SEN – The new legislation Practices and processes in

school

Welcome4.00 Welcome, introduction and housekeeping – 2 Questions/issues Inclusion The Children and Families Bill – legislation changes The wider reform What does the reform mean for class teachers What does the reform mean for classroom support Assess, Plan, Do, Review Reforms in practice

5.00 Break – 5/10 minutes – discussion SEN provision Wave interventions Quality First Teaching School examples

5.45 Review

Inclusion What does inclusion mean? Every child still matters Inclusion is about all learners and about taking action to remove

barriers to participation and learning. Inclusion also involves eliminating discrimination and promoting

equality. Barriers to participation and learning for individuals and groups

usually involve multiple interacting factors, rather than just one. A holistic approach is always necessary.

2 minute discussion – what are the potential barriers? Inclusion debate - research

The new Code of Practice – the changesChanges from the SEN Code of Practice 2001 - The Code of Practice (2014) covers the 0-25 age range Teachers are directly responsible for the children in their class with SEN and must

make appropriate provision to meet those needs. There is a clearer focus on the views of children and young people and on their role in

decision-making For children and young people with more complex needs a co-ordinated assessment

process and the new 0-25 Education, Health and Care Plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)

There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood.

From 1 September 2014 the provisions of the Children and Families Bill, its associated regulations and the Code of Practice will be in force. Transitional arrangements will be in place to support the changeover from the current system to the new system in an orderly way.

Under the new Code of Practice, special educational needs and provision can be considered as falling under four broad areas - Communication and interaction (CI), Cognition and learning (CL), Social, mental and emotional health (SEMH)and Sensory and/or physical (SP)

continued…School currently has positive links and effective working relationships with stakeholders – including parents, governors, external agencies such as attendance support, social care and health. This will continue and be extended from September 2014. The code of practice requires (amongst others)- Involving children, parents and young people in decision making Education, health and social care must work together to support children, young people and

their families. Schools should put appropriate evidence-based interventions in place and provide high

quality teaching which is differentiated and personalised and should be available for all pupils

Schools have a legal duty to publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN – school offer must be kept up to date and on the website

A local authority must conduct an assessment of education, health and care needs and prepare an Education, Health and Care (EHC) plan when it considers that it may be necessary for special educational provision to be made for the child or young person through an EHC plan.

Young people and parents of children have a right to ask the local authority to prepare a personal budget once the authority has completed the assessment and confirmed that it will prepare an EHC plan

New teachers’ pay arrangements

National Curriculum Assessment

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..

Standards of teaching for pupils with SEN and progress made by pupils should considered as part of the school’s appraisal arrangements.

Identification of SEN should be built into the overall approach to monitoring the progress and development of all pupils.

New floor standards

The reform vision: Wider reform

Clear focus on the progress of all pupils – SEN support crucial to school performance.

External supportec

Child or young

Persons with SEN

Review

Assess

Do Plan

The reform vision: A whole school approach

Engage parent

Engage parent

Enga

ge p

aren

t

Engage parent

What the reforms mean for classroom/subject teachers

Classroom and subject 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:

Focus on outcomes for the child: Be clear about the outcome wanted from any SEN support.

Be responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement.

Have high aspirations for every pupils: 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.

 

Classroom support• Teaching Assistants are part of the whole school approach to SEN working in

partnership with the classroom/subject teacher and the SENCO to deliver pupil progress and narrow gaps in performance.

• It is for schools to decide how they deploy teaching assistants depending on their level of experience. To be most effective the support they give should be focused on the achievement of specific outcomes within the graduated approach to SEN support agreed with parents in the context of high quality teaching overall.

• Teaching Assistants can be part of a package of support for the individual child but should never be a substitute for the teacher’s involvement with that child.

Reform in practice: The Graduated Response – in class

Reform in practice: Assessing and reviewing progress

Classroom or subject teacher working with the SENCO should assess where a child is not making adequate progress, despite high quality teaching targeted at an area of weakness.

They should draw on evidence from a clear analysis of pupil’s need such as:

• teacher’s assessment and experience of the pupil; • information on pupil progress, attainment, and behaviour;• individual’s development in comparison to their peers; • the views and experience of parents;• the child’s own views; and• advice from external support services.

SEN ProvisionThere are two key elements of school based provision for children and young people

with SEN: Quality First Teaching and SEN Support.

