SEND and Inclusion Toolkit High Quality Teaching ... · The Lancashire SEND and Inclusion Toolkit...

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1 SEND and Inclusion Toolkit High Quality Teaching, Additional Needs and SEN Support Self Help Guidance for Early Years Settings, Schools and Further Education Colleges

Transcript of SEND and Inclusion Toolkit High Quality Teaching ... · The Lancashire SEND and Inclusion Toolkit...

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SEND and Inclusion Toolkit

High Quality Teaching, Additional

Needs and SEN Support Self Help Guidance for Early Years Settings, Schools

and Further Education Colleges

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Contents 1) Guidance on Use of the SEND Guide for everyone who is in an education setting on High

Quality Teaching, Additional Needs and SEN Support.

2) Chapter 1 – The Graduated Approach for All Education Practitioners

a. Early Years - Key points from the SEND Code of Practice 2014

b. Primary & Secondary School - Key points from the SEND Code of Practice 2014

c. Further Education - Key points from the SEND Code of Practice 2014

d. High Quality Teaching

e. Additional Needs and SEN Support

f. Visible Learning Research

g. Targeted Learning Action Plan

h. Check list - Are you concerned about a child/young person in your setting?

3) Chapter 2 – Guidance for SENCOs

Key Chapters from the Code of Practice

Supporting Staff with the Graduated Approach

Identifying Need and Assessment

Engaging Parents and the Child's Voice

Accessing Specialist SEND Support

i) South Provision Map and contact details

ii) North Provision Map and contact details

iii) East Provision Map and contact details

iv) Directory of National and Local Support agencies

v) SEN Support Plan Example

4) Chapter 3 – Guidance for Senior Leadership Teams and Managers for Strategic Whole Setting

Planning for SEND

a. Every leader a leader of SEND

b. The whole school SEND review and the review guides

c. Contacts to organise SEND Reviews

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Purpose This guidance has been developed by education practitioners to support all those working in an education setting to build on current good practice and help to continue to develop skills, systems and structures which meet the needs of children and young people with SEND. The document also highlights the expectations on all partners, as identified in The SEND Code of Practice, and offers guidance on the way to achieve best outcomes for children and young people with additional needs and SEND.

Introduction and Guidance In taking decisions about how best to support children and young people with complex education, health and care needs; early years settings, schools, local colleges, Local Authorities (LA) and Health Authorities must follow statutory regulations and have regard to both national and local guidance.

Lancashire The Lancashire SEND and Inclusion Support Tool is:

Supportive guidance for early years settings, schools and local colleges about the provision for children and young people with SEND.

Aimed at Senior Leaders, Inclusion Managers, SENCOs, Teachers and other practitioners to support: o Accurate identification of need o Planning for appropriate outcomes o Implementing appropriate strategies that meet need and achieving identified outcomes o Implementing the Graduated Approach

This document aims to provide clarity, structure, consistency and guidance for education practitioners, SENCOs, and school leaders to support them in ensuring that appropriate arrangements are in place to enable children and young people with SEND to reach their full potential. The Lancashire SEND and Inclusion Toolkit is a non-statutory document based on statutory guidance laid out in the SEND Code of Practice 0-25 for early years settings, schools and colleges. Following the guidance in the Lancashire SEND and Inclusion Support Toolkit settings can be confident that they comply with their statutory duties in respect of the graduated approach as outlined in the SEND Code of Practice 0-25. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 There is a requirement to involve children and young people directly in discussions about their

needs and how they might be best met, along with the views of their parent carers. The Code

also places increasing importance on Parental Engagement and schools and maintained nursery

schools are required to publish detailed information on their arrangements for identifying,

assessing and making provision for children and young people with SEND.

