained all teaching staff in their departments
• Staff advised to consult with SENCO re students at Additional
School Intervention/High Needs Levels of Provision Guidance at
this point in time – consultation based on Provision Guidance
Spring Term 2015
• SENCO/EP facilitate review of training with all teaching staff
• SENCO/EP plan next stage of training with SMT
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Slides which can be used in schools
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Essex Provision Guidance
Supporting High Quality Teaching and SEN in our school
Outcomes of the session
• To know about the Essex Provision Guidance
toolkit and how it supports the new SEN COP
• To plan how we can use it to improve
outcomes in our school
• To plan how to embed it in Quality First
Teaching across our school
• To plan how to monitor, evaluate and review
the use of the Provision Guidance in our
school
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New SEN Code of Practice Sept 2014
Why a new Code of Practice?
• To improve outcomes for children and young people
with Special Educational Needs (SEN)
• To help young people make a successful transition to
adult life
• A single system, from pre-school to Further Education
• Less of a struggle for families: a transparent system
that is collaborative and actively involves families in
making decisions
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7 key points
1. Stronger focus on the involvement of children,
young people and families
2. Education, Health and Care plans (EHCPs) to
replace statements (and SA/SA+ now ‘SEN Support’)
3. LA, health and care services to commission
services jointly for children and young people with
SEN & disabilities
4. Local authorities to publish the “local offer”
5. New statutory protections for young people aged 16-25;
stronger focus on preparing for adulthood
6. Offer of a personal budget for families and young people
with a Plan, extending choice and control over their
support
7. All SEN duties to apply equally to all maintained nursery
schools, mainstream schools (maintained schools and
academies and free schools that are not special schools),
16-19 academies, further education colleges, pupil referral
units and academies offering alternative provision
Curriculum (Code of Practice 6:12)
• All pupils should have access to a broad and
balanced curriculum
• Potential areas of difficulty should be
identified and addressed at the outset
• Lessons should be planned to address
potential areas of difficulty and to remove
barriers to pupil achievement
• In many cases, such planning will mean that
pupils with SEND will be able to study the full
curriculum
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Identifying SEN in schools
‘A pupil has SEN where their learning difficulty
or disability calls for special educational
provision, namely provision different from or
additional to that normally available to pupils of
the same age. Making higher quality
teaching normally available to the whole
class is likely to mean that fewer pupils will
require such support. Such improvements in
whole-class provision tend to be more cost
effective and sustainable.’ CoP 6:15
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Essex Provision Guidance
Written over 2014 to
• support High Quality Teaching for all
• be a resource/toolkit for all teachers to
support all pupils with SEN
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Why Change?
• Previously used Essex ‘Banding Descriptors’
to identify child’s level of needs
• These focussed very much on what the child
could not do
• There was no information about what
should/could have been happening to support
the child’s progress
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Why Change? continued
The Provision Guidance…….
• Provides a greater focus on provision to
improve outcomes for children and young
people
• Is updated in line with new legislation and new
ways of working with children with SEN
• Is a revised system to better reflect current
and ongoing research and practice
developments in education
15
The Provision Guidance…
• Highlights the need for High Quality Teaching
to be the essential element in the education of
all children and young people
• In line with the new SEN Code of Practice,
where additional needs are identified, it supports
schools to work through a cycle in order to
recognise needs, aspirational outcomes,
strategies and achievements
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The Cycle of Improvement/Graduated Response
Assess
Review
Plan
Do
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What is the Provision Guidance?
• It arose from collaboration between EP, ST
and Pre-school Teams
• It is a document based on:
– good practice in schools,
– on-going review of psychological theory
– current research of what works
• It is not an exhaustive set of guidelines
• It is an evolving document that is available
electronically and will have links to the Local
Offer
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How can the Provision Guidance be
used? To support School Improvement
• supports staff in the process of building on
current good practice
• helps to develop systems for improving High
Quality Teaching, responding to pupils’ needs
and improving outcomes
• reflects best practice in working with all pupils,
including those with special educational or
additional needs
• supports working towards outcomes feeding
into the One Plan and EHCP system
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How else can the Provision
Guidance be used?
• As a self-help guide when considering provision (at
school, class or pupil levels).
• Providing a point of reference for staff when deciding
which level of the graduated response pupils are
working on.
• As an audit tool to check that appropriate and
purposeful support is being provided for pupils at
different levels. It may identify gaps in provision or new
ideas for working with individual pupils.
• Partnership with parents and carers as a way of
providing clarity and transparency when explaining
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provision the school is making for their child.
How else can the Provision
Guidance be used?
• Conversations between schools and EP / Specialist
Teacher teams about developing systems and
approaches to support pupils effectively.
• Use by the Local Authority to determine to determine
whether schools/settings are making appropriate
provision to meet the needs of all pupils and to help
determine whether schools/settings have taken
sufficient, relevant and purposeful action before
requesting additional resources.
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What does it include?
