SENCO overseeing the day-to-day operation of the school's SEN policy coordinating provision for children with special educational needs liaising with and advising fellow teachers managing learning support assistants overseeing the records of all children with special educational needs liaising with parents of children with special educational needs contributing to the in-service training of staff liaising with external agencies including the LEA’s support and educational psychology services, health and social services, and voluntary bodies. (SEN Code of Practice)
HLTA An HLTA is a teaching assistant who has demonstrated that they have met 31 nationally recognised standards. Planning, preparing and delivering lessons Assessing and reporting progress and attainment
TA Teaching assistants are often used to take small groups of children who need extra support in an area, such as literacy or numeracy, out of a class. This can also include work with children with special educational needs (SEN), that the teacher cannot always accommodate in a normal class.
LSA or SNA Supporting the SENCo and class teacher develop a suitable programme of support carry out the programme, within or outside the classroom maintain the system of recording and monitoring of progress provide feedback about pupils’ difficulties and/or progress write reports about the pupil/s’ progress participate in the evaluation of the support help adapt/find differentiated materials report any problems about arrangements or incidents
Teachers’ Standards 3 Demonstrate good subject and curriculum knowledge have a secure knowledge… address misunderstandings take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English 4 Plan and teach well structured lessons reflect systematically on the effectiveness of lessons and approaches to teaching 5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6 Make accurate and productive use of assessment make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons 8 Fulfil wider professional responsibilities develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively Part two: Personal and professional conduct Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach…
Lesson planning & lesson observation implications for planning
http://www.pgce.soton.ac.uk/SEN your: planning, resourcing, teaching, assessing & reporting how do you plan for SEND and meeting your professional requirements? the pupils with special educational needs who are your pupils with special educational needs? working with colleagues in school who are your colleagues? These notes can form part of your evidence base for TS3 TS4 TS5 TS6 TS8 PT2 (as appropriate) Action points on the back… SEND Day 2015 Working with HLTAs & TAs