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Mandy Cameron (TQIO for SEN/LDD) The Deighton Centre Tel: 860 5833

Educational Teaching Assistants’ Network – an overview of SEN. Mandy Cameron (TQIO for SEN/LDD) The Deighton Centre Tel: 860 5833 email: mandy.cameron@kirklees.gov.uk. 23 rd November 2011. Aims of the Session. SEN – past, present, future The Code of Practice SEN funding

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Mandy Cameron (TQIO for SEN/LDD) The Deighton Centre Tel: 860 5833

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  1. Educational Teaching Assistants’ Network – an overview of SEN Mandy Cameron (TQIO for SEN/LDD) The Deighton Centre Tel: 860 5833 email: mandy.cameron@kirklees.gov.uk 23rd November 2011

  2. Aims of the Session • SEN – past, present, future • The Code of Practice • SEN funding • Identification of SEN in school • IEPs and provision maps • External agencies and how to access them

  3. Special Educational Needs • How many pupils are we talking about?

  4. Special Educational Needs An average of about 20% of the school population in Kirklees will be considered to have Special Educational Needs significant enough to require something additional or different. About 17% of those will be in mainstream classrooms Setting or streaming is likely to reduce numbers in most classes and raise them in others.

  5. GUIDANCE Revised SEN Code of Practice (Jan 2002) SEN & Disability in Education Act 2001 GUIDANCE Disability Code of Practice (Schools) (Sept 2002) Access Plan (April 2003) Code of Practice to promote Disability Equality (2005)

  6. Ofsted 2010 • Ofsted reports generally judge SEN provision as at least good • Outcomes for pupils with SEN are poor • Ofsted to increase their focus on SEN • Additional training for inspectors • An additional inspector where a school has a Resourced Provision

  7. The Lamb Enquiry – key themes • Greater focus on outcomes • Stronger voice for parents • More strategic local approach • More accountable system • National Framework

  8. The Green Paper • Education Health and Social Care Plan • Single assessment procedure • No graduated approach • Parents to have a greater say • Strengthen identification in Early Years • Mediation for parents • More involvement from voluntary sector • Improved services post-16 • Remove the bias towards inclusion • Remove over-identification of SEN

  9. OFSTED 2011/12 • Change to the OFSTED focus • No need to submit a SEF • Behaviour and safety are a key judgement

  10. SEN Code of Practice • Chapter 1: Principles and Policies • Chapter 2: Working in Partnership with Parents • Chapter 3: Pupil Participation • Chapter 4, 5 & 6: Identification, Assessment & Provision • Chapter 7: Statutory Assessment of SEN • Chapter 8: Statements of SEN • Chapter 9: Annual Review • Chapter 10: Working in partnership with other agencies

  11. Role of the SENCo • Overseeing day to day operating of the school’s SEN policy • Liaising with and advising fellow teachers • Managing the SEN team (teachers and ETAs) • Coordinating provision for pupils with SEN • Liaising with parents of pupils with SEN • Contributing to INSET • Liaising with external agencies These duties can be carried out by more than one person

  12. Code of Practice:A Graduated Approach to Special Educational Needs • School Action • School Action Plus • Statutory Assessment – Statement of SEN

  13. The Four Areas of Need • Communication and Interaction • Cognition and Learning • Behaviour, Emotional and Social Development • Sensory and/or Physical. • However many of these needs are inter-related

  14. SCHOOL ACTION School Action is characterised by interventions that are different from or additionalto the normal differentiated curriculum. School Action intervention can be triggered through concern, supplemented by evidence that, despite receiving differentiated teaching, pupils: Demonstrate difficulty in developing literacy or numeracy skills Show persistent emotional/behavioural difficulties which are not affected by behaviour management strategies Have sensory/physical problems, and make little progress despite the provision of specialist equipment Experience communication and/or interaction problems Make little or no progress despite experiencing a differentiated curriculum

  15. School Action intervention The SENCO in collaboration with the class teacher/ subject teacher will decide the action required to help the pupil progress. Based on the results ofprevious assessments, the actions might be: Develop a provision map Deployment of extra staff to work with the pupil Provision of alternative learning materials/ special equipment Group support Provision of additional adult time in devising interventions and monitoring their effectiveness Staff development/training to undertake more effective strategies Access to LA support services for advice on strategies, equipment, or staff training

  16. School Action Plus This intervention will usually be triggered through continued concern, supplemented by evidence that, despite receiving differentiated teaching and a sustained level of support, a pupil: Still makes little or no progress in specific areas over a long period Continues to work at National Curriculum levels considerably lower than expected for a child of similar age Continues to experience difficulty in developing literacy/numeracy skills Has emotional/behavioural problems that often substantially impede own learning or that of the group, and this may be despite having an individualised behavioural management programme. Has sensory or physical needs requiring additional specialist equipment or visits/advice from specialists. Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning

  17. School Action Plus Intervention School Action Plus is characterised by a sustained level of support and, where appropriate, the involvement of external services. Placement of a pupil at this level will be made by the SENCo after full consultation with parents at an IEP review undertaken within School Action. External support services will advise on targets for a new IEP and provide specialist inputs to the support process.