Education settings should ensure that all vulnerable learners (not just those with special educational needs) have their additional needs accurately identified and planned for including:

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Learners who are underachieving and needing intervention – but who do not have SEN;

Learners who are less experienced (for many reasons) - but who do not have SEN;

Chapter 1: The Graduated Approach Schools, colleges and other education settings should adopt a graduated approach to meeting

need using a cycle of assessing, planning, doing (action) and then reviewing:

‘SEN support should take the form of a four-part cycle through which earlier

decisions and actions are revisited, refined and revised with a growing

understanding of the pupil’s needs and of what supports the pupil in making good

progress and securing good outcomes.’ SEND Code of Practice: 0-25; 6.44; p.89.

The graduated approach follows the four elements of Assess, Plan, Do, Review as

supported by the SEN Code of Practice 2014

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a) Early Years Practitioners Assess

All early years practitioners are responsible for carrying out a clear analysis of a

child's needs drawing on assessments and experience of the child.

Key points from the Code of Practice:

5.26 The EYFS profile provides parents, practitioners and teachers with a well-

rounded picture of a child’s knowledge, understanding and abilities. A profile is usually

completed for children in the final term of the year in which they turn five. It is

particularly helpful for children with SEN and should inform plans for future learning

and identify any additional needs for support.

5.29 A delay in learning and development in the early years may or may not indicate that a child has SEN, that is, that they have a learning difficulty or disability that calls for special educational provision. Equally, difficult or withdrawn behaviour does not necessarily mean that a child has SEN. However, where there are concerns, there should be an assessment to determine whether there are any causal factors such as an underlying learning or communication difficulty. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour, a multi-agency approach, supported by the use of approaches such as the Early Help Assessment, should be adopted. 5.31 Where a child has a significantly greater difficulty in learning than their peers, or a

disability that prevents or hinders a child from making use of the facilities in the setting

and requires special educational provision, the setting should make that provision. In

all cases, early identification and intervention can significantly reduce the need for

more costly interventions at a later stage.

5.39 In identifying a child as needing SEN support, the early years practitioner,

working with the setting SENCO and the child’s parents, will have carried out an

analysis of the child’s needs. This initial assessment should be reviewed regularly to

ensure that support is matched to need. Where there is little or no improvement in the

child’s progress, more specialist assessment may be called for from specialist

teachers or from health, social services or other agencies beyond the setting. Where

professionals are not already working with the setting, the SENCO should contact

them, with the parents’ agreement.

Plan

Where it is decided to provide a child with additional support, parents must be

notified. All early years practitioners that work with the child should be aware of

their needs, the outcomes sought, the support needed to achieve the outcomes

any specific strategies which are required and a clear action plan be put in

place.

Key points from the Code of Practice:

5.32 Special educational provision should be matched to the child’s identified SEN. Children’s SEN are generally thought of in the following four broad areas of need and support – see Chapter 6, paragraph 6.28 onwards, for a fuller explanation:

Communication and interaction

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Cognition and learning

Social, emotional and mental health

Sensory and/or physical needs 5.33 These areas give an overview of the range of needs that providers should plan for. However, individual children often have needs that cut across all these areas and their needs may change over time. For instance speech, language and communication needs can also be a feature of a number of other areas of SEN, and children with an Autism Spectrum Disorder may have needs across all areas. The special educational provision made for a child should always be based on an understanding of their particular strengths and needs and should seek to address them all, using well-evidenced interventions targeted at areas of difficulty and, where necessary, specialist equipment or software. This will help to overcome barriers to learning and participation. Support should be family centred and should consider the individual family’s needs and the best ways to support them. 5.40 Where it is decided to provide SEN support, and having formally notified the

parents, (see 5.38 above), the practitioner and the SENCO should agree, in

consultation with the parent, the outcomes they are seeking, the interventions and

support to be put in place, the expected impact on progress, development or

behaviour, and a clear date for review. Plans should take into account the views of the

child. The support and intervention provided should be selected to meet the outcomes

identified for the child, based on reliable evidence of effectiveness, and provided by

practitioners with relevant skills and knowledge. Any related staff development needs

should be identified and addressed.

5.41 Parents should be involved in planning support and, where appropriate, in

reinforcing the provision or contributing to progress at home.

