Presentation on theme: "Implementing and Managing the Code of Practice"— Presentation transcript:
1 Implementing and Managing the Code of Practice Graduate DiplomaImplementing and Managing the Code of PracticeDay 5Thursday 17th February 2011
2 Special Educational Needs Code of Practice for Wales 2002 CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
3 Children have a learning difficulty if they: EDUCATION DIRECTORATEWhat do we mean by SEN?Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for themChildren have a learning difficulty if they:have a significantly greater difficulty in learning than the majority of children of the same ageCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
4 What do we mean by SEN?Or:have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local educational authorityCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
5 What do we mean by SEN?Or:are under compulsory school age and fall within the definition at a) or b) above or would do so if special educational provision was not made for themCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
6 Key principles Schools must have due regard to the Code Provision for SEN is a whole school issueAll teachers are teachers of SENChildren should be offered access to an appropriate curriculumCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
7 Key principles A child with SEN should have their needs met These needs will normally be met in a mainstream settingA child’s view should be soughtParents have a vital role to playCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
8 SEN Code of Practice Early Identification is seen as critical The Graduated response: -Early Years orSchool Action- Early Years orSchool Action Plus- StatementCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
9 Categories of NeedThere are no hard and fast categories but most pupils will fall into one of these main areas:communication and interactioncognition and learningbehaviour, emotional and social developmentsensory and/or physicalCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
11 Categories of Need Communication and Interaction may include: speech and language delay, impairments or disordersspecific learning difficulties (e.g dyslexia, dyspraxia)hearing impairmentautistic spectrum disorderCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
12 Some pupils may also have: Categories of NeedSome pupils may also have:moderate, severe or profound learning difficultieslanguage and communication difficulties as a result of permanent sensory or physical impairmentCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
13 Categories of Need Cognition and Learning may include: Moderate Severe EDUCATION DIRECTORATECategories of NeedCognition and Learning may include:ModerateSevereProfound learning difficultiesSome pupils may also have:specific learning difficultiesphysical and sensory impairmentsautistic spectrum disorder1
14 Some of these children may also have: Sensory Physical Categories of NeedSome of these children may also have:SensoryPhysicalBehavioural difficultiesCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
15 Categories of Need Behaviour, emotional and social development may include those who are:disruptive and disturbinghyperactive and lacking concentrationwithdrawn or isolated1
16 Some of these pupils may also have: Categories of NeedSome of these pupils may also have:immature social skillschallenging behaviours arising from other complex special needs1
17 Categories of Need profound and permanent deafness visual impairment There is a wide spectrum of sensory, multi-sensory and physical difficulties. The sensory range includes:profound and permanent deafnessvisual impairmentlesser levels of loss, which may only be temporary1
18 Categories of NeedPhysical impairments may arise from physical, neurological or metabolic causesOthers may lead to more complex learning and social needsA few children will have multi-sensory difficulties, some with associated physical difficulties1
19 Defining SEN Additional Learning Needs (ALN) Or Additional Educational Needs (AEN)is becoming more widely used to encompass those with SEN and with other disabilities that may impact on their ability to access the curriculum1
20 Some issues pupils may have in common: Low self-esteem The Impact of SENSome issues pupils may have in common:Low self-esteemDifficulty co-operating with peersDifficulty working independently1
21 The Impact of SEN Some issues pupils may have in common: (continued) Difficulty staying on taskDifficulty completing tasksPoor communication skillsPoor motivation
25 IEPsThe idea behind individual plans for children with special needs, is a good one: when a pupil is experiencing difficulties, identify what they are; decide on some appropriate action; do it, then review itBUT a whole industry has grown up around designing templates, creating targets, measuring progress – and stressing over the whole business. SENCOs have literally made themselves ill in the process
26 IEPsThe test of how well IEPs are used is whether a teacher knows about a pupil’s difficulties, plans accordingly and differentiates effectively in the classroom, science lab, studio, gym, etc, rather than the IEP being used only by the TA running a small group intervention.
27 Questions to consider What should they include? Should they all be the samePrimary, Secondary?
28 IEPsIndividual plans still play an important role however, especially for children with significant difficulties. For these pupils, a ‘bespoke’ approach may be needed and the important thing is that thought is given to the individual.Part of the reason for IEPs gaining such a bad reputation was that many tended to be generic, with a tendency to only ‘change the name’ sometimes; another reason is that they often didn’t see the light of day – kept neatly in the teacher’s desk drawer, or a filing cabinet, ready for when an inspector called!
29 IEPsAn individual plan should be a working document, useful to all staff working with the pupil and constantly at hand: its design should allow for regular updates and comments (scribbled notes) by TAs, teachers and parents. In some schools, an extra sheet is attached to the IEP for daily/weekly updates, rather than waiting for the scheduled review – this makes much more sense in many ways.
30 Make sure that:targets are achievable, short-term and specific, so that everyone can see when each one has been metthe pupil is involved in the setting of targets whenever possibletargets are described in jargon-free language and clear to all concerned – not least the pupil himself/herself, who should be able to say ‘Today I hit one of my targets… I sat on the carpet for the whole story/spelled three new target words correctly/asked a question in class…’teaching/behaviour management strategies are described with details of who will deliver them, when and wherenecessary resources are listedthere is a date for review, and the names of people involved in reviewing.
31 IEPsInvolving pupils in decisions about their IEPs and types of support provided is something that everyone acknowledges as a ‘good thing’, but in practice, is not always well done. It may not always be appropriate for a child to attend review meetings, but a one-to-one with the SENCO or TA/mentor beforehand can provide useful information and insight into how a child is responding to the support on offer.
32 Individual Education Plans EDUCATION DIRECTORATEIndividual Education PlansShould only contain what is additional to and different from the school’s differentiated curriculum planning for all pupils3 or 4 SMART short term targets set through discussion with the pupil and parents.A description of the child’s strengths and areas for developmentCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
33 Individual Education Plans EDUCATION DIRECTORATEIndividual Education PlansTargets should be:SPECIFICMEASURABLEATTAINABLERELEVANTTIME CONSTRAINEDCITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE1
34 Individual Education Plans Look at some IEP’sAre the targets SMART?
35 IEPsthere have been moves to minimise the number of IEPs and many schools have used ‘provision mapping’ as a way of allocating different types of support to individuals. Pupils identified for ‘school action’ can certainly fit well into this type of planning and management of interventions.
36 Can provision maps replace IEPs? Provision maps can support schools in reducing bureaucracyIn England they are being used as an alternative to writing large numbers of individual education plans for students with low level needs that can be met through wave 3 literacy and numeracy interventionsSome schools believe they will replace IEPs, however this could only happen if certain provision is in place1
37 Can provision maps replace IEPs? Some schools believe they will replace IEPs, however this could only happen if certain provision is in placeThese include:Whole school target setting systems that incorporate individual targets for all vulnerable groups/ students which are reviewed at least twice a yearRigorous self evaluation of SEN provision which ensures all students are making good progressSystems for working in full partnership with parentsSystems which take account of the views of students1