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SEND Provision

This training pack provides an in-depth understanding of the SEND Code of Practice (2015), including its age range extension, focus on integration between agencies, and emphasis on improving outcomes. It covers important documents such as the local offer, SEN information report, and SEN policy.

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SEND Provision

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  1. SEND Provision Training

  2. Who is Special?

  3. The One Conversation

  4. Session 2 -The Code of Practice: (A training pack)Why was change needed?

  5. The SEND Code of Practice (2015) • Extends its age range to cover children and young people from 0-25 • Now includes children and young people with disabilities as well those with SEN • Focuses on the views of children and young people and their parents • Focuses on high aspirations and improving outcomes • Emphasises the importance of integration between different agencies

  6. Important Documents • Local offer: information published by the LA about the support for pupils with SEN or disabilities that should be available in schools in its area • SEN information report: information published on the school website about how the school’s SEN policy will be implemented • SEN policy: outlines the vision, values and aims of the school's SEN provision The SENCO will be responsible for co-ordinating these, but all staff should be aware of them and may be asked to contribute to them.

  7. Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: • have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. For children aged two or more, special educational provision means educational or training provision which is additional to, or different from that made generally for other children or young people of their age.

  8. Improving outcomes Code: paragraph 6.2 Every school is required to identify and address the SEN of the pupils that they support. Must: • use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN • ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN • designate a teacher to be responsible for co-ordinating SEN provision – the SEN co-ordinator, or SENCO (this does not apply to 16 to 19 academies) • inform parents when they are making special educational provision for a child • prepare an SEN information report

  9. Identifying SEN in Schools Code: paragraph 6.14 – 6.27 All schools should have a clear approach to identifying and responding to SEN. Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which: • is significantly slower than that of their peers starting from the same baseline • fails to match or better the child’s previous rate of progress • fails to close the attainment gap between the child and their peers • widens the attainment gap It can include progress in areas other than attainment

  10. The first response to such progress • high quality teaching targeted at their areas of weakness. • Where progress continues to be less than expected the class or subject teacher, working with the SENCO, should assess whether the child has SEN. All those who work with children and young people should be alert to emerging difficulties and respond early.

  11. Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN. Where there are concerns, there should be an assessment to determine whether there are any causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues.

  12. Code: Paragraph 6.23 - Important • Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. • However, they may be an indicator of a range of learning difficulties or disabilities. • Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. • Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties.

  13. Code: paragraph 6.36 Every teacher is responsible for every pupil Every teacher is responsible for the progress and development of every pupil in their class. This includes pupils who access extra support from teaching assistants or specialist staff. The first step in supporting all pupils, including those with SEN, is high-quality teaching, differentiated for individual pupils. Some pupils may need additional help to access the curriculum or make expected progress. These pupils may have SEN.

  14. SEN Support Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle, known as the Graduated Approach. • Assess: the class/subject teacher and SENCO should clearly analyse a pupil’s needs before identifying a child as needing SEN support • Plan: the class/subject teacher and SENCO should agree the support to be put in place. Parents must also be notified and consulted. The support will usually be set out in a school-based SEN support plan • Do: the class/subject teacher remains responsible for working with the pupil on a daily basis. Pupils may also receive additional interventions outside the main curriculum, but the focus should be on integrating all pupils and continuing to use high-quality, differentiated teaching. • Review: the class/subject teacher and SENCO should review the effectiveness of the support regularly and agree any changes where needed.

  15. You should use the ‘wave’ system to determine the type of support best suited to each child: WAVE 1 High-quality, differentiated teaching For all children WAVE 2 Quality teaching plus extra short-term support For children making slower progress WAVE 3 SEN support: additional long-term, individualised support For children still making less progress than their classmates WAVE 4 EHC plan (or statement) For children with more complex needs

  16. You should use the ‘wave’ system to determine the type of support best suited to each child: WAVE 1 High-quality, differentiated teaching Removing barriers to L Diagnosis WAVE 2 Quality teaching plus extra short-term support Catch up Short term Int Pastoral support Initial involvement outside agencies Basic assessment WAVE 3 SEN support: additional long-term, individualised support Specialist services (CAMH, EP, Paeds, OT, SALT, VI, HI) Full assessment Bespoke curriculum (inside school) WAVE 4 EHC plan (or statement) For children with more complex needs

