SEN at Longton Primary School nOVEMBER 2018

Welcome and Thank you for coming a long today The focus for today is to….. meet the SEN team. Share ideas of what is happening in school this year. Chat with familiar faces. A little bit of info…..

SEN – impact!

Legislation On 1st September 2014 the Special educational needs and disability code of practice: 0 -25 years became a statutory requirement for all schools – this superseded any previous documents and legislation. At Longton School we believe that….

School Offer, plus much more – on website There is a legal requirement for the local authority and the school to produce a Local Offer/School Offer, these allow parents to see what provision we as a school offer for children who require extra support. School Offer, plus much more – on website http://www.longton.lancs.sch.uk/

SEN Categories Communication and Interaction Cognition and Learning Social, Mental and Emotional Health (note – not Behaviour) Sensory and/or Physical Behavioural difficulties do not necessarily mean that a child has SEN and should not automatically lead to a pupil being registered as having SEN (but an SEN need may trigger behaviours that are not always wanted)

The Graduated Response At Longton this is how we support children who we feel may need support. Assess-Plan-Do-Review The process may take place over a half term or a two week cycle and can be assessed and reviewed as often as is needed The aim is to improve the experience and outcomes of school for all pupils ensuring high quality teaching and learning.

Graduated response Assess – Plan – Do – Review it may be necessary to explore further the precise gaps to clarify what the barriers to learning may be. Assess At Longton Primary we must take account everyones views: child’s views of parents’ views, Teachers and assistant teachers views Other professional views FSP/NC levels, phonics check, behavioural concerns

Plan/Do Step 1 – QFT Step 2 – make all staff aware of children’s needs Step 3 – Targeted special educational provision “need to ensure that where additional/different targeted provision is planned for, there are clear and expected outcomes linked directly to provision.” SHARING IEP’S WITH PARENTS AND CHILD(NOTHING SHOULD BE A SECRET) Do the suggested input on an IEP (WHO, WHEN, WHERE, HOW????) IEP’s need a baseline to measure progress-I want to change in the very near future.

Review Progress is tracked through; Pupil Progress Meetings Targeted Provision Staff progress meetings Assessments/observations We need to ask Have children made progress?

Assessing and reviewing progress The teacher working with the SENCO should assess where a child is or is not making adequate progress, despite high quality teaching. They should draw on evidence from a clear analysis of pupil’s need such as: • teacher’s assessment and experience of the pupil; • information on pupil progress, attainment, and behaviour; • individual’s development in comparison to their peers; • the views and experience of parents; • the child’s own views; and • advice from external support services. How do we move the child forward…….IEP targets need to be SMART

NEW TRACKERS Data and trackers

Liza and Di Relax kids and precision teaching Assessment and resources that we have in school People who regularly come into school Parent forum

Pupil voice questionnaire and Parents questionnaire What can we learn from all of this and how can we improve? Please feel free to put suggestions on the slips of paper and put them into the box – we always endeavour to do our very best.

And we’re done!!!!! https://www.youtube.com/watch?v=Biex1XR_mpo Hope this has been a useful and informative afternoon, thank you for all your support and for attending today.