1. Both
Newly Qualified Teachers Induction Programme Special Educational Needs Furthering Inclusive Practice Clare Dorothy Primary SEN Advisory Teacher Redbridge LA Parminder Kambo Acting Deputy and SENCO Redbridge Primary School

2. Aims of Session
To further your understanding of special educational needs locally and nationally, including reference to the SEN Code of Practice and Disability Discrimination Act.
To look at some of the key areas in the assess, plan, do, cycle of teaching for pupils with SEN.
To sign post you to other sources of support and information.
What it can’t be is a toolkit to deal with every aspect of SEN
Clare Dorothy SEN Primary Advisory Teacher

3. Introduce yourself to someone you don’t know.
Obvious stuff - name, where you work now
1) What experience of SEN you had during your initial teaching training e.g. a special school, children in your classes. Who is the SENCO in your school?
2) On a post it (one each) write one thing you feel knowledgeable about /confident about SEN
And one thing you find challenging about SEN
10 minutes I
Clare Dorothy SEN Primary Advisory Teacher 3

4. Legislation
Children and Families Act 2014 SEN Code of Practice January 2015 Equalities Act and Schools 2010 Statutory Guidance on Supporting Pupils at school with Medical Conditions April 2014

5. The Responsibility of the Teacher
SEN Code of Practice (6.52)
Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
The class or subject teacher should remain responsible for working with the child on a daily bias .Where interventions involve group or one-to one teaching away from the main class or subject teacher, they should still retain responsibility for the pupils, working closely with any teaching assistants or specialist staff involved , to plan and asses the impact of support and interventions and how they can be linked to classroom teaching. T

6. Definition of SEN:
A child of young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Clare Dorothy SEN Primary Advisory Teacher

7. Definition of Disability
SEN Code of Practice 2015
Equality Act 2010
SEN Code of Practice

8. Categories of SEN
Special educational needs and provision are still seen as falling under four broad areas:
Communication and interaction
Cognition and learning
Social, emotional and mental health
Sensory and/or physical

9. National Statistics 2015 (England and Redbridge )
Percentage of pupils that have identified special educational needs (includes statements and EHC plans)
Percentage of pupils with statements or EHC plans
Main category of Primary need (EHC plans
Secondary main category of Primary need(EHC Plans)
15.4%
2.8%
SLC 27.7%
MLD
24.6%
14%
2.5%
SLC
MLD

10. Standards for the Induction Support Program for PK
Standards for the Induction Support Program for
those awarded Qualified Teacher Status require:
The head teacher to ensure that all Newly Qualified Teachers (NQTs) understand the duties and responsibilities schools have under the Disability Discrimination Act 1995 to prevent discrimination against disabled pupils
The Induction Tutor to arrange for NQTs to spend time with the school’s SENCO to focus on specific and general SEN matters
The NQT to demonstrate that they plan effectively to meet the needs of pupils in their classes with SEN, with or without statements/EHC plans
The Teachers Standards in particular Standards 2, 5 and 7 are especially relevant

12. Children in your class and the adults who work with them
In pairs or groups
Who are the children in your class with:
a) EHC plans/statements
b) SEND support
c) What are the needs of these children?
d) Who else besides you , teaches, and supports the learning, of these children – when, how often?
e) How do you know all of the support is having a positive impact? I
Clare Dorothy SEN Primary Advisory Teacher 12

13. Key points of guidance on provision for SEN pupils
Quality First Teaching
Assess, Plan, Do, Review for each pupil
Early identification and intervention
A graduated approach to meeting needs
Ensure the support meets the needs and if it isn’t working, change it!

14. Work closely with the SENCO
Key points of guidance on provision for SEN pupils –continued
Work closely with the SENCO
Work in partnership with other professionals
Fully involve young people and their parents
Keep high expectations for all pupils
Ensure that teachers remain responsible for the progress of all their pupils

15. Assess Plan Do Review SEND Support and Educational Health Care Plans .
SEND Support - fully involve parents and pupil, SENCO aware and involved
Gather information and advice (range of professionals but must include Educational Psychologist)
With parental consent request that the Local Authority make an assessment of need for an EHC plan.
Clare Dorothy SEN Primary Advisory Teacher 15

16. Educational Health Care Plans - continued
SEND Support and
Educational Health Care Plans - continued
If agreed a formal consultation is started to gather views and draft a plan. (20 weeks)
A multi-agency meeting is convened usually at the school led by SENCO where a LA representative (Co-coordinator) drafts a plan. Parents and pupil should be fully involved .
In groups
Look at the example of an EHC plan you have been given.
What are the implications for curriculum planning for this child and how would you ensure that they are fully included in your class?
20 minutes

17. Clare Dorothy SEN Primary Advisory Teacher
Think of a child in your class who has been identified with SEN – what do you know about them
Who else knows them – have you shared information? How is there a shared view and a shared plan? 20 minutes
Clare Dorothy SEN Primary Advisory Teacher 17

18. Where to find out more Yourself, colleagues
Your induction tutor and SENCO
redbridgeserc.org