SEND Reform and its impact on our practice AWS
SEND Reform and its impact on our practice September 2014
Key changes to the Code of Practice: •Removal of the categories SA and SA+. Statements to be replaced by EHC Plans. •Family Centred system- Young people and Parents must be partners in shaping processes and implementing support. •Education, Health and Care agencies must be collaborative. •The local offer- This provides information to young people (0-25) and parents about the provisions and resources available in our local area. http://www.connecttosupport.org/hulllocaloffer
The reform vision: Wider reform SEND reforms are a vital part of the wider educational reform to ensure all children and young people have access to high quality teaching and equal opportunities regardless of background or circumstance.
Enabling pupils with SEN to access the curriculum by understanding their needs and adapting teaching approaches. .
Identification of SEN should be built into the overall approach to monitoring the progress and development of all pupils.
Standards of teaching for pupils with SEN and progress made by pupils should considered as part of the school’s appraisal arrangements.
National Curriculum
Assessment
New teachers’ pay arrangements
Clear focus on the progress of all pupils – SEN support crucial to school performance.
New floor standards
The reform vision: A whole school approach to SEND Engage parent
Child or External support young ec Persons with SEN
Engage parent
Engage parent
Review 4
Assess 1
Plan 2
Do 3
Engage parent
What the reforms mean for classroom teachers Classroom teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support guidance of the SENCO and specialist staff. The classroom teacher should: • Ensure early identification of pupils not making expected progress • Be responsible for meeting special educational needs: Use the tools, including the identification pathway to implement appropriate in class intervention strategies which support the identified concerns regarding the child’s leaning needs. • Focus on outcomes for the child: Be clear about the outcome wanted from any additional support • Have high aspirations for every pupil: Set clear progress targets for pupils and be clear about how the full range of resources are going to help reach them. • Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress (Identification Pathway)
SEND Identification Pathway
Cause For Concern Enter a note on SIMS under child’s name in the SEN Section, include concern and pupils current levels
Inform Parents of your concern Get them on board! Suggest ways in which they Can support at home
Spelling/Reading Complete diagnostic spelling test/Phonic screening/ Benchmarking Target within class and repeat spelling/phonic test after 4 weeks Communicate with parents
Add meeting with parents on to SIMS, include date and meeting notes What is your/their concern? See SH to gain advice on strategies
Maths/Writing Use small steps for 4 weeks for a personalised learning approach and adapt classroom practice •Breakdown tasks •Visual Learning •Cues on tables •Different seating position •Different coloured background Add a weekly comment to SIMS and communicate with parents
Social/Behaviour
Medical
Inform all staff of concerns in your phase Ask staff on duty to monitor the child’s behaviour in unstructured times. Note on SIMS any incidents and monitor closely for 4 weeks Communicate with parents **Extreme behaviour should be reported to BH
SALT If you feel a child requires Health to carry out a Speech and Language assessment please See SH for a referral form. Consent must be gained by parents
Has the child began to make progress? Communicate with parents
YES Continue to provide personalised learning
NO Refer to SH with evidence of following the identification pathway
IPASS If you feel a child requires Health to carry out an assessment assessment please See SH for a referral form. Consent must be gained by parents
*SALT waiting lists are extremely long- you may advise Parents to also go through their GP
SIMS Training 1st July SEN
Key changes to the Code of Practice: •Removal of the categories SA and SA+. Statements to be replaced by EHC Plans. •Family Centred system- Young people and Parents must be partners in shaping processes and implementing support. •Education, Health and Care agencies must be collaborative. •The local offer- This provides information to young people (0-25) and parents about the provisions and resources available in our local area. http://www.connecttosupport.org/hulllocaloffer
The reform vision: Wider reform SEND reforms are a vital part of the wider educational reform to ensure all children and young people have access to high quality teaching and equal opportunities regardless of background or circumstance.
Enabling pupils with SEN to access the curriculum by understanding their needs and adapting teaching approaches. .
Identification of SEN should be built into the overall approach to monitoring the progress and development of all pupils.
Standards of teaching for pupils with SEN and progress made by pupils should considered as part of the school’s appraisal arrangements.
National Curriculum
Assessment
New teachers’ pay arrangements
Clear focus on the progress of all pupils – SEN support crucial to school performance.
New floor standards
The reform vision: A whole school approach to SEND Engage parent
Child or External support young ec Persons with SEN
Engage parent
Engage parent
Review 4
Assess 1
Plan 2
Do 3
Engage parent
What the reforms mean for classroom teachers Classroom teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support guidance of the SENCO and specialist staff. The classroom teacher should: • Ensure early identification of pupils not making expected progress • Be responsible for meeting special educational needs: Use the tools, including the identification pathway to implement appropriate in class intervention strategies which support the identified concerns regarding the child’s leaning needs. • Focus on outcomes for the child: Be clear about the outcome wanted from any additional support • Have high aspirations for every pupil: Set clear progress targets for pupils and be clear about how the full range of resources are going to help reach them. • Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress (Identification Pathway)
SEND Identification Pathway
Cause For Concern Enter a note on SIMS under child’s name in the SEN Section, include concern and pupils current levels
Inform Parents of your concern Get them on board! Suggest ways in which they Can support at home
Spelling/Reading Complete diagnostic spelling test/Phonic screening/ Benchmarking Target within class and repeat spelling/phonic test after 4 weeks Communicate with parents
Add meeting with parents on to SIMS, include date and meeting notes What is your/their concern? See SH to gain advice on strategies
Maths/Writing Use small steps for 4 weeks for a personalised learning approach and adapt classroom practice •Breakdown tasks •Visual Learning •Cues on tables •Different seating position •Different coloured background Add a weekly comment to SIMS and communicate with parents
Social/Behaviour
Medical
Inform all staff of concerns in your phase Ask staff on duty to monitor the child’s behaviour in unstructured times. Note on SIMS any incidents and monitor closely for 4 weeks Communicate with parents **Extreme behaviour should be reported to BH
SALT If you feel a child requires Health to carry out a Speech and Language assessment please See SH for a referral form. Consent must be gained by parents
Has the child began to make progress? Communicate with parents
YES Continue to provide personalised learning
NO Refer to SH with evidence of following the identification pathway
IPASS If you feel a child requires Health to carry out an assessment assessment please See SH for a referral form. Consent must be gained by parents
*SALT waiting lists are extremely long- you may advise Parents to also go through their GP
SIMS Training 1st July SEN
