1. Meeting Individual Needs
Parents’ Meeting
Tuesday 19th September 2017

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.

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. On Alert Provision
Each Classteacher keeps a list of all pupils in their class who have been placed at ‘On Alert’ and they record what is being done to help these individuals to catch up.
In general. Pupils usually stay at ‘On Alert ‘ for a maximum of two terms, If they have not caught up by then, consideration and further assessment takes place in order to establish whether they may have a specific additional need. If so, they will be moved onto the Record of Need at SEN Support level.

9. 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.

10. 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

11. 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

12. 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

13. 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

14. 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

15. Speech and Language
Speech and Language delay is, by far, the largest area of need Nationally and at Tregolls.
All children who have a Care Plan written by the Speech and Language Therapist will be placed on the RON and their goals will be addressed as part of their Individual Provision Map.
Many children in the Early Years and some in KS1 will have Speech and Language intervention in order to ‘Catch-Up’ as part of On-Alert provision.
The school has a number of highly trained staff who work with pupils each afternoon in order to develop their Speech and Language skills.

16. Education, Health and Care Plans
EHCPs have replaced Statements
A small number of pupils still have a Statement but these will transfer to EHCPs, by the end of this school year.
EHCPs are reviewed 6 monthly ( for 0-5yr olds) and 12 monthly (for 6 -25yr olds).
Pupils with EHCPs are also part of the termly Assess, Plan, Do, Review Cycle.

17. 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

18. 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.

19. SEND PROGRESS AT TREGOLLS 2016 -2017
In Reading
81% pupils on SEN Support in mainstream made at least National expected progress with 13% exceeding it.
80% ARB pupils made at least expected progress with 60% exceeding it.
In Writing
69% pupils with SEND in mainstream made at least National expected progress with 38% exceeding it.
80% ARB pupils made at least expected progress with 50% exceeding it.
In Numeracy
63% pupils with SEND in mainstream made at least National expected progress with 3% exceeded it.
80% ARB pupils made at least expected progress with 60% exceeding it.
At the end of KS2, 100% pupils exceeded expected progress from KS1-KS2 in Reading, Writing and Numeracy.

20. 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, attend ALL SEN reviews.
Know your child’s agreed outcomes and what needs to be done to achieve them.
Support your child with their Home Learning

21. Who can you go to for help?
Class teachers Sue Plechowicz – Assistant Head Teacher/SEND Coordinator Claire Hutchinson KS1; Andy Watkins KS2 - Deputy Headteachers Emma Bebb – Area Resource Base Teacher Look on the School Website for information (Children/Special Education) Family Information Service w