A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
Some brief information about how the new SEN Code of Practice will affect the way classroom teachers and SENCOs carry out their day to day job.
Thanks to @ChrisChivers2 and the NASEN website for their useful info/blogs.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
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Some brief information about how the new SEN Code of Practice will affect the way classroom teachers and SENCOs carry out their day to day job.
Thanks to @ChrisChivers2 and the NASEN website for their useful info/blogs.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
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The topic is: 'D&T in secondary school through the lens of inspection: myths, reality and things to consider'.
The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot ...Challenge Partners
Drawing on evidence from the 'Sutton Trust-EEF Teaching and Learning Toolkit' this presentation will look at maximising the impact of school spending, with a particular focus on the pupil premium.
Design and Technology Association summer school 2017: D&T in secondary schoolOfsted
Diana Choulerton, Ofsted's National Lead Design and Technology, at the Design and Technology Association summer school on 6 July 2017.
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Julie Hicklin from Manchester City Council discusses personalisation for children and young people with special educational needs and disability (SEND) at the Children, Young People and Families Personalisation Network launch event, February 2015.
The England Experience – Naomi EisenstaedtCare Connect
Dr. Naomi Eisenstaedt, University of Oxford's presentation on 'The England Experience' of family support presented at the Supporting Families in Difficult Times Conference held on 18-19th September 2014
Your opportunity to feedback on stakeholder thinking to date.
Identify opportunities and any challenges in the proposed new ways of working.
To be confident we can bring about the proposed changes by ensuring we have expert views from all those who have a role to play in supporting the implementation.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
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Andrew Cook HMI, Regional Director East of England was guest speaker at the second Aspire to Achieve for Children in Care conference, held in Colchester on 19 January 2016.
About 200 Essex schools were represented at the conference organised by the Essex Virtual School.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Cheney School
• At present there are ___ children on the Special Education
Needs register which is __% of the children on roll
including Sixth Form.
• In lower school there are ___ students on the register
which is __% of children on roll in key stages 3 and 4.
• This is 7.7%; above the national average of __._% for lower
school.
3. Cheney School
• At present there are 312 children on the Special Education
Needs register which is 23% of the children on roll
including Sixth Form.
• In lower school there are 299 students on the register
which is 26% of children on roll in key stages 3 and 4.
• This is 7.7%; above the national average of 18.3% for lower
school.
4. Cheney School
• SA __% of those on the register- (__.5% of whole school)
• SA+ __% of those on the register- _% with Statement.
(__._% of whole school)
5. Cheney School
• SA 45% of those on the register- (13.5% of whole school)
• SA+ 50% of those on the register- 5% with Statement.
(12.5% of whole school)
6. Cheney School
• On the register- boys (__%) and girls (__%)
• __% of children with SEND are also FSM/PP
• PP students are __._% of the school roll (__._%)
7. Cheney School
• On the register- boys (60%) and girls (40%)
• 57% of children with SEND are also FSM/PP
• PP students are 29.7% of the school roll (27.3%)
8. Case for change
• SA+ Un. absence is TWICE that of other students
• 16% of all exclusions in Oxf. Are students with statements
(11.7%)
• KS2- 9% of statemented students making expected
progress only. (14%)
• KS4- 10% of statemented students achieving 5 A*-C (10%)
We have 5.
• Oxf. Students three times as likely to be NEET
9. YOUNG PEOPLE
with
Special Educational Needs
From 0 – 25 years
1.What’s new? 2. A Family
Centred
System
3. Joint Planning
& Commissioning
4. The Local
Offer
5. Providers in
schools, colleges,
early years & others
6. Assessments
Education Health
& Care Plans
7. Resolving
Disputes
Draft code contents:
9
10. Chapter 1: A NEW SYSTEM FOR SEN
• Children & YP to be at the heart of the system
• Early identification of children and young people with SEN- 0-25
• A clear & easy to understand local offer of education, health & social care
services (EHC)
• A clear focus on outcomes for EHC plans anticipating the support they need for
a clear pathway through education to adulthood, paid employment and
independent living
• Increased choice, opportunity & control for parents and young people and the
offer of a personal budget for those with an EHC plan
• A larger focus on parental involvement
10
11. Chapter 1: Defining SEN
• Child must be shown to have SPECIAL EDUCATIONAL NEEDS
• Have a significantly greater difficult in learning that the majority of others
of the same age
• Disability – if they have a physical or mental impairment which has a substantial
and long term adverse effect on their ability to carry out normal day to day
activities.
