Special Educational Needs and Disability Meeting for Parents and guardians 09/10/2014

A revised Code of Practice for Special Educational Needs and Disability was introduced on 1st September 2014 There are some significant strategic changes that will be implemented over the course of the next 3 years These will not impact on the level of support your child receives, rather how they receive it. The Code aims for the support to be much more child focused; taking into account the opinions of children and parents; and encouraging inclusion The Headlines…

What the Code says about schools : Graduated Approach 6. Early years, schools, colleges and other education and training providers What the Code says about schools : Graduated Approach For higher levels of need, schools should have arrangements in place to draw upon more specialised assessments from external agencies and professionals. These arrangements should be agreed and set out as part of the Local Offer Teachers are responsible and accountable for the progress and development of pupils in their class. High quality, personalised differentiated teaching is the first step in responding to pupils who may have SEN. The majority of pupils can make progress through such teaching Schools should regularly review the quality of teaching for pupils at risk of underachievement This includes reviewing teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of SEN most frequently encountered ‘The quality of teaching for pupils with SEN and the progress made by pupils should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff The identification of SEN should be built into the overall approach to monitoring the progress and development of pupils Class and subject teachers supported by the senior leadership team, should make regular assessments of progress for all pupils. Where pupils are falling behind or making inadequate progress given their age and starting point they should be give additional support ‘Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, working with the SENCO should assess whether the child has a significant learning difficulty’ Page 71 Draft COP

Class Action – A student who has a historical record of SEN or who may need additional monitoring for a short period of time. This does not make part of the Special Educational Needs Register and is a category introduced here at BES. SEN Support – Previously School Action or School Action Plus. Once the register has been reviewed, and a child requires additional support that is ‘different from or additional to’ what is received in the classroom. Nationally recognised Statement – Current system for students with very significant needs that require additional funding to ensure needs can be met Education Health Care Plan (Coming soon…)- to replace the statement and to ensure improved communication between all interested parties, with the child at the centre At BES…

The graduated approach: the link between assessment & teaching -Reading and spelling tests in year 7, along with SATs to highlight need and supply provision -Regular calendared assessments for all subjects, recorded as part of the PPM cycle -Assigned development time to moderate within departments. -Regular review of interventions and impact on individual (both within the classroom and out) -Interventions logged by teachers in every classroom. Despite intervention, if progress continues to be behind that of peers, system in place to investigate need Assess Plan -where needs are not being met in the classroom. Interventions either within subject areas or from the Deep Support Team are available to support a specific need -Progress is monitored within each intervention that is given by the school -Staff, student and parent voice is used to evaluate the success of the interventions -The school adapts to the individual needs of the students and reviews support based on needs within a particular subject or specific need In schools with best practice, it is not automatically accepted that a pupil achieving below the level expected for their age or making slower progress than expected will have a special educational need requiring additional or different provision. Instead, teachers, together with a SENCO, will analyse the effectiveness of their teaching systems for support before deciding that the identification of SEN is appropriate. These schools will actively seek to improve provision to meet a wider range of needs – through well differentiated classroom and subject teaching – rather than assuming that it always needs to introduce specialist additional provision. Review Do 6. Early years, schools, colleges and other education and training providers

Whole School Practice (Assess)… Quality of teaching is monitored regularly through book looks, learning walks and observations Ensuring requirements are met for those with SEN is an integral part of this cycle All teachers are required to have a folder of information for each class, ensuring they understand the needs of each individual All teachers are required to carry out intervention within the classroom for all students not making expected progress. This is recorded and monitored by the subject leaders in the first instance ‘Fix it’ Time PLTS Spelling Policy DEAR and reading programmes Word of the Week and literacy policy Whole School Practice (Assess)…

The graduated approach: the link between assessment & teaching -Reading and spelling tests in year 7, along with SATs to highlight need and supply provision -Regular calendared assessments for all subjects, recorded as part of the PPM cycle -Assigned development time to moderate within departments. -Regular review of interventions and impact on individual (both within the classroom and out) -Interventions logged by teachers in every classroom. Despite intervention, if progress continues to be behind that of peers, system in place to investigate need Assess Plan -where needs are not being met in the classroom. Interventions either within subject areas or from the Deep Support Team are available to support a specific need -Progress is monitored within each intervention that is given by the school -Staff, student and parent voice is used to evaluate the success of the interventions -The school adapts to the individual needs of the students and reviews support based on needs within a particular subject or specific need In schools with best practice, it is not automatically accepted that a pupil achieving below the level expected for their age or making slower progress than expected will have a special educational need requiring additional or different provision. Instead, teachers, together with a SENCO, will analyse the effectiveness of their teaching systems for support before deciding that the identification of SEN is appropriate. These schools will actively seek to improve provision to meet a wider range of needs – through well differentiated classroom and subject teaching – rather than assuming that it always needs to introduce specialist additional provision. Review Do 6. Early years, schools, colleges and other education and training providers

The category SEN Support will replace SA and SA+ by January 2015 Students in this category will receive support that is ‘additional to or different from’ that of another student not on the register They may or may not have support from outside agencies The school has a legal duty to ‘use their best endeavours to ensure that the necessary provision is made for any individual who has SEN’ SEN Support (plan, do)