Teachers complete cause for concern slip or Concerns identified through termly pupil progress

monitoring

EHCP support

• Differentiation• Teachers teaching children not lessons

(personalising learning)• Effective Assessment for learning• Monitoring and tracking progress• Multi sensory approaches• Targeted questioning• Addressing misconceptions• Circle Time• PSHCE

Catch up programmesTime limited focused interventions

Need to ensure impactClear communication of learning fed back to class teacher

Under achievers

Special Educational Needs

Teachers complete Pupil helpful

learning guide

All children - Quality First Teaching

Wave 1

Diagnostic testing

PHAB testGL Dyslexia Screening

Class teachers responsible for meeting the

needs of all children

Wave 3

Wave 2

With advice class teachers responsible for

meeting the needs of under achieving children

With support from SENco

class teachers responsible

for implementing a

bespoke / tailored

programme

• Focused groups (dynamic to meet needs across subjects and aspects)

• Setting/environment• Phased phonic Teaching • Effective use of ETA support• Positive behaviour systems (Tailored to each Key Stage)• Dyslexia friendly classrooms (visual timetables / coloured

whiteboard screens / appropriate fonts / visual displays to support phonics / alphabet and number across all classes)

MathsLiteracy Other

Bespoke Individual programmes

All teachers are teachers of children with SEN

SEN Register(no longer SA /

SA+ / Statement New framework = SEN support and

EHCP

Involve parent and child at all stages of support plan

Provision map records

information at a school / group and

individual levelClear targets and impact evaluation

SEN SU

PPORT

Quality First Teaching High expectations and aspirations; for all children and young people with SEN, whatever

their prior attainment Differentiation; planned and targeted to address weaknesses, overcome barriers to

learning and reduce the need for ‘additional’ or ‘different’ interventions. This should include provision of extra processing time and recording time and special arrangements for exam access.

Opportunities for collaboration; the curriculum provides opportunities for the development of collaborative working skills for children and young people

Rewards: consistent systems in place across whole school, classes and specific groups Understanding; planning is informed by and understanding of child development and

reflects opportunities across different learning styles (including play) and sensory preferences

Enjoyment: teaching is planned in a way which imparts enjoyment and enthusiasm to learn and progress whilst being able to take learning risks

Continued… Small groups and collective learning: targeting specific areas of weakness or

developing certain skills Understanding, reinforcement and memory aids; e.g. use of visual timetables,

checklists, to do list, word maps and reinforcement strategies Expectations; clear expectations in relation to work and behaviour Peer support and buddying; to support learning and peer relationships Self-confidence and independent learning skills; through opportunities,

recognition, modelled self-reflection and carefully managed support Regular movement breaks; for children and young people when they are sat for

an extended period of time Responsive one to one support; should be made available for all children and

young people as they require it.

SEN support replaces School Action / School Action Plus. It is the category of support for children with SEN but not on EHC plans.

It focuses the system on the impact of the support provided to that individual child, rather than how children access support according to the category they fit into.

It places emphasises on a graduated approach (assess, plan, do and review). The aim is to improve the experience and outcomes within schools for all

pupils, ensuring high quality teaching and learning. Any children needing EHC plans should be the responsibility of the school

SENCo using information provided by the class teacher

SEN Support

Pupil Helpful Learning Guide – SEN Support Name:  

Insert Photo   

SEN Support EHC PlanDate began:

DoB: Gender: PP: EAL:

Area of Need: C&I, C&L, SEMH, SP Class/Year group: Teacher:SENCO: Date Updated: Date of Planned Review:I would like you to know that

     

This means that

My targets at the moment are       

I will know I can do this when How did I do? (to be filled in at the review meeting)

Teachers will help me by    

I will help myself by My parent will help by    

Effective Targeted Intervention Is not used as a substitute for properly differentiated quality first teaching (QFT) Feeds back into QFT Targets the right children through data tracking Has clear entry and exit criteria and regularly reviews children’s progress Involves children so they understand the purpose and intended outcomes and involves

parents and lets them know how they can support children at home Is generally time limited and is delivered by someone with appropriate training, knowledge

and support Is monitored regularly by the class teacher and the SENCo Is jointly planned by the class teacher and the person delivering. Is reinforced in class and is jointly reviewed by the class teacher and the person delivering Is evaluated in terms of impact – both short and long term – using this information to decide

whether it should continue to run Includes strategies for the children to identify and monitor their own progress Helps children become more independent learners.

Key Stage Unit provision Map – SEN Support

Intervention Group Size

Frequency/Duration/Staff

Pupils Entry Data

Targets/Objectives Exit Data

Outcomes

    

             

    

             

    

             

    

             

    

             

    

             

    

             

Review

Final discussion

Have questions been addressed?

Thank you for listening