Amended Form and Checklist for applying for a Statutory Assessment SENCO UPDATE - MARCH 2011.
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Transcript of Amended Form and Checklist for applying for a Statutory Assessment SENCO UPDATE - MARCH 2011.
• Work done as part of Lynda Mitchell’s Panel Working Group.
• Is a pilot- running till December 2011- (assuming statutory assessments are still going ahead at this time) - not everything will be perfect.
• Information needed is not new- we are still using the information outlined in the Inclusion Strategy folder.
Background Information
SENCOs have said….
• We want to put in good applications but, for complex cases, we don’t always know what is needed.
• It is harassing when we are asked for more information after we have put in the application.
• We like the checklist for the SpLD Panels –it helps us to assemble the information in a logical order.
SENCOs and Head Teachers attending Panels have said ….
• It would be much easier if the information to consider was in a clear set order. It is daunting to be faced with a huge pile of unsorted documents.
• Having the application with pages numbered would enable Panel discussions to go along the lines of ‘on page 5 it says…. etc’
Using the Check List and Form
This should not be extra work!• Use the working documents you already use in
school.
• Information needed is very similar to that needed for AEN cluster meetings.
• For some children, you will already have collated the information needed in an earlier section. This is fine, you just need to note this in the relevant page section.
• The new statutory assessment request form is based on the previous form.
• There are changes to the order of some items.
• Some items are expanded to include a framework to help you to give us more precise information.
Amended Application Form (2011)
• Pupil’s strengths.
• Pupil’s needs.
• Evidence of school based intervention (School Action)
• This is a cumulative summary of interventions and child’s response – it is important as it gives information about progress over time.
Changes to Page 2
Example of Page 2 – Part 3Part 3: Summary Evidence of School-based interventionSchool ActionAction taken by SENCO and class/subject teachers:Date Intervention Implemented and the Response and
Progress (even if the progress is very limited)
27/02/10 Peer mentoring to support social skills
-10/4/10 Better in class but not in unstructured timeevery day
10/3/10 Each literacy session targeted adult support, using scaffolding to help with writing tasks twice a week –
better at starting the task but still needs help with middle
10/5/10 Structured peer mentoring put in place for playtimes as continuing as small steady progress
• Evidence of action at School Action Plus (that is, the specific advice given by involved professionals and precisely how this has been implemented).
• Need to be clear about which professionals have been or are actively involved in working with the school to solve the problem.
• Their advice.
• Details of implementation.
• Asks you to provide copies of supporting evidence rather than more report writing.
• Parental views.
Changes to Page 3
Example of Page 3
Part 3: Summary Evidence of School-based intervention
School Action Plus
Name and Title of Professional/Support Staff involved:
Bert Bloggs Educational Psychologist
Date Professional/Support Staff Recommendations Made
27/02/11 Bert Bloggs E.P. Precision teaching of spelling of high frequency words (see E.P. discussion record and precision teaching/ record of intervention).
Reading Record Sheet…Name…..Week Starting……………….
Words to Spell
MonSch
Hom Tues Sch
Hom WedSch
Hom Thusch
Hom FriScho
Ho
is - √ √ √ √
here - - - - -
a - - √ √ √
this - - - - -
look - √ √ √ √
Target- 6 ticks in a row for all 5 words
Comments- what helped …………to learn?Breaking the word helps
Name……………………………
Date Who worked with W?
What task was W asked to do? What reward was offered (as well as ‘Well Done’)
Did ……..achieve his target of working for 2 minutes?
10-12-10 K Posting task, reward pen and folder
Yes 5 minutes
13-12-10 K Doing baking- reward raisins
Yes 10 minutes
14-12-10 J Lots of different tasks-reward a run outside
Just about
Example of a Behaviour and Intervention Log
• Needs to let Panel know the current behaviours of concern – so Panel can consider against the criteria.
• Behaviour log needs to be in the context of the intervention recommended.
Date Buddies + structured game
Good things noticed Challenging Behaviours Was Target Met?
15-09-10
AH, BNfootball
James liked playing football
Pushed TY over, spat at LK No
16-09-10
RH, THBand tag
James liked playing band tag
Played well –only swore several times
Yes
17-09-10
ST, BGhockey
Started well, didn’t object when other team got a goal
Punched TY and HB, chased others with a stick, put his hands over SA’s mouth
No
18-09-10
AH, TH,Band tag
- Pulled out the bands for tag, pulled hair of adult supervisor
No
20-09-10
DT, PMDressing up
After bad start, he did apologise
Pushed WG to the floor and stamped on his back
No
• Pupil’s views – question pupil about their strengths and weaknesses and how they think they should be supported.
• Check list against criteria.
Changes to Page 4
• Signatures – this must be completed.
Please note that this form will be available as an electronic version shortly.
Changes to Page 5