• A child may be disabled and not have SEN
• A child may have SEN and not be disabled
• A child with significant care needs (requiring high levels of intervention) may or
may not have SEN.
11
12. Chapter 4: THE LOCAL OFFER
• Local authorities must publish, in one place, information about provision
they expect to be available in their area for children and young people
from 0-25 who have SEN
• Should have two key purposes
– To provide clear, comprehensive information about support and opportunities
available
– To make provision more responsive to local needs and aspirations by directly
involving children & YP with SEN and parents & carers in its development
• The local offer should be:-
– Engaging
– Accessible
– Transparent & comprehensive
12
13. Labelling...
– School Action
– School Action +
– Statements Education Health Care Plans (ECHP)
• The majority will be seen as having Special Educational Needs
Support (SEN support) and be supported accordingly
• Vulnerable learners
SPECIAL EDUCATION
NEEDS SUPPORT
14. Chapter 5: PROVIDERS of education - Responsibilities
• Improving outcomes for all students
• High expectations for children and young people with SEN
• All teachers are teachers of children with SEN
• All children with SEN should have the choice of being included in
mainstream education
• Early identification of SEN is a priority
– From birth
– Early years
– Emergent conditions
14
15. Chapter 5: PROVIDERS of education – Responsibilities
• We ALL have a responsibility to identify children & young
people who have SEN…..
• Children who need a more tailored approach to address a
specific SEN which is impacting on their ability to learn and
widening the gap between them and their peers
….and to provide them with Additional SEN
support after ensuring that this is not due to
poor teaching or poor attendance.
15
16. There are 4 primary areas of SEN
1.Communication & Interaction (ASD/SLCN)
2.Cognition & learning (MLD/SpLD)
3.Emotional, social & behavioural development
(ADHD/BESD)
4.Sensory &/or physical (HI/VI/PD)
17. External support and guidance will be available from;
• Educational Psychologists ( EPS)
• Specialist support teachers or support services
(Inclusion Services)
• Child & Adolescent Mental Health Services (CAMHS)
• Behaviour Support Teams (BAS)
• Youth Offending Teams (YOT)
• Therapy Services (Speech & Language, Occupational &
Physiotherapists)
18. Chapter 5: New role of the SENCO
• Enabling and empowering teachers to meet the needs of students with
SEN
• Collaborating with heads of department so that learning for all children
is given equal priority
• Working alongside teachers on improving quality first teaching
• Liaising with teachers on progress and tracking
• The SENCO is responsible for ensuring that the school can track and
record the support plans and decisions for all children with SEN
• The majority of support from the Learning Support Department and
SENCO will be aimed at teaching and learning
18
19. Chapter 6: ASSESSMENTS
Education Health & Care Plans
• For those with the most complex needs there will be a single zero-
twenty five Education Health Care Plan that will replace statements.
• ECHP will place much more emphasis on personal goals and will clearly
describe the support a child will receive across different services
including school to achieve these ambitions.
• If a child has an EHCP there is an option for parents to take control of
a personal budget to decide where the extra money for their provision
is sent.
19
20. Summary
• Letter sent to all staff/parents
• Handout given to HODs
• PP will be emailed to all staff
• Further reading will be emailed
• Q&A oppurtunity with Learning Support Dept.
• Further info/INSET in September and throughout
the year
23. Thanks to Paramjeet Singh Bhogal
Educational Psychologist for his PP on the
Indicative Draft: The (0-25) Special Educational
Needs Code of Practice, 2013
I have used and adapted his information amongst various other sources.
www.cheneyagilitytoolkit.blogspot.com
23