  17. Graduated Approach 1 APDR cycle = 6 weeks SENCO discussion with parent when more specialist involvement is required. Using teacher assessment, data, cycles of APDR, parent/ child involvement. Refer to SENCO SENCO makes a request for EHCP if applicable • Wave 4 • EHCP (E) • Wave 2 • Short term intervention (2) SEN Caseworker • Wave 3 • SEND register (K) • Long term intervention • Involvement of SENCO • Wave 1 • Quality First Teaching/Learning (1) Student’s can move up and down based on the provision they are receiving • What every child receives • All staff responsible for ensuring Wave 1 provision is delivered • Teacher standards • Class teacher has implemented QFT classroom strategies (pupil profile) and followed 2 cycles of. Assess/Plan/Do/Review. • Student recorded as (1) on SIMS • Not making expected progress despite reasonable adjustment at wave 1. • QFT and Short Term specific intervention required. (specialist, class or curriculum) • Baseline assessments to be completed with recommendations. • Student recorded as (2) on SIMS • In-depth assessment to establish area of need. • Ongoing, specific support to address child’s SEND. Evidenced based intervention monitored by SENCO. • Young person will have individual learning plan, measurable targets, provision outlined. • Specialist support from outside agency. • SENCO involved in coordinating provision, assessment, measuring impact and liaising with outside agency. • Student recorded as SEND support (K) on SIMS • Support over and above, additional and different. • Highly personalised and closely monitored specialist provision. • Specialist support form external services. • Student recorded as EHCP (E) on SIMS

  18. Session 3 – Desk Top Review What do we need to know and how does it help?

  19. Before you start… Where can we get information? The website compliance check sheet is designed to help you be clear about the information you can expect to see.

  20. Activity 1 Find the website of your school & Complete a website check.

  21. The SEN Information Report Do you need one? The reason behind the requirement for an SEN Information report was so that parents questions were answered efficiently at the outset. Why would a high quality provider not want to do this? Could it be an Essex Expectation?

  22. Activity 2 Complete an SEN Information report review

  23. Safeguarding: what should policy say? KCSIE KCSIE is now a very well known document. What would we expect policy to say? Would the needs of pupils change what it should say?

  24. Activity 3 Brain storm; Looking at the expectation of strong policy, How would we follow this up during a review?

  25. So what do we Know What do we still need to ask? How could we be assured?

  26. Areas Of Focus

  27. Activity 4 – USP

  28. Session 4 - Language Understanding terminology (another training pack) Mary Rayner

  29. DfE categories • Specific learning difficulty • Moderate learning difficulty • Severe learning difficulty • Profound and multiple learning difficulty • Emotional and behavioural difficulties • Speech, language and communications needs • Hearing impairment • Visual impairment • Multi-sensory impairment • Physical disability • Autistic spectrum disorder • Other difficulty/disability

  30. What does it look like? • ASD/ASC • SEMH • MLD • VI • PMLD

  31. So… • Definitions: there is limited national consistency (what is ‘MLD’ in one authority will be ‘SLD’ in another and ‘SEMHD’ (BESD) (in another…) • Description or designation of a ‘special need’ often has limited relation to actual needs and ability • Labels (or appearances) should not limit expectations • ‘Populations in special schools are getting more complex’ – (whoever is in the school should still be making progress) • We should never measure progress against labels

