21% of children nationally are identified as SEND (special educational needs and/or disability) = 17 million pupils
School action Devonshire Road - 5.7% (26 children) National - 9.7% School Action Plus (13 children) Devonshire Road - 4.9% (3 pending - 5.8%) National 7.7% Statements 3 children, 2 pending Barrier to learning most prevalent – speech, language and communication needs
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 SEN pupils.
Ensure that: All legal requirements are being met, Children are effectively identified, Provision is put in place to meet the needs of the SEN pupils Provision is monitored to ensure good progress is being made, SMT (Senior Management Team), governors, governor with responsibility for SEND, outside agencies and parents are informed and encouraged to engage and meet the needs of SEN pupils
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 or Reception)- meeting the needs early - 'embed a culture of high expectations‘ from Reception Provision to be made to enable pupils with SEN to 'close the gaps' Ensure collaboration between services Provision should include 'evidence-based' interventions Graduated approach to meeting the needs of pupils with SEN All support planned and reviewed by the class teacher Single category of 'SEND‘ – school action and school action plus will no longer exist 4 areas of SEN - 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 offer
Qualifies for EHCP SENCO should seek support from external agencies Provision should be made within school
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 Improve Working Memory Nurture Improving Gross and Fine Motor Skills EAL Support