Inclusion:

1. Inclusion: Special Educational Needs and Disabilities Foundation training for teaching assistants Day 2

2. Education Act 1997 The contribution of TA’s is CENTRAL to successful SEN practice

3. The Medical Model of SEN • Child is faulty • Diagnosis • Labelling • Impairment becomes focus of attention • Assessment, monitoring, programmes of therapy imposed • Segregation and alternative services • ordinary’ needs put on hold

4. The Social Model of SEN • Child is valued • Strengths and needs defined by self and others • Outcome based on programme design • Resources made available to ‘ordinary’ services • Training for parents and professionals • Relationships nurtured • Diversity welcomed • Society evolves

5. Inclusion: does it matter where pupils are taught? (Ofsted 2006) Pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools.

6. Workforce reform in schools: has it made a difference? An evaluation of changes made to the school workforce 2003-2009. Ofsted, January 2010 Most Effective Practice • All staff had a clear understanding of their own roles and those of others. • Collaborative planning between teachers and support staff, a shared understanding of what constituted good learning, and the direct involvement of support staff in assessing and recording pupils’ progress led to more effective classroom support and intervention.

7. Workforce reform in schools: has it made a difference? An evaluation of changes made to the school workforce 2003-2009. Ofsted, January 2010 When teaching assistants provided general support in class, they made less of a difference to pupils’ learning. In the most effective schools TAs worked with a range of pupils across the class so that none of the pupils became too reliant on support and lost the ability to work independently.

8. Workforce reform in schools: has it made a difference? An evaluation of changes made to the school workforce 2003-2009. Ofsted, January 2010 There were still schools where the only briefings support staff received were during spare moments between lessons or through impromptu conversations in the staff room. The most effective leaders realised that structural changes in the workforce needed to be supported by a regular framework of meetings during which support staff could contribute to planning and provide feedback on pupils’ progress.

9. Special Educational Needs Code of Practice for Wales EDUCATION DIRECTORATE CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

10. The SEN Code of Practice for Wales EDUCATION DIRECTORATE States that: ‘The child’s class teacher should remain responsible for working with thechild on a daily basis and for planning and delivering an individualised programme.’ CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

11. SEN Code of Practice EDUCATION DIRECTORATE • A child with SEN should have their needs met • These needs will normally be met in a mainstream setting • A child’s view should be sought • Parents have a vital role to play • Children should be offered access to an appropriate curriculum CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

12. SEN Code of Practice Categories of Need EDUCATION DIRECTORATE There are no hard and fast categories but most pupils will fall into one of these main areas: • communication and interaction • cognition and learning • behaviour, emotional and social development • sensory and/or physical CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

13. Individual Education Plans • Should only contain what is additional to and different from the school’s differentiated curriculum planning for all pupils • 3 or 4 SMART short term targets set through discussion with the pupil and parents. • A description of the child’s strengths and areas for development CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

14. Individual Education Plans Targets should be: SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME CONSTRAINED

15. Individual Education Plans Also: • A description of the child’s strengths and areas for development • Screening and Baseline data • Teaching strategies to be used and provision to be made • Review information • Success or exit criteria

16. The role of the Teaching Assistant EDUCATION DIRECTORATE • To promote the Health and Safety of themselves and others • To promote the well-being of themselves and others • To support pupils and carry out duties as detailed in job descriptions CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

17. Aspects of Good Teaching Assistant Practice • Fosters the participation of pupils in the social and academic processes of a school • Seeks to enable pupils to become more independent learners • Help to raise standards of achievement for all pupils

18. Health and Safety EDUCATION DIRECTORATE School staff have a duty of care to each other and to the children.They need to know the school’s: • policies • emergency procedures • accident and security procedures • areas of risk CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

19. Child Protection

20. Child Protection EDUCATION DIRECTORATE Staff have a duty of care to protect children from abuse: • Abuse is when a child is hurt or harmed by another person in a way that causes significant harm to that child and which may well have an effect on the child's development or well being CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

21. The duty to refer EDUCATION DIRECTORATE Through their day-to-day contact with pupils, and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect, and in referring concerns to the designated senior teacher in their school. Working Together to Safeguard Children, DoH/DfEE/Home Office (1999) CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

22. Child Protection EDUCATION DIRECTORATE Staff must ensure they: • Are alert to the signs of abuse • Know who their Child Protection Officer is • Follow the procedures detailed in the CP Policy to the letter • Also protect themselves CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

23. Types of abuse EDUCATION DIRECTORATE • Physical • Emotional • Sexual • Neglect CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE

24. Definitions of Abuse(Children Act 1989) Physical Injury Actual or likely injury to a child, or failure to prevent physical injury (or suffering) to a child, including deliberate poisoning, suffocation and Munchausen's Syndrome by proxy

25. Sexual Abuse Actual or likely sexual exploitation of a child or adolescent. The child may be dependent and/or developmentally immature

26. Neglect The persistent or severe neglect of a child or the failure to protect a child from exposure to any kind of danger, including cold and starvation or extreme failure to carry out important aspects of care, resulting in the significant impairment of the child's health or development

27. Emotional Abuse Actual or likely severe adverse effect on the emotional and behavioural development of a child caused by persistent or severe emotional ill-treatment or rejection. All abuse involves some emotional ill-treatment.

28. How to respond to a child wanting to talk about abuse • Show acceptance of what the child says (however unlikely the story may sound) • Keep calm • Look at the child directly • Be honest • Tell the child you will need to let someone else know – don't promise confidentiality

29. How to respond to a child wanting to talk about abuse. • Even when a child has broken a rule, they are not to blame for the abuse • Be aware that the child may have been threatened or bribed not to tell • Never push for information

30. Helpful things you may say or show I believe you ( or showing acceptance of what the child says) Thank you for letting me know It's not your fault I will help you

31. Don't say... Why didn't you tell anyone before? I can't believe it Are you sure this is true? Why? How? When? Who? Where? Never make false promises Never make statements such as 'I am shocked, don't tell anyone else'

32. Dealing with Disclosure • Receive • Reassure • React • Record • Remember • Relax

33. Receive • Listen without shock or disbelief • Accept what is being said • Make notes as soon as possible afterwards

34. Reassure • Don’t make promises you may not be able to keep • Don’t promise confidentiality • Do reassure and alleviate guilt

35. React • Don’t interrogate • Do not ask ‘leading questions’ • Do not use open questions – ‘And?’ • Don’t criticise the perpetrator • Don’t ask child to repeat it to another member of staff • Explain what you have to do next and support the child with interviews with social services etc.

36. Record • Make brief notes at the time then write them up as soon as possible • Don’t destroy originals • Record date time place any non-verbal behaviour and the words used by the child • Draw diagram to indicate bruising • Record statements rather than interpretations or assumptions

37. Remember • To follow your establishment’s guidelines. • Consult as appropriate, refer on to social services if relevant.

38. Relax • Try to ! • Get someone to support you if you need it

39. Code of Conduct • Is intended to help staff minimise the risks of being accused of improper conduct • Offers practical advice to be incorporated into school policy and strategy • Identifies areas of potential risk and offers practical suggestions