  32. Graduated Approach 1 APDR cycle = 6 weeks SENCO discussion with parent when more specialist involvement is required. Using teacher assessment, data, cycles of APDR, parent/ child involvement. Refer to SENCO SENCO makes a request for EHCP if applicable • Wave 4 • EHCP (E) • Wave 2 • Short term intervention (2) SEN Caseworker • Wave 3 • SEND register (K) • Long term intervention • Involvement of SENCO • Wave 1 • Quality First Teaching/Learning (1) Student’s can move up and down based on the provision they are receiving • What every child at receives • All staff responsible for ensuring Wave 1 provision is delivered • Teacher standards • Class teacher has implemented QFT classroom strategies (pupil profile) and followed 2 cycles of. Assess/Plan/Do/Review. • Student recorded as (1) on SIMS • Not making expected progress despite reasonable adjustment at wave 1. • QFT and Short Term specific intervention required. (specialist, class or curriculum) • Baseline assessments to be completed with recommendations. • Student recorded as (2) on SIMS • In-depth assessment to establish area of need. • Ongoing, specific support to address child’s SEND. Evidenced based intervention monitored by SENCO. • Young person will have individual learning plan, measurable targets, provision outlined. • Specialist support from outside agency. • SENCO involved in coordinating provision, assessment, measuring impact and liaising with outside agency. • Student recorded as SEND support (K) on SIMS • Support over and above, additional and different. • Highly personalised and closely monitored specialist provision. • Specialist support form external services. • Student recorded as EHCP (E) on SIMS

  33. Role of the SENCO • Schools must ensure that there is a qualified teacher designated as SENCO for the school. • must achieve a National Award in Special Educational Needs Coordination within three years of appointment. • A National Award must be a postgraduate course accredited by a recognisedhigher education provider. • Determine the strategic development of SEN policy and provision in the school. • The SENCO has day-to-day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEN, including those who have EHC plans. • The SENCO provides professional guidance to colleagues and will work closely with staff, parents and other agencies

  34. Session 5 – Making a Difference valuing progress (yet more you can share) Mary Rayner

  35. Everyone different… • Just as everyone has a unique fingerprint, every student has an individual learning style or approach. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class?

  36. Does this it change what we measure?

  37. Activity 5 What is progress? How do we decide

  38. In evaluating the accuracy of assessment, inspectors will consider how well: • any baseline assessment, teacher assessment and testing are used to modify teaching so that pupils achieve the expected standards by the end of year or key stage • assessment draws on a range of evidence of what pupils know, understand and can do in the different aspects of subjects in the curriculum • teachers make consistent judgements about pupils’ progress and attainment, for example within a subject, across a year group and between year groups. The Ofsted bit…Now

  39. Applying the EIF in special schools and SEND provision in mainstream schools 293. Pupils with SEND have a range of different needs and starting points. Some pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory. Other pupils have starting points as high as other pupils of their age, for instance pupils with sensory impairments. The Ofsted bit…Future???

  40. 294. All parts of the education inspection framework apply to state-funded and non-maintained special schools provision and to SEND provision in mainstream schools. However, as with all provision, SEND provision has some specific factors that should be taken into account. Inspectors will gather and evaluate evidence about: how well leaders identify, assess and meet the needs of pupils with SEND how well leaders develop and adapt the curriculum so it is coherently sequenced to all pupils’ needs, starting points and aspirations for the future how successfully leaders involve parents, carers and, as necessary, other professionals/specialist services in deciding how best to support pupils  whether leaders are ambitious for all pupils with SEND The Ofsted bit…Future???

  41. how well leaders include pupils with SEND in all aspects of school life and will give particular emphasis to how well they are prepared for their next steps in education, employment and training, and adult lives how well the learning and development of pupils with SEND are assessed, and whether pupils’ outcomes are improving as a result of the different or additional provision being made for them, including outcomes in: − communication and interaction − cognition and learning − physical health and development relevant findings from any inspection of the relevant local area’s arrangements for identifying, assessing and meeting the needs of children and young people with SEND (‘LASEND inspection’). Because of the often vastly different types of pupils’ needs, inspectors will not compare the outcomes achieved by pupils with SEND with those achieved by other pupils with SEND in the school, locally or nationally. The Ofsted bit…Future???

  42. Key Questions How do you measure progress that isn’t in line with system? How do you monitor teaching to make sure it values holistic progress? How do you offer effective challenge when others don’t value this as progress? Are you inclusive?

  43. Measure What Matters?

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