Presentation on theme: "1 SEN Governors Meetings Jackie Hibbert, School Development Adviser, SEN and Inclusion David Herd, School Development Adviser, SEN and Inclusion Charlie."— Presentation transcript:
1 SEN Governors Meetings Jackie Hibbert, School Development Adviser, SEN and Inclusion David Herd, School Development Adviser, SEN and Inclusion Charlie Palmer, Head of Specialist Education Services Autumn 2009
2 Contents 1.New Ofsted judgement on The quality of learning for pupils with Special Educational Needs and/or Disabilities and their Progress. 2.National Progression Guidance 3.Revision of Disability Equality Scheme (Secondary Schools) 4.SENCo Regulations 5.Inclusion Development Programme (IDP) 6.SEN briefings for schools 7.Designated Teachers for Children in Care 8.Discussion Time
3 SEN Governors Mtg Oct 09: Summary 1.New Ofsted judgement on The quality of learning for pupils with Special Educational Needs and/or Disabilities and their Progress. Information on the new OFSTED framework for schools. 2.National Progression Guidance New national guidance on pupils working at below test levels. 3.Revision of Disability Equality Scheme (Secondary Schools) Three yearly revision- guidance: http://www.leics.gov.uk/index/education/support_for_schools/sips/aandi- supportteams/sips_sen/sen_team_guidance/sips_sen_disability_equality_scheme.htm http://www.leics.gov.uk/index/education/support_for_schools/sips/aandi- supportteams/sips_sen/sen_team_guidance/sips_sen_disability_equality_scheme.htm 4.SENCo Regulations New statutory requirements: SENCOs must be teachers and have a voice on school leadership team 5.Inclusion Development Programme (IDP) National training programme on Dyslexia, Speech and Language, Autism and Behaviour 6.SEN briefings for schools 25 th and 26 th January briefings on SEN Issues for Heads and SENCOs 7.Designated Teachers for Children in Care Guidance: http://www.leics.gov.uk/looked_after_children-6.doc http://www.leics.gov.uk/looked_after_children-6.doc
4 New Ofsted judgement The quality of learning for pupils with Special Educational Needs and/or Disabilities and their Progress. Could become a limiting Judgement Attainment and Progress = Achievement Evaluation over 3 years SEF
5 Progression Guidance NATIONAL guidance re progress of pupils working below test levels. 3 parts to guidance:- 1.Booklet 2. Web-based tables and graphs of benchmarking data 3.Web-based training materials for SIPs, school staff, etc.
6 Progression Guidance cont. County-wide training for Headteachers/SENCos/Assessment Co- ordinators etc., giving guidance on the use of the Progression Guidance materials for self-evaluation, target setting and staff training. LA toolkits will go out on EIS Further details of training from Hazel Kursa (Hazel.Kursa@leics.gov.uk).
7 Revision of Disability Equality Scheme General duty – to promote disability equality Specific duty – not to discriminate Disability equality scheme Involvement of disabled people Three year review Advice available at: http://www.leics.gov.uk/index/education/suppor t_for_schools/sips/aandi- supportteams/sips_sen/sen_team_guidance/si ps_sen_disability_equality_scheme.htm http://www.leics.gov.uk/index/education/suppor t_for_schools/sips/aandi- supportteams/sips_sen/sen_team_guidance/si ps_sen_disability_equality_scheme.htm
8 SENCo Regulations From September 2009: Existing SENCos MUST be qualified teachers or accepted on QTS training and will have completed NQT induction year by September 2011. SEN should have a voice on the SMT. From September 2009, all NEW SENCos will have to follow an approved post- graduate course.
9 Inclusion Development Programme (IDP) 4 year training programme for ALL teachers and TAs/LSAs. Year 1: Dyslexia and Speech, Language and Communication Needs. Year 2: Supporting pupils on the autistic spectrum. Year 3: Supporting pupils having BESD.
10 IDP continued LA cross-departmental team roll out to Headteachers, CPD co-ordinators or other senior manager Autumn Term. In school roll out to staff. CPD programmes for all staff reflect how learning will take place (e.g. through individual web-based study, peer group learning, whole staff learning, etc.) Initially, more children and young people may be identified as having difficulties on the autistic spectrum. Schools will need to ensure their systems are robust enough to deal with this. These learners might not be in the traditional SEN group; some will be more able underachievers. In the longer term, rates of progress of these pupils should improve. The attainment gap should narrow.
11 SEN briefings for schools Heads and SENCos have been invited Covers Progression Guidance and IDP (Autism Spectrum) This terms briefings are oversubscribed Repeat briefings on 25 th and 26 th January Please check with your SENCo or Head if they are confident with Progression Guidance and IDP or if one of them needs to attend
12 Designated Teachers for Children in Care New statutory duty from Sept 09: Section 20, Children and Young Persons Act 2008 (http://www.opsi.gov.uk/acts/acts2008/ukpga_20080023_en_1 )http://www.opsi.gov.uk/acts/acts2008/ukpga_20080023_en_1 The Governing Body has a duty to designate a member of staff as having responsibility to promote the educational achievement of children in care [looked-after children], and ensure that person has access to training. DCSF will issue guidance during the autumn term Checklist for schools: http://www.leics.gov.uk/looked_after_children-6.doc http://www.leics.gov.uk/looked_after_children-6.doc –Includes questions the governing body should ask about: Role, status and training of designated teacher Personal educational plans (PEPs) Characteristics of Children in Care in school Planning procedures in school More Information: David Henderson: 0116 305 5731; firstname.lastname@example.org@leics.gov.uk
13 Time for discussion in small groups Thank you for coming! And Finally…………