• All Essex Pupils section (always start here)
• Learning difficulties; including specific learning
difficulties
• Sensory impairment - hearing, sight and multisensory
• Physical and neurological difficulties
• Speech, language and communication
difficulties
• Autism and social communication difficulties
• Social, emotional and mental wellbeing
• Early Years
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How is the Guidance structured?
Three main tiers of provision
• High Quality Teaching (HQT)
Look out for
colour-coded
page
backgrounds
Pupil characteristics
Provision
• Additional School Intervention and
Support (ASI) (SEN Support - building on
High Quality Teaching)
Pupil characteristics
Provision
• High Needs Support (HN)
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Pupil characteristics
Provision
Considering levels of support
There should be evidence that schools
have implemented recommendations for
High Quality Teaching and for Additional
School Intervention and Support before
implementing High Needs interventions or
seeking additional resources from the
Local Authority
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Considering levels of support
• There should be evidence of:
– Individual plans/One Planning
– A cycle of assessment, planning, intervention and review
– Assessment being used to inform planning
– Incorporation of external advice into planning
– Person-centred outcomes, with SMART targets to address each
element of these where appropriate (e.g. if the outcome is to play
football with a local team, SMART targets to support that may be
around specific coordination skills, social skills etc.)
– Recording of implementation and impact of interventions
– Termly review of personalised plans
At High Needs level there should also be evidence that staff have
received relevant training and that the One Planning process
has been implemented.
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Looking at the Provision Guidance…
finding your way through…
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Where to find it…
The Provision Guidance is intentionally electronic, to make access
and updates easier, with links to sub-levels and other resources.
It can be downloaded (as a PDF), but you may then not be using
the most up to date version.
It can be printed out (or some pages), but the electronic version will
be needed to access the sub-levels and other resources.
Search/Google ‘Essex Schools Infolink’
Go to SEN > Provision Guidance
https://schoolssecure.essex.gov.uk/pupils/sen/Provision%20Guidance/Pages/defa
ult.aspx
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Practice navigating around the
Provision Guidance…
Look for
• How to use the coloured buttons to jump around the document
• ‘All Pupils’ section – this must be the starting point for every pupil
• The different sections in the index/home page
• The left hand margin colour coding for the different categories of need
• The High Quality Teaching tier of the Learning Difficulties section
• The links to the sub-levels in the Additional School Intervention tier of the
Learning Difficulties section – takes you to another document with
assessments, interventions, resources etc
• The different lay-out of the Speech and Language section and Autism and
Social Communication section – with specific provision for pupils of different
ages
Activity in pairs with laptops
If you like a bit of competition, play ‘first person to tell me what page
the High Quality Teaching section of Social, Emotional and Mental
Health Difficulties is on…/High Needs section of the Physical and
Neurological Difficulties is on’ etc., a few times to get familiar with navigation…
Questions/issues for school senior
management and staff to consider…
•
•
•
•
•
•
•
•
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Where will the toolkit sit in terms of whole school practice?
There might be a school champion or even a new role? To raise
awareness, elucidate, support staff, track use and impact
Will induction for new staff include navigation of the tool? Ideally, “yes!”
There is need for school leaders to be advocates
There is a need for, over time, the impact of guidance to be tracked.
Outcomes are essential; if progress continues to be weak then staff will
need to review strategies and suggestions in terms of individuals
We can support progress by mapping and illustrating the links between
national drivers and the qualities of the tool - especially around
assessment and effective ways of demonstrating mastery/depth of
understanding
There is an opportunity to develop a deeper understanding of evidencebased practice here
What CPD activities will need to happen?
Questions/issues for school senior
management and staff to consider…
How can the Provision Guidance be used
to support PMRs?
Adapt teaching to respond to the
strengths and needs of all pupils
Teachers’ Standards 2013. Section 5.
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Teachers Standards / PMRs
• Know when and how to differentiate
appropriately, using approaches which
enable pupils to be taught effectively
• Have a secure understanding of how a
range of factors can inhibit pupils’ ability
to learn, and how best to overcome
these
•
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Teachers Standards / PMRs
• Have a secure understanding of how a range
of factors can inhibit pupils’ ability to learn,
and how best to overcome these
• Demonstrate an awareness of the physical,
social and intellectual development of
children, and know how to adapt teaching to
support pupils’ education at different stages of
development
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Teachers Standards / PMRs
• Have a clear understanding of the needs
of all pupils, including those with special
educational needs; those of high ability;
those with English as an additional
language; those with disabilities; and be
able to use and evaluate distinctive
teaching approaches to engage and
support them
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Questions/issues for school senior
management and staff to consider…
Risks to manage
• Tick box syndrome
• Outcomes for pupils being negative because
of greater need for High Quality Teaching
/teacher skills and, in turn, incorrect
evaluations being made about pupils
• Vital linkage with the One Planning process
being missed
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Questions/issues for school senior
management and staff to consider…
• How could the Provision Guidance be used to
help to design / update our assessment and
provision map?
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Planning the way forward
• What will we do first?
• What will we do before the end of term?
• What will we do before the end of this
academic year?
• What will we put on the development plan for
next year?
 Create a clear plan
What
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Who
When

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