1. SEN Support: Garry Freeman Director of Inclusion and SENCo, Guiseley School, Lead Secondary SENCo Leeds NW Area Inclusion Partnership, Associate of Leeds Beckett University. (i) creating an effective school for all CYP with SEND (ii) the role of the School Information Report

2. Where does the SEND spotlight often fall?

3. SEN Support What are the requirements of a good SEN support system? - Ch. 6: focus on improving outcomes with high aspirations and expectations for CYP with SEN. - “Best endeavours”: meaning? - Challenge and remove any barriers to learning - Identify desired outcomes; expected progress and attainment; work with CYP and parents to determine support needed.

4. SEN Support What are the key features of effective SEN support? Ch. 6, 36 – 44 clarifies SEN provision in schools and what is meant by the graduated approach. Co-production with parents. Regular meetings: 3 times annually – flexibility of method. Emphasis on what has in practice become known as the Wave Model and teachers’ individual, professional responsibility for meeting the needs of CYP with SEN.

5. SEN Support What are the key features of effective SEN support? 6.37 is clear: “High-quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.”

6. 1. Assess 3. Do 4. Review 2. Plan SEN Support in Schools: The Graduated Approach What assessment information is being used? What criteria do you have for identification? How are pupils, parents, staff involved in the planning? Is it person-centred? What range of provision do you have in place? How are pupils, parents, staff involved In the review? How are outcomes measured? How are next steps determined? Are teachers taking responsibility? What support do they have? Are individual plans effective? How are outcomes being monitored? Assess, Plan, Do, Review: How’s it going? High Quality Teaching

7. SEN Support What are the key features of effective SEN support? As SENCo, know your data and the story it tells you. Mentor and coach colleagues as you guide them through interpretation of data. Know the impact of interventions. Take risks, think outside the boxes and be creative to meet need.

8. “This is an evolution, not a revolution”- Christine Lenehan Director, Council for Disabled Children

9. SEN Support: publishing information What are the requirements of a good SIR - 14 separate areas of SEN in a school that must be included in your SIR (6.79) - Should ensure that the information is easily accessible by children and parents and is set out in clear, straightforward language (6.80) - several other “should” requirements - what is the difference between ‘should’ and ‘must’? - difference between SIR and SEND policy?

10. SEN Information Report Reviewed at least annually Has it been reviewed (with parents?) Is it accessible? For whom? Does it reflect your school?

11. SEN Information Report What are the key features? Code of Practice It’s a significant element of the quality of your evidence, not the quantity

12. Local Area SEND Inspections OFSTED Common Inspection Framework from Sept 2015: Focus on what we do why we do it how do we know it’s working? There are infinite possibilities for what good evidence looks like, with all judgements context-specific The school’s SIR is key to all of these: one of the first reference points for an inspector. SEN Information Report

13. Remember: This is a public domain document and can be downloaded by anyone. It is a statement of your practice with your SEN provision – it is not your SEND policy. It forms part of the Local Offer. SEN Information Report

14. Reflection time SEN Information Report