Q&A Task (8 minutes)Question: - who feels that this applies to the school? Why?2 mins thinking time 4 mins taking suggestions2 mins – walk through – 1. we have a duty to educate learners as laid out in the NC and this means catering for all even those with SEN; 2. –the Code of Practice informs us of how we meet the needs of SEN learners, though this could change and 3. Legislation in regards to the reform will seek to simplify how we cater for those with SEN need and make this practice consistent.
Learning Support ischanging at Edge GroveAn overview of SEN governmental reforms 2013and the changes ahead for our school
Day onelf l want to go somewhere Ive neverbeen before in my car – I get a map.A good map shows all the routes andthe landscapes and the options…Ofsted 2010“ “
Day oneWhere is the map for teachers to useif there is a child in their class thatthey suspect has an SEN? Here is ourchance to create a map – one thatall can understand…““Ofsted 2010
Day one• SEN Profile at Edge Grove– A summary• SEN Provision– A summary
Day oneSEN Profile at Edge Grove – summary part 1• Most learners receiving direct 1:1 support are male.• Dyslexia is prevalent among our SENs pupils• The types of SENs that the school has which affect:-– Literacy and Numeracy are Dyslexia/ Dyscalculia/Dyspraxia and processing difficulties– Communication and Language are speechimpediments and English as Another Language
Day oneSEN Provision – summary• At the classroom level – teachers differentiate according to need;personalised strategies for learning via Learning Programmesare part of lesson planning allowing pupil access to teaching andcurriculum.• T.A or L.S.A support pupil, as directed by lesson plan.• Pupils have 1:1 lessons to help them acquire skills to accesscurriculum or to catch-up with curriculum.• External agents will work with SEN learners on a 1:1 basis e.g.Speech and Language or Occupational Therapist.
Day three• Increased working days (three days aweek) and shortened the length of myworking day.• Acquired a better understanding of whatis SEN provision in Edge Grove, and why aneed for change.
Day three• Why do we need to change?• Internal drivers• External drivers– (Governmentalreforms in 2013)
Day threeExternal drivers – Governmental reforms in 2013Failure of current SEN systems and practices to support parents ofand pupils with SEN and/or disabilities. Areas for improvement: -• Communication with parents• Parental confidence• Early identification of needs• Services that work around the family• Joint work across professional boundaries• Greater equity in access to additionalprovisionThe quality of trainingfor staff, particularly forstaff educating childrenand young people withthe most …… needs.OFSTED, 2010: 17“ “
Day threeQuestion:Who feels that these applies to the school? Why?– 2 mins - thinking time– 4 mins - suggestions
Day threeOFSTED – recommendations for change• Schools should not be the only organisations held to account legallyfor the outcomes of children and young people with specialeducational needs and disabilities. All the services involved in anycommon assessment should be bound equally by its terms.• The Code of Practice for Special Educational Needs and itsstatutory basis should be reviewed to reflect theserecommendations.• Any further changes to legislation or guidance should not simply addto the current arrangements but… simplify them and improve theirconsistency across different services and for children of differentages and levels of need.Ofsted 2010: 14
Day four• What changes are expected?• SEN Development Plan– Refer to your handout
Day fourA 3 phase development programme which laysout how SEN provision in the school aims to bemore effective: –1. Supporting children, parents and teachers2. To satisfy the criteria of inspection3. To adhere to and incorporate thevalues of the new reforms
Day four• What are these changes asking of us?• How do we know if our change iseffective?
Day fiveSEN flagging procedure – a summary(walk –through of the SEN record of concern)• Identifying a struggling learner and informingLearning Support.• (Enter Link to the document)
Day six• What roles and responsibilities do we have as astaff?• What do we all have to do?• SEN whole school approach
Day sixAll teachers areteachers of SEN…Lamb, 2009; House of commons, 2006;DfES, 2004 ; DES, 1999“ “SEN
Day six: Community of PracticeOne where teachers participate indecision making, have a shared senseof purpose, where they engage incollaborative work and accept jointresponsibility for the outcomes…Harris, 2006: IX““
Day six: Community of Practice• Collaboration – with parents, children• Shared vision/principles – by all• Collective responsibility – ethos and cultureof achievement across whole school• Communication – with/between children,their parents, staff and agents
Day six: actively reviewing / reflectingRefer to the hand-out Appendix 2, which summarises recommendationsfrom key reports, which identified failings of the existing SEN system: -1. House of Commons Select Committee Report (2006);2. Lamb lnquiry (2009);3. OFSTED SEN and Disability Review (2010);The table in Appendix 2 is a tool to support reflection and discussion aboutwhat the key recommendations for changes and improvements to theSEN system are, and how far the proposals from the Green Paper (DfE,2011) actually address the concerns and recommendations that aresuggested.
Day six: actively reviewing / reflectingLook at the summaries of recommendations provided use these astools to reflect on our own existing practice, by discussing thefollowing.• Do you agree or disagree with the statements in the table? Why?Give examples?• What impact do you think that these recommendations could haveon you role within the classroom? Provide examples.• What benefits are there from applying such recommendations?What are the disadvantages?• Select 3 recommendations from the table. How have theserecommendations influenced your daily practice in the classroom?
Day six: reflectionWhose job is it anyway?• What do we do next?• What are my statutory responsibilities?– How am I meeting them within the school context, and howeffective are those approaches?• Summary of schools statutory responsibilitiesunder special educational needs (SEN) legislation
Day six: reflectionWhose job is it anyway?• Teachers (responsibilities)– The Code of Practice (fundamental principles)– Statutory duty in the National Curriculum InclusionStatement– Disability Legislation and Equality Legislation also directour responsibility– Inspection requirements (a task)
Day six: roles and responsibilitiesSupporting TeachersHow do you wish to be supported as a staff?SEN as a whole school responsibility• The development of all staff who understand theirindividual responsibility for meeting the needs of pupils• Emerging government priorities include commitments tostaff being trained and coherent in SENThe effective deployment of TAs/LSAs in class
Day six: roles and responsibilitiesThe role of the SENCOWhose responsibility is it to ensure that statutoryresponsibilities for SEN and/or disabilities are beingmet within the school?
Day six: requirements of inspectionAppendix 3 (inspection teaching checklist)• Where extra adult support is available for underachievingpupils, is it used in ways that promote independence, protect-self-esteem and increase pupils inclusion within their peergroup?• Has the teacher made arrangements (buddying, adult support,taping) where necessary to ensure that all children can accesswritten text or instructions?
Day seven• A discussion/ consultation what do you wantfrom SEN or Learning Support Provision withinschool.• How can we best support you and moveforward?
Day seven: ReflectionA copy of the following is attached to the consultation questionnaire, pleaseread the documents prior to completing it. I would also welcome individual,Subject or Key Stage responses:-• Principles guiding SEN reform• The SEN development plan• The vision for Learning Support Provision• A factsheet on the legislation• Overview of inspectionPlease complete the questionnaire and return it by email or to my pigeonhole.By DATE for END OF HALF TERM.