Do

Early year's practitioners are responsible for working with the child on a daily

basis. All practitioners should work together, with any specialist staff involved

to deliver the plan with the support from the SENCO

Key points from Code of Practice:

5.42 The early year's practitioner, usually the child’s key person, remains responsible

for working with the child on a daily basis. With support from the SENCO, they should

oversee the implementation of the interventions or programmes agreed as part of SEN

support. The SENCO should support the practitioner in assessing the child’s response

to the action taken, in problem solving and advising on the effective implementation of

support.

Review

Reviews of the child's response to the support provided should take place and;

i) Inform feedback into the analysis of their need

ii) Evaluate the effectiveness and impact of support

Key points from the Code of Practice:

5.43 The effectiveness of the support and its impact on the child’s progress should be

reviewed in line with the agreed date. The impact and quality of the support should be

evaluated by the practitioner and the SENCO working with the child’s parents and

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taking into account the child’s views. They should agree any changes to the outcomes

and support for the child in light of the child’s progress and development. Parents

should have clear information about the impact of the support provided and be

involved in planning next steps.

5.44 This cycle of action should be revisited in increasing detail and with increasing

frequency, to identify the best way of securing good progress. At each stage parents

should be engaged with the setting, contributing their insights to assessment and

planning. Intended outcomes should be shared with parents and reviewed with them,

along with action taken by the setting, at agreed times.

5.45 The graduated approach should be led and co-ordinated by the setting SENCO

working with and supporting individual practitioners in the setting and informed by

EYFS materials, the Early Years Outcomes guidance and Early Support resources

(information is available at the National Children’s Bureau website – see the

References section under Chapter 5 for the link).

b) Primary and Secondary Practitioners Assess

It is the class teacher or subject teacher (working with the SENCO) who is

responsible for carrying out a clear analysis of a child/young person's needs,

drawing on teacher assessments and experience of the pupil.

Key points from the Code of Practice:

6.45 In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of need. This should draw on the teacher’s assessment and experience of the child or young person, their previous progress and attainment, as well as information from the school’s core approach to pupil progress, attainment, and behaviour. It should also draw on other subject teachers’ assessments where relevant, the individual’s development in comparison to their peers and national data, the views and experience of parents, the pupil’s own views and, if relevant, advice from external support services. Schools should take seriously any concerns raised by a parent. These should be recorded and compared to the setting’s own assessment and information on how the pupil is developing. 6.46 This assessment should be reviewed regularly. This will help ensure that support and

intervention is matched to need, barriers to learning are identified and overcome, and that a clear

picture of the interventions put in place and their effect is developed. For some types of SEN, the

way in which a pupil responds to an intervention can be the most reliable way of developing a

more accurate picture of need.

6.47 In some cases, outside professionals from health or social services may already be involved. These professionals should liaise with the school professionals to help inform the assessments. Where professionals are not already working with school staff the SENCO should contact them following agreement with the parent carers.

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Plan

Where it is decided to provide a child/young person with SEN Support, the

parents must be notified. All teachers and support staff who work with a

child/young person should be made aware of their needs, the outcomes sought,

the support needed to achieve the outcomes and any teaching strategies which

are required.

Key points from the Code of Practice:

6.48 Where it is decided to provide SEN support, the parent carers must be formally notified, although parents should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. 6.49 All teachers and support staff who work with the pupil should be made aware of their needs,

the outcomes sought, the support provided and any teaching strategies or approaches that are

required. This should also be recorded on the school’s information system.

6.50 The support and intervention provided should be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge. 6.51 Parents should be fully aware of the planned support and interventions and, where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home. The information set out in 6.39 should be readily available to and discussed with the pupil’s parents.

Do

The class or subject teacher retains the responsibility for working with the

child/young person on a daily basis. They should work closely with any

teaching assistants or specialist staff involved to deliver the plan and the

SENCO should support the class or subject teacher.