Access to additional learning programmes and resources to support the development of key skills and strategies for independent learning when assessment indicates that the pupil is not making progress 4 Additional SEN provision A few pupils receive specialised provision: this will be a longer term provision for those few pupils whose needs are so specialised, that they require the skills of a specialist teacher or group of professionals to be involved. The majority of these pupils’ time is spent in the mainstream classroom but their ‘additional and different’ provision is highly personalised and closely monitored. The class /subject teachers are clear how to encourage independence and boost these pupils’ self esteem. This provision may come from within the school or from outside the school (ie a collaboration with other schools or the LA Local Offer) Additional SEN provision Some pupils receive additional SEN provision from well trained staff who are highly effective: this is a specific, time limited, evidence based intervention for pupils who are not making good progress due to a special educational need. Schools will have developed professionals within school (or through a cluster of schools) who can support these students. The pupil’s response to the intervention will provide teachers with an indication of how significant the SEN is likely to be To learn more about using assistive technology to develop independence see; Load2Learn, To learn more about how to use graphic organisers to enable children and young people to make notes, draft ideas, make connections and write creatively see: http://www.screencast.com/t/c9YGPhM0nPAg Universal provision Additional SEN teaching informs and supports Universal teaching Additional SEN teaching informs and supports Quality First Teaching

Interventions… · Time in Learning Support · Exam—word processor · Social and Life skills work · 1:1 sixth form mentor · Purple pathway · Sound training · After school club E+M=C2 · Home school diary · Spelling and reading tests · Anger management sessions: Learning Mentor · Home study skills books · Study plus · Key worker 1:1 lessons · Support for Irlen’s syndrome · Annual review of statement · Key worker · Synthetics withdrawal · ASD support · Kindles · Swimming · ASDAN English Course · Learning mentor 1:1 · TA mentors · ASDAN maths course · Lunchtime homework club · TA support · Exam access arrangements · Lunchtime supervision in canteen · TA tutor time support · CHIMP management group · Maths support · Transition Support · Bereavement counselling · Maths tutoring 1 hr per week · Tutor time reading · English intervention · Monitoring by DLS/PM · Use of laptop · English tutoring · Outside agencies input · Withdrawal—English · Exam extra time—25% · Physiotherapy · Withdrawal—Maths · Exam extra time—50% · Rising Starts · Withdrawal—Time · Exam– reader · SEAL · Yellow pathway · Exam-Scribe · Silver Arts Award Support from external agencies Interventions…

Plan, Do, Review

Meetings with parents (review)… Where a pupil is receiving additional SEN provision schools should meet parents at least termly to set clear goals, discuss the activities and support that will help them achieve.

All statements that are still required will be transferred into education health care plans in the following time periods: The Annual Review Cycle will continue until such time as this conversion takes place All year 11 conversions need to be completed by March 2015 Year 9’s will start at this point and will continue into the next academic year Post 16 students will happen asap in time for movement to further education Statements…

Education Health Care Plans Aim -To allow smooth transition between educational settings up to the age of 25 -To allow collaboration between interested parties and ensure better communication (healthcare/social care/adult care) -To all a more child-centred approach and so parents are able to have more of a say about the provision their child receives (the intervention required will be listed on the EHC plan and provided by the relevant party. There will no longer be a number relating to TA hours) -Personal budgets: all families with an approved education, health and care plan will have a legal right to request a personal budget, if they choose. Parents can directly buy in the support identified in the plan - currently they rely on LAs and other services to pay for services. Parents will be given a choice of whether to take control of the personal budget by agencies managing the funds on their behalf or, where appropriate, by receiving direct payments, if they are suitable, to purchase and manage the provision themselves. How this will work in Shropshire is yet to be decided -What EHC plans and the review cycle to go with this will look like is still unclear in Shropshire. Due to be released next Thursday

Local offer and Information Report Local Authorities need to sell themselves and inform parents of what they do to support children with SEN. The Local offer will include important information available in Shropshire, both by schools and within the local community The schools’ information report is available on the school website and outlines provision and procedures in more detail Local offer and Information Report

As a school we would like to set up a group that includes staff, governor’s, parents and eventually students The purpose of this is to work together to ensure the best support possible for the SEN students in our school We would also like to use to understand and develop support within the community as a whole If you would like to be part of this working party, please leave your name and contact details with Ceri Smith, Director of Learning Support Working party

DfE 2014. Special Educational Needs and Disability: A guide for parents and carers Dyslexia Action. How to Navigate the changes in SEND provision. Available at www.dyslexiaaction.org Nasen. SEN code of practice: for 0 to 25 Summary. Available at www.nasen.org.uk IPSEA https://www.ipsea.org.uk/ http://www.parentpartnership-shropshireandtelford.org.uk/ Shropshire County Council Local Offer: https://www.shropshire.gov.uk/special- education-needs-and-disability-(send)/ Bridgnorth Endowed School Information report: http://bridgnorthendowed.co.uk/local-offer/ Further information