1 What is the Inclusion Development Programme? Online : CD Rom / DVD + supporting booklets  A 4 year programme of training modules addressing different areas of SEN, produced by NS  First two modules: SLCN dyslexia (pri. + sec. only) others planned – ASD, BESD, MLD  In two forms: EY settings + FS classes Primary + Secondary / PRUs  Accessed :

2 What does the IDP aim to do?  Improve outcomes for all pupils  Promote the capacity for early independent recognition of SEN  Increase the confidence and knowledge of all practitioners and teachers to make adjustments/ remove barriers that will narrow the gap  Support schools and settings to become more effective at strategic approaches and responses to the diverse needs of individual pupils.

3  Video extracts  Case studies  Activities  Audits  Links to other NS / EYFS materials  Self-evaluation tools – for individuals, for whole staff  Links to further professional training  Glossary  Library  Outline plans for professional development meetings (PDMs) What’s in the IDP?

4 What is SLCN? Activity: Your setting, class or school Consider the pupils in your setting, class or school. What percentage do you think may have SLCN? Of these how many have: persistent communication difficulties? transient difficulties that can be resolved with the right kind of support? Think of the pupils in your setting, class or school with identified SEN. How many do you think may have some degree of SLCN? Select the Save button to save the information to your profile.

5 Staff self-evaluation: The achievement of pupils with dyslexia Highlight the area(s) which you feel best describe(s) your knowledge and skills in this area. Save this document in the ‘My Folder’ option. Date: StatementFocusingDevelopingEstablishingEnhancingEvidence: Indicate how/where you would demonstrate evidence for these statements. I have knowledge and understanding of what dyslexia is and am aware of the implications for learning. I take action to ensure pupil progress. I am aware that pupils with dyslexia will have difficulties with literacy and I sometimes produce additional materials which I think will aid their learning. (a) I know who these pupils are in my class. (b) I understand that pupils with dyslexia may have difficulties in learning to read, write and spell. (a) I take advice from the SENCO and make the adjustments that are recommended. (c, h) I know who these pupils are in my class. (b) I have some knowledge and skill in identifying the signs that a young person might have this learning difference. (a) I know some of the barriers to learning which dyslexic pupils experience. (d) I have some knowledge about how to make adjustments in the classroom to remove barriers to learning for pupils with dyslexia. (e) I can recognise when a pupil has this learning need and know which additional adults I need to involve to ensure they get the specialist support that they might need. (a, c) I know and understand the range of barriers to learning that a pupil with dyslexia will experience. (d) I have secure knowledge about what a teacher can do to …..

6 How is the IDP organised? Foundation Level Knowledge Units – SLCN (8) Overcoming barriers Guidance for HTs and leadership teams Foundation Level Knowledge Units – dyslexia (8) Background Barriers PrimarySecondary

7 Guidance for HTs and leadership teams The guide provides the 'scaffolding' to support you in: self-evaluation action planning ensuring quality first teaching for all pupils securing progress for pupils with dyslexia or SLCN

8 The following resources are referenced through this unit: Three waves of support: dyslexia and SLCN Inclusive teaching for pupils with dyslexia and SLCN Effective use of data Agenda for PDM for interpreting and evaluating progress and setting targets for pupils with SENAgenda for PDM for interpreting and evaluating progress and setting targets for pupils with SEN EAL and SEN Staff self-evaluation: the achievement of pupils with dyslexia Staff self-evaluation: the achievement of pupils with SLCN Key elements of effective CPD What does effective coaching involve? Dyslexia: pathways into training SLCN pathways into further training and advice Personalisation and quality first teaching Maximising progress: ensuring the attainment of pupils with SEN Agenda for PDM for interpreting and evaluating progress and setting targets for pupils with SENAgenda for PDM for interpreting and evaluating progress and setting targets for pupils with SEN Case study: Effective leadershipCase study: Effective Assessment for learning Case study: Provision mapping Effective strategies for day-to-day assessment Case study: Deployment

9 Consider Do you have staff in your school who would find this CPD useful and relevant? Which IDP modules might be most appropriate »for whole school CPD? »for individual CPD? Could you use the programme as part of performance management? How might you plan for use of the IDP in your school? How might you support use of the materials?

10 How is it suggested the IDP be used? By Headteachers, SENCOs and leadership teams:  as part of the annual school improvement cycle  use staff assessment + audits  create IDP Action plan to support its implementation By individual members of staff  as part of planning for inclusion and in developing strategies to meet needs of pupils with SEN  use self assessment  create ‘My profile’

11 How is the EYFS IDP organised ?  Is organised in four sections under the four themes of the EYFS  Focuses on SLCN  Supports EYFS principles and standards for learning, development and care from 0-5, promoting equality of opportunity. Unique child Positive Relationships Enabling environments Learning and development

12 How is it suggested the EYFS IDP be used? By leaders and managers:  to help develop overview, strategies and policies to promote SLC  to ensure that their provision and practice offers all children the ‘right support’ By SENCOs:  to reflect on role specific questions By whole setting:  work through the 4 modules  use end of module prompt questions to aid reflection on practice By individual practitioners:  to reflect on questions about every day practice