  18. Request for Statutory Assessment The school will request a Statutory Assessment from the LA when, despite an individualised programme of sustained intervention within School Action Plus, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available: The action followed with respect to School Action and School Action Plus The pupil’s IEPs Records and outcomes of regular reviews undertaken Information on the pupil’s health and relevant medical history N.C. levels Literacy/Numeracy attainments Other relevant assessments from specialists such as support teachers and educational psychologists The views of parents Where possible, the views of the child Social Services/Educational Welfare Service reports Any other involvement by professionals

  19. Statement of Special Educational Need A Statement of Special Educational Need will normally be provided where, after a Statutory Assessment, the LA considers the child requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to a Statement. A Statement will include details of learning objectives for the child. These are used to develop targets that are: Matched to the longer-term objectives set in the Statement Of shorter term Established through parental/pupil consultation Set out in an IEP Implemented in the classroom Delivered by the class teacher/subject teacher with appropriate additional support where specified

  20. Reviews of Statements Statements must be reviewed annually. The LA will inform the head teacher at the beginning of each school term of the pupils requiring reviews. The head teacher will organise these reviews and invite: The child’s parent The child if appropriate The relevant teacher The SENCo A representative of the LA Any other person the LA considers appropriate Any other person the head teacher considers appropriate The aim of the review will be to: Assess the pupil’s progress in relation to the IEP targets Review the provision made for the pupil in the context of the National Curriculum and levels of attainment in basic literacy/numeracy and life skills Consider the appropriateness of the existing Statement in relation to the pupil’s performance during the year, and whether to cease, continue, or amend it Set new targets for the coming year

  21. Kirklees SEN Funding • Within the age weighted pupil units (AWPU) there is a nominal 5% for SEN • There is also a mechanism for providing additional funding to help schools make further arrangements for children with SEN • Formula funding using various measures around an index of multiple deprivation • Additional funding based on Statement banding

  22. How is the money used? • The money goes directly to the school’s budget which means schools can: • Respond quickly and efficiently to children’s needs • Organise additional resources

  23. Identification of SEN • Before coming to school (sensory, physical, severe/complex needs) • Through tracking (attainment in NC, reading/spelling, behaviour logs) • Through observations (ASD. SLCN) • Through formal assessment

  24. Why use provision maps ? • They allow schools to audit need and plan systemically how best to use resources to meet those needs • They help identify both the staffing and the skills needed to meet the needs of all pupils • They empower staff and enhance the SENCo/Inclusion Co-ordinator role

  25. Benefits • Effective costing and management of school SEN and intervention budgets show how much is being spent on pupils • Provision maps provide an evaluation tool and information for reporting to parents, governors and the LA • School resources, CPD and staffing needs are planned for systematically

  26. Benefits for children, parents and carers • Children receive more coherent provision • Provision for individual pupils can be highlighted, tracked and monitored • Parents and carers have increased confidence that their child’s needs are being met

  27. An ANP/IEP is required when…. • A child is staged at School Action Plus or has a Statement • A child at School Action has needs that your intervention programmes may not address • Provision mapping may not be able to show smaller indications of improvement • You need to record access arrangements for a disabled child

  28. Parents • We expect to share ANP/IEPs with parents • Do we share provision mapping? • Parents need informing if there is anything additional or different going on.

  29. Workload • It can reduce the number of ANP/IEPs • It skills up ETAs and helps to spread the workload • At worse it shouldn’t make it any bigger

  30. Impact on Teaching and Learning • The provision map helps identify priorities for Wave 1 teaching • It feeds into the pupil tracker • Identifies successful outcomes • It identifies when programmes are not effective • It provides further CPD opportunities for ETAs

  31. External Agencies • Educational Psychologist: 1 per school • Central Sensory Team • KAOS • Health: SALT, Physiotherapist, etc • CAMHS: referral through GP • SENACT: caseworker per school • Behaviour Services

  32. Single Point Referral • Coordination of BESD services • Weekly referral meetings • Quick turnaround

  33. Kirklees Review of Specialist Provision • Review of SEN in 2008 • Recommended a review of Resourced Provisions • Resourced provisions in a number of Kirklees schools • SLCN, ASD, Sensory and physical impairment

  34. Review continued • Issues raised by the SEN Review Equity of provision Fit for purpose in 2009?

  35. Review continued • Increase provision for ASD and SLCN • Reduce provision for Sensory and Physical impairments • Provide a more equitable provision across the LA • Statutory consultation – end of October • Awaiting cabinet decision

  36. The Inclusion Quality Standards (KIQS) Mandy Cameron TQIO – SEN/LDD Judith McCarter TLC mandy.cameron@kirklees.gov.uk judith.mccarter@kirklees.gov.uk

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