Key points from the Code of Practice:

6.52 The class or subject teacher should remain responsible for working with the child on a daily

basis. Where the interventions involve group or one-to-one teaching away from the main class or

subject teacher, they should still retain responsibility for the pupil. They should work closely with

any teaching assistants or specialist staff involved, to plan and assess the impact of support and

interventions and how they can be linked to classroom teaching. The SENCO should support the

class or subject teacher in the further assessment of the child’s particular strengths and

weaknesses, in problem solving and advising on the effective implementation of support.

Review

Reviews of the child/young person's response to the support provided should

take place and inform feedback into the analysis of their needs.

Key points from the Code of Practice:

6.53 The effectiveness of the support and interventions and their impact on the pupil’s progress should be reviewed in line with the agreed date.

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6.54 The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents. This should feed back into the analysis of the pupil’s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil. 6.55 Parents should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps. 6.56 Where a pupil has an EHC plan, the local authority must review that plan as a

minimum every twelve months. Schools must co-operate with the local authority in the

review process and, as part of the review, the local authority can require schools to

convene and hold annual review meetings on its behalf. Further information about

EHC plan reviews is given in Chapter 9, Education, Health and Care needs

assessments and plans.

c) Further Education Practitioners All discussions should involve the young person

Assess

All further education practitioners need to understand the needs of the young

person from assessments carried out.

Key points from the Code of Practice:

7.15 Where a student is identified as having SEN and needing SEN support, colleges should bring together all the relevant information from the school, from the student, from those working with the student and from any screening test or assessment the college has carried out. This information should be discussed with the student. The student should be offered support at this meeting and might be accompanied by a parent, advocate or other supporter. This discussion may identify the need for a more specialist assessment from within the college or beyond.

Plan

A plan of action should be developed with the student

Key points from the Code of Practice:

7.16 Where the college decides a student needs SEN support, the college should discuss with the student their ambitions, the nature of the support to be put in place, the expected impact on progress and a date for reviewing the support. Plans should be developed with the student. The support and intervention provided should be selected to meet the student’s aspirations, and should be based on reliable evidence of effectiveness and provided by practitioners with the relevant skills and knowledge. 7.17 Special educational support might include, for example:

assistive technology

personal care (or access to it)

specialist tuition

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note takers

interpreters

one-to-one and small group learning support

rehabilitation/independent living training

accessible information such as symbol based materials

access to therapies (for example, speech and language therapy)

Do

Further education practitioners need to work together to carry out the plan in

place

Key points from the Code of Practice:

7.18 Colleges should ensure that the agreed support is put in place, and that appropriately qualified staff provide the support needed. The college should, in discussion with the student, assess the impact and success of the intervention.

Review

Reviews of the young person's response to the support provided should take

place and

i) inform feedback into the analysis of their need

ii) evaluate the effectiveness & impact of support

Key points from the Code of Practice:

7.19 The effectiveness of the support and its impact on the student’s progress should be reviewed regularly, taking into account the student’s progress and any changes to the student’s own ambitions and aspirations, which may lead to changes in the type and level of their support. The college and the student together should plan any changes in support. Colleges should revisit this cycle of action, refining and revising their decisions about support as they gain a richer understanding of the student, and what is most effective in helping them secure good outcomes. Support for all students with SEN should be kept under review, whether or not a student has an EHC plan. 7.20 Where a student has an EHC plan, the local authority must review that plan as a minimum every twelve months, including a review of the student’s support. The college must co-operate with the local authority in the review process. As part of the review, the local authority can ask the college to convene and hold the annual review meeting on its behalf. Further information about EHC plan reviews and the role of colleges is given in Chapter 9, Education, Health and Care needs assessments and plans. From the age of thirteen onwards, annual reviews focus on preparing for adulthood. Further information on pathways to employment and on support for young people in preparing for adult life is set out in Chapter 8, Preparing for adulthood from the earliest years. 7.21 Colleges should also keep under review the reasonable adjustments they make under the Equality Act 2010 to ensure they have removed all the barriers to learning that they reasonably can. Colleges should also ensure that students with SEN or disabilities