Embedded Files
SEN Code of Practice: 0-25 years
Government statutory document, covers SEND from 0-25 years
Provides information for all schools to ensure they are meeting the necessary requirements
This statutory code contains:
details of legal requirements that you must follow without exception
statutory guidance that you must follow by law unless there's a good reason not to
it explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014
Role of the SENCo
SENCo is responsible for the day-to-day operation of the school's SEN policy. All mainstream schools must appoint a teacher to be their SENCo. The SENCo will co-ordinate additional support for pupils with SEN and liaise with their parents, teachers and other professionals who are involved with them
All SENCos are now available to have the National Award SENCo which is a post graduate qualification
Although the SENCo is responsible for implementation of SEND policy, it is the whole school that is responsible for making sure it is effective
SEN Register
Children from any year with SENDs
Children can be on the SEN register for a number of things, ranging from minor concerns to specific diagnoses, including behaviour concerns
Very fluid list, so children can be added or removed from the SEN register at any point in the school year, depending on children's needs and if these needs are met
SENCo is responsible for this list, working alongside the headteacher
What classifies as SEN?
4 broad areas of SEN:
Communication and Interaction - e.g. speech and language difficulties, autism
Cognition and Learning - e.g. dyslexia, dyscalculia
Social, Emotional and Mental Emotional Health - e.g. anxiety, depression, social interaction, autism
Sensory and / or Physical - e.g. visual impairment, hearing impairment
At Nicol Mere, the majority of SEN children struggle with communication and interaction needs
The Graduated Approach
Initially teachers have a classroom inclusive for everybody, e.g. big enough text on board, appropriate background colour. This is helpful for all children. However, even with these things in place, some children still struggle
If a child shows signs of SEN, school starts tracking things, e.g. data. SENCo chats with parents/carers to notice at home - fill in initial concern sheet
Specific intervention - SENCo may put something provisional in place at school - working with smaller group, TA help, etc. - after this, a review is done to see if there are any changes
High level support - put on SEN register, given IEP, and specific targets to help them in class
External agencies - other organisations involved
Referral - requires proof on paper and last approach
Implementing the Graduated Approach
Whole school approach - not just SENCo
High quality teaching
Every teacher is responsible for every pupil
The Graduated Approach
Assess - Plan - Do - Review
Based on a term
Inclusive Quality First Teaching Strategies
These are strategies that teachers should have in place for ALL students to succeed. It is when these strategies aren't working for a child that we need to start putting extra support and intervention in place
Learning Styles
Visual - Auditory - Kinaesthetic
Always start with the quality first teaching document for ideas to support children in the classroom
Be mindful of various learning styles and what actually best suits your SEN learners
Do you accommodate for all learning styles within your lessons?
The Local Offer
What is the local offer?
The support that is in place for children and families with SEND within the school's local authority
There is a wide range of services and support available. Wigan's local offer is available via the school website
Outside Agencies
Targeted Educational Support Service (TESS)
Speech and Language
Occupational Health
Sensory Support Service
Autism Pathway
Paediatricians
School nurse
Interventions
This is extra support above and beyond that of everyday lessons. it focusses in on a child or group's particular need and school timetables in extra support in this area. Interventions can be delivered by TA's or teachers
It is the teacher's responsibility to timetable and plan all interventions and evaluate their impact after a certain amount of time
Provision Mapping
This is a running record of the interventions in place in each cohort across the school, per term
Support Plans
Personalised plan to child
Targets on plan need to be specific and achievable
Working document - child, parents, teachers, TA's and anyone else working with that child needs to know targets
Reviewed regularly - at least every half term
Parents need to sign and copies of the signed IEP need to be kept in SEN file and a copy passed onto SENCo
SEN at Nicol Mere
SEN Policy and Governor
Rebecca Clift
Assessment of SEN
Children need targets and assessment broken down - documents break down standards for each topic into more achievable steps for child
These are used as assessment tools - especially for those working below expected standard
Used as summative assessment tool at the end of KS1 for children who are engaged in subject specific study but working below the expected standard
SEN across the curriculum
Don't generalise SEN children - often children with SEN do not have needs in everything; child can excel or have skills in certain subjects
Can you identify SEN children in every subject?
Do you know you SEN children's strengths as well as areas of need?
Are your SEN children making progress in all areas of the curriculum?
Broad and balanced curriculum for all
SEN OFSTED Expectations
All children including those with SEN make expected progress in all areas
SEN and COVID
How did Nicol Mere support SEN children during the school closure?
Regular phone calls to families with SEND children by class teacher and SENCo
Home visits by sSENCo and assistant head
SEN packs with resources provided for parents on the home visits
Differentiated work provided
All information under the home learning tab on the school website
Ensuring communication with parents was consistent
Virtual interventions
Page updated
Google Sites
Report abuse