1. Swindon Core Standards for SEND
Training

2. Key Messages Based on 3 levels of support:
Universal (Quality First Teaching)
SEN Support (Targeted support)
High Needs (Specialist support)
Structured around the four main areas of need, as outlined in the SEND Code of Practice: Cognition and Learning, Communication and Interaction, Social Emotional and Mental Health needs and Sensory and/or Physical needs – split into 7 areas in Core Standards documents
Follow the Assess – Plan – Do – Review approach, as outlined in the SEND Code of Practice

3. Key Messages
A set of tools designed to support a graduated approach to meeting need. Individual elements do not need to replace resources already in place that do the equivalent
Not all elements have to be used, each school/college can use the tools/materials that are useful for them
Designed so that evidence is gathered through daily practice, which can then be used to support referrals
Person-centred, including tools to support gaining the views of the pupil and the parents/carers

5. Support is cumulative, as is funding
Universal level tools are designed to be used by the Class/subject Teacher with parents/carers
SEN Support tools are designed for use by the Class/subject Teacher with the SENCO, parents/carers and the child/young person

8. Areas of need and colour-coding in the Core Standards materials

9. Universal Support
Quick-checker – an assessment tool used to identify areas of concern/barriers to learning for a pupil. Covers all SEND areas of need.
Quick-checker summary – a one page summary of areas of concern for a pupil.
Quick-checker progress tracker – a simple, visual way of tracking progress in areas of concern.
Universal Provision checklist – links to the Quick-checker and provides ideas/suggestions for provision that could be used.

10. Quick-checker

11. Quick-checker summary chart

12. Quick-checker progress tracker

13. Universal Provision checklist

14. Universal Support – Teacher led
Quick-checker is designed to be completed by Class/subject teacher and can then be used for discussion with SENCo and parents/carers
Universal Provision checklist allows teacher to check whether they have got appropriate strategies/support in place for different areas of need and to get ideas for other strategies/support that could be used
Areas of need in Quick-checker link direct to the Universal Provision checklist for ease of use

15. Universal Support – Teacher led
Quick-checker summary sheet gives useful one-page summary of concerns
Baseline score on summary sheet indicates level of concern and review score shows whether teacher feels progress has been made or not
Quick-checker progress-tracker is optional way of recording progress
Depending on whether it has felt that pupil has made progress at review point, will continue on Universal provision or move to using Identification criteria for SEN Support

16. SEN Support (targeted support)
Identification criteria
Identification summary sheet, including consent from parents/carers to add pupil to the SEN Register
Parent/carer contribution
Pupil Passport
Progress Plan
Progress Tracker

17. SEN Support Identification Criteria

18. SEN Support Identification summary sheet
Pupil name: Jack Daniels
Date of Birth: 03/06/13
Current year group: Year 1
Date assessment completed:
12/01/2019
Primary need identified:
Social Communication and Interaction
Particular areas of concern:
Difficulty playing with friends successfully
Difficulty gaining attention appropriately – calls out, taps adults, finds it difficult to wait
Difficulty having a conversation
Finds it difficult to manage changes and transitions
Sensitive to noise – becomes distressed or over-excited by noise and movement
Secondary need identified:
Speech and Language
Difficulty understanding and following instructions
Additional needs identified:
Cognition and Learning
Social Emotional and Mental Health
Physical needs
English – reading, writing and spelling
Understanding of words
Understanding of what he reads
Learning to recognise HFWs in his reading and to spell HFWs
Communicating his ideas in writing
Poor focus and attention
Often hits out at other children
Impulsive, poor awareness of danger
Disengages or runs off when upset
Difficulty forming letters clearly in handwriting

21. SEN Support – Teacher and SENCo led
SEN Support Identification criteria are designed to be used by the Teacher with the SENCo and parents/carers and young person if appropriate
Pupil passport and Parent/carer contribution provided to record views gathered
Identification summary sheet gives useful one page summary of needs and parent/carer consent for child/young person to be put on the SEN Register

22. SEN Support – Teacher and SENCo led
Progress Plan – starting point, desired outcome (goal/target), what support will be given – how/by who, baseline and review score, review of progress
Progress Plan is designed to be used all year with 3 reviews
Progress tracker can be used to record progress – clear way to show progress across the year in different areas

23. Terms: Spring terms 3 and 4 2018/19 Baseline score
(0-10)
Review score
Area of need
Cogl CI
Phys/sens
SEMH
Starting point/baselin e assessment
(assessment used)
Desired outcome/Goal
How will we achieve this?
(What strategies, resources and interventions will we use?)
Who will support and when?
How will we measure progress?
Review date
Review (evidence/assessment results)
Next steps
Jack can read 3 of the Year 1 Common Exception Words
(Reading test for Common Exception Words – )
Jack will be able to read 10 of the Year 1 Common Exception Words 3
Precision Teaching – 3 times per week for 10 minutes
Mrs. Bailey
Reading test for Common Exception Words repeated
Jack is now able to read 8 of the Year 1 Common Exception words (see highlighted list attached.)
Plan: Continue with Precision Teaching sessions – ensure words are well known before moving on and continue to re-cap words already learned. 5

24. Score from 0 (not able to do this at all) 1-3 emerging 4-6 developing
Progress tracker
Name: Jack Daniels
Date of Birth: 03/06/13
Current Year Group: Year 1
Date completed: 12/01/2019
Key
Date
12/01/2019
Score from 0 (not able to do this at all)
1-3 emerging
4-6 developing
7-9 consolidating
10 secure
30/03/19
Desired Outcome 1 2 3 4 5 6 7 8 9 10
Jack will be able to follow instructions containing 3 key words.

25. High Needs
Criteria and suggested supporting evidence for a Statutory Education, Health and Care needs assessment
Annual Review checklist
Annual Review flowchart

26. High Needs Identification guidance and suggested supporting evidence

29. Whole School SEND
Good practice for Social Emotional and Mental Health difficulties and Social Communication and Interaction difficulties
SEMH definition and identifying underlying needs
Transition guidance
‘Ready for…….’ nursery, school, secondary school, college
TA review guide
Making conversations count for all families
Preparation for adulthood
SEND Reflection framework
SEND Review guide

30. Why use the Core Standards materials?
Support the delivery of and evidencing of a Graduated Response
Create simple, accessible information
Evidence collected can be used to support referrals and requests for Statutory Assessment (in place of EHR), saving on admin time
Support school and parents/carers working in a collaborative way
Empower class/subject teachers
Empower parents/carers
Clear identification criteria for SEND
Create a shared understanding of needs
Support open and transparent conversations
Demystify SEND
Clearly communicate needs and what has been done to support a pupil