For Parents
21% of children nationally are identified as SEND (special educational needs and/or disability) = 17 million pupils
Pupils Requiring Special Needs Support Devonshire Road – 55 pupils (14%) National – 21.1% Statements 2 children Education and Health Care Plans 2 children (+2 pending) Barrier to learning most prevalent – communication and interaction
Ensure that the head teacher and teachers are accountable for the following: All legal requirements are being met, Children are making good progress, Provision is put in place to meet the needs of the pupils requiring special needs support, All teachers and staff are responsible for the learning of pupils requiring special needs support At Devonshire Road, we have a governor committee with a special responsibility for pupils requiring special needs support
Ensure that: All legal requirements are being met, Children are effectively identified, Provision is put in place to meet the needs of pupils requiring special needs support, Provision is monitored to ensure good progress is being made, SMT (Senior Management Team), governors, governor with responsibility for pupils requiring special needs support, outside agencies and parents are informed and encouraged to engage and meet the needs of these pupils. Our SENCO is: Miss Gent
Includes children and young people from the ages of 0-25 to ensure a successful transition to adulthood Focus on views of children and parents - having an active role in decision making - 'person centred planning' Focus on EYFS (Early Years Foundation Stage/Reception)- meeting the needs early - 'embed a culture of high expectations‘ from Reception Provision to be made to enable pupils requiring special needs support to 'close the gaps' Ensure collaboration between services Provision should include 'evidence-based' interventions Graduated approach to meeting the needs of pupils requiring special needs support All support planned and reviewed by the class teacher Single category – school action and school action plus will no longer exist 4 areas - Communication and interaction, cognition and learning, social, mental and emotional health, sensory and/or physical. Behaviour is not a category as it is a symptom of other difficulties. Education and Health Care Plan to replace ‘statement’ Introduction of notional funding, the local offer and the school report
Qualifies for EHCP SENCO should seek support from external agencies Provision should be made within school These are based on old National Curriculum Levels and are awaiting advice from Bolton Council as we now assess without these levels.
Wave 1 'Place' Quality first teaching Initial concern Classroom strategies - differentiation, rewards, liaise with parents Monitor closely over a term Form 1 Wave 2 'Place Plus' Pupil progress meetings Additional interventions to enable children to work at age related expectations Additional behaviour strategies involving other members of staff, e.g. TLR Monitor closely over a term Involve parents/carers Involve children Two week response Meet with SENCO Wave 3 SEND additional support provision map completed and monitored - Form 2 highly personalised interventions delivered by teacher and/or teaching assistant, SENCO meets with parents and child SENCO requests a formal assessment and/or advice from outside agencies Outside agencycomplete an assessment Outside agency send the report and/or attends meeting with SENCO, parents and class teacher further interventions added to the provision map 'High Needs Funding' Education and Health Care Plan Local Offer - Notional, Third Party Arrangements or Direct Payments (2014)
One to one reading Extra guided reading sessions Reciprocal reading Every Child A Reader Comprehension Phonics Level 5 and 6 booster Reading Buddies Basic Sentence Construction Improving Sentences Improving Vocabulary Handwriting Ten Town Every Child A Counter Numbers Counts Numicon Hundred Square and Number Line Word Problem Work Lego Therapy Improve Working Memory Nurture Improving Gross and Fine Motor Skills EAL Support