1. Meeting Individual Needs
Parents’ Meeting
Tuesday 20th September 2016

2. By the end of This meeting you should have the answers to all these
Questions…
What is the SEN Code of Practice?
What is the Record of Need?
What, if anything, can I expect to happen for my child?
How well can I expect my child to do?
How will I be involved and how can I help my child?
Who can I go to for help or to answer my questions?

3. The SEN Code of Practice
A new SEN Code of Practice, was published in July
2014 and March 2015 and was the result of major SEN
Reforms following the Children’s and Families Bill of
2014.
The New Code of Practice contains statutory
guidance which means that ALL schools must use it
to guide their practice.
At Tregolls, we have been using it since September 2014.

4. KEY MESSAGES IN THE CODE OF PRACTICE
Parents and Schools must work in Partnership - Close liaison and co-operation
A new category of SEN support for children who have SEN that requires additional or different interventions
A 0-25 ECH plan with a focus on outcomes replaces Statements.
LA must publish a Local Offer (and a School Offer by the school must be published on their website.) …
There must be collaboration between education, health and social care.

5. Levels of need EHCP SEN SUPPORT ON ALERT Record of Need
For those who require support that is additional or different
ON ALERT
Pupils who have fallen behind and are being monitored closely prior to consideration being given to SEN support. They may just require ‘Catch-Up’

6. On Alert or SEN Support? On Alert SEN Support
Currently working below National age-expected attainment.
Identified Learning Difficulty or Disability impacting on ability to learn
At risk of not meeting progress targets.
May be accessing support from external agencies
Requires "catch-up" interventions on offer to all.
Needs call for support/intervention that is additional or different
Currently experiencing barriers to learning e.g. attendance, health, behaviour,
issues at home, EAL.
One or more of the four Areas of Need is affecting learning and progress

7. Four Areas of Need and Disability
Communication and Interaction
Including ASD
Cognition and Learning
Including Dyslexia
Sensory and/or Physical
Social, Mental and Emotional Health
Including ADHD

8. The Record of Need at Tregolls
Pupils receiving SEN Support or who have a EHCP/Statement are placed on the School Record of Need.
Parents are informed and asked to sign a permission slip which includes a commitment to attend review meetings at least termly.
All pupils on the RON will have an Individual Provision Map which will be informed by the Assess, Plan, Do Review Cycle.

9. How does it help your child to be on the RON?
It allows us to plan provision to address their needs.
It allows access to additional resources including other professionals with specific expertise:
eg Educational Psychologist; Speech, Language & Communication Therapist; Physical Disability Advisor; Dyslexia Advisor; ASD Advisor; Physiotherapist; Behaviour Specialists
It helps us to work closely together.
It ensures equality of opportunity

10. Assess, Plan, Do, Review Cycle
QUANTITIVE & QUALITATIVE
CLASS TEACHER
ANALYSIS - SENCO
Assess, Plan, Do, Review Cycle
ASSESS
PROVISION
LED BY CLASSTEACHER
MONITORED BY SENCO DO
PLANNING/REVIEW MEETING PARENT/PUPIL/SENCO/CLASSTEACHER
PLAN /REVIEW

11. INDIVIDUAL provision map (ipm)
At Tregolls, all pupils receiving SEN Support or with an EHCP (or Statement) will have an Individual Provision Map.
this replaces IEPs (Individual Education Plans)
address individual’s specific needs
Written by SENCo & classteacher with parents and child and is ongoing throughout the time the pupil stays on the RON
updated as part of the Cycle of Support at least termly

12. Individual Specialist
Individual Provision Map
Name: DOB:
Assess
Plan Do
Review
Date
Yr Gp
Baseline
Assessment
Outcomes:
Additional Targeted
Support
Individual Specialist
Who?
When?
Impact
Review Assess
ment

13. Additional Adult Support in lessons
Use of Laptop or I pad
Multi-Sensory Teaching & Learning
Visuals
Buddies
Dyslexia Support
Home Learning
Additional Adult Support in lessons
Pre-School and
Catch-Up Clubs
Communication Aids
Specialised equipment
Physiotherapy
Access arrangements in SATS
Literacy/Numeracy Interventions
1:1 or small group
Fine & Gross Motor Control Activities
Speech & Language intervention
RWI
Differentiated work at appropriate level
Brain Gym
Precision
Teaching
Fun Fit
Pre-learning

14. Education, Health and Care Plans
EHCPs replace Statements
No new Statements have been issued since Sept 2014
The transfer of Statements already issued, to EHCPs, will be completed by 2018.
EHCPs will be reviewed 6 monthly ( for 0-5yr olds) and 12 monthly (for 6 -25yr olds).

15. What is the difference between a statement and an ehcp?
The process of applying for and then maintaining the EHCP must take into account the views of the child or young person and their parents/carers.
The process of applying and maintaining the EHCP must be a multi-disciplinary partnership and, where appropriate, must involve professionals from Education, Health and Social Care
Once issued, an EHCP can remain with the young person until they are 25yrs old.
The ECHP format is different. It contains an ‘All About Me’ section

16. EHCP Reviews
Autumn Term 2016
Transfer Reviews must be held this term for all Y4s
Summer Term 2017
Transfer & Placement Reviews must be held this term for all Y5s
For all other Year Groups, pupils will continue with their Statement which will be reviewed, as normal, in line with their Annual cycle.

17. How well can I expect my child do?
All pupils, whether they have additional needs or not, are expected to make or exceed progress in line with National expectations.
Pupils with additional needs are
expected to attain at least the same level as those with similar starting points nationally.

18. SEND PROGRESS AT TREGOLLS 2015 -2016
In Reading
100% pupils with SEND in mainstream made at least National expected progress and 82% exceeded it.
In Writing
73% pupils with SEND in mainstream made at least National expected progress and 64% exceeded it.
In Numeracy
100% pupils with SEND in mainstream made at least National expected progress and 91% exceeded it.
ARB Pupils 100% pupils were on track towards Upper quartile progress and 80% exceeded it.

19. How Can You Help? Tell us about your child; YOU know them best!
Talk to your child’s Class Teacher; keep an open dialogue going; share any concerns.
Talk to SENCO; ask advice; share any concerns
If your child is on SEN Support or has an EHCP/Statement, attend ALL SEN reviews.
Know your child’s targets and what needs to be done to achieve them.
Support your child with their Home Learning

20. Who can you go to for help?
Class teachers Sue Plechowicz – Assistant Head Teacher/SEND Coordinator Emma Bebb – Area Resource Base Teacher Look on the School Website for information (Children/Special Education) Family Information Service w