Presentation on theme: "SEN Governors Meeting Carol Gamble, SEN Governor"— Presentation transcript:
1SEN Governors Meeting Carol Gamble, SEN Governor Jeannette Veira, Head of Behaviour and AttendanceCarol Gamble, SEN GovernorJackie Hibbert, School Development Adviser (SEN/Inclusion)Charlie Palmer, Head of Specialist Education ServicesMay 2008
2Contents1. Role of Governors in Managing Exclusions Jeannette Veira (Head of Behaviour and Attendance)2. The County Autism Forum Carole Gamble, (SEN Governor)3. Social & Emotional Aspects of Learning and the Inclusion Development Programme (Jackie Hibbert, School Development Adviser)4. Meetings to Help Schools Monitor SEN Support Charlie Palmer, (Head of Specialist Education Services)5. Time to discuss local issues
3Role of Governors in Managing Exclusions Jeannette Veira (Head of Behaviour and Attendance)
4The Role of Governors in Managing Exclusions Aim:To ensure that school governors are fully aware of their responsibilities when children are excluded from school for disciplinary offences.Key Catergories:The StrategicThe Critical FriendEnsuring Accountability
5Ensuring Accountability The Governing Body must decide whether theheadteacher’s decision was justified or whether it isappropriate to re-instate the pupil. This role must bedischarged by a Discipline Committee:Committee ChairClerk should be appointedQurom for meetings (3)Committee (3 or 5 governors)
6Procedure at the Discipline Committee Meeting Chair opens meeting and explains procedureOpportunity for excluded pupil to attend the meeting if appropriateChair explains facts and allows each party to put their caseA local authority officer may be present to offer technical advice, but has no role in the decision makingThe Committee should inform the parent/carer, the headteacher and the local authority of its decision in writing, within one day of the hearing, stating the reasons
7Special Educational Needs School governing bodies have a legal duty to ensurethat the necessary educational provision is made forany pupil who has special educational needs (SEN).Unless there are exceptional circumstances, schoolsshould not permanently exclude pupils with specialeducational needs, whether or not they have astatement. If it seems likely that a pupil with specialeducational needs is in danger of being excluded, the schoolshould examine the support in place and do everything possible tokeep the pupil in school, such as:Seeking advice from the local authority and other professional advice and supportAsking the local authority to carry out a statutory assessment or reassessmentArranging an early annual review if the child has a statement of special educational needs
8Special Educational Needs Before deciding whether to exclude a pupil, governorsshould:Ensure that an appropriate investigation has been carried outConsider all the evidence available, taking into account the school’s behaviour and equal opportunities policies and, if applicable, the Race Relations and Disability Discrimination ActsTalk to the pupil to allow them to give their version of eventsCheck whether the incident may have been provoked, for example by bullying or by racial or sexual harassmentEnsure that other alternatives have been considered
92. The County Autism Forum Carole Gamble, (SEN Governor)
10Leicestershire County Autism Forum Multi agency Forum Childrens services Representatives from Educational Psychology Autism Outreach Social Care Schools – primary, secondary, special schools, governor representation Voluntary Sector Parent & Carer Council – Chair plus PCC Family support worker Representative from Leicestershire Autistic Society Health Speech & language Therapist CAMHSCarole’s presentationRepresentation on Forum
11Role of the Group: Meet termly Helping to shape the development of provision for pupils and families with ASD within Children’s Services through debate and discussionPromoting partnership between LA and voluntary sectorIdentifying best practice and promoting itTo seek clarification on policy and practice in relation to ASD provision and supportForum for consultation concerning ASD and SEN policyRaising awareness of ASD needs and issues
12“The role of the group is advisory, it should not vote or pass resolutions but should debate, question, seek clarification, request information, sponsor development work.”
13Criteria for membership Voluntary AgenciesPractical involvement with support to families of children with ASD.Management responsibility for agencies offering provision to children with ASD and their families.An ability to represent the views of a range of parents/carers of children with ASD.An ability to represent the perspective of children and young people with ASD.
14Criteria for membership ProfessionalsDirect contact with children and young people with an autistic spectrum disorder and their familiesManagement responsibility for services that offer advice and support to families and children with ASDManagement responsibility for school provision for children with ASDAn ability to act as representative for groups of schools or other agencies offering provision to children with ASD and their families.Responsibility for co-ordination and formulation of services that provide for children with ASD and their families.
15Topics Covered New SEN Criteria Area Special Schools Transition Issues - ASD procedures & provisionArea Special Schools- Provision for ASD pupils- environmental factorsi.e avoiding sensory overloadTransition Issues- Changes between school stages- Transition of LSA’s into new settingsDiagnostic Pathway
16Training and raising awareness for Topics CoveredFunding- e.g. Delegation- Short breaks / respite issues for parent/carers- Behaviour management for parents – ADHD Magic CourseTraining and raising awareness for- Parents & carers- teachers- school staff- Social Care staffService Updates – All agencies contribute
17SEN Governor RoleForum requested that SEN Governor Representative raise awareness to other SEN Governors that there is representation on the County ForumGovernor Representative fed back governor issuesGovernor perspective
18Carole Gamble How can SEN Governors raise issues at the Forum? Long Field High SchoolFrisby on the Wreake (C of E) Primary School
193. Social & Emotional Aspects of Learning and the Inclusion Development Programme Jackie Hibbert, (School Development Adviser)
20The Inclusion Development Programme (IDP) 4 year programme of training for all school staff.Year 1: Dyslexia & Speech, Language and Communication Needs (SLCN)Year 2: Autistic Spectrum Disorders (ASD)Year 3: Behaviour, Social and Emotional Difficulties (BESD)Year 4: Learning and Cognition Needs (Used to be called Moderate Learning Difficulties)
21IDP – The TrainingFoundation Level Knowledge (FLK), aimed to get all staff to that standard.Self-evaluationBackgroundIdentifying BarriersOvercoming BarriersPointers to further training and materials
22How will it roll out?October ½ day training for Headteachers (or their representative) who will then organise training in their own school.Central training for Local Authority staff working in schools.Playgroups and Childminders will also receive training packs via Area SENCOs and EY Team.
23IDP: Web-based Learning The majority of the materials are already on the web:(Materials are differentiated for Secondary and Primary, but both accessed through the above link)
24Audit Commission Self-Evaluation Tool Helps schools judge value for money for SENLaunched 12th May on audit commission websiteWeb-based – you answer a questionnaire and it creates an action plan for the schoolGood opportunity for SEN governor and SENCo to work together
25SEAL update PRIMARY SEAL (Social and Emotional Aspects of Learning) SEAL/Behaviour for learning partnerships open to all schools and free. Schools self-nominate.Targeted support to schools needing additional help to implement SEAL.
26SSEAL updateSecondary SEAL – not a subject based teaching package; most effective when used by all staff.second year of roll-out to at least 45% of schools.
27Bercow ReviewThe interim report from John Bercow on support for children with Speech, Language and Communication Needs is now available on the web. Final report in July.Broader than education.Increased importance given to Family support.
284. Meetings to Help Schools Monitor SEN Support Charlie Palmer, (Head of Specialist Education Services)
29Monitoring SEN Provision in Schools Previously, an inspectorial systemVisits, observation, report…?NowLinks to SDA processSupported self reviewThree year planning cycle
30Good to Great for SEN Meetings 5 alternative half days around the countyHead, SENCO and SEN GovernorOffered annually in AprilEach school advised to attend once in 2 or 3 years
31Good to Great for SEN Aims: to review effectiveness of provision hear examples of best practiceplan the further development of provision
325. Time to discuss local issues Issues for future meetings: Spring 2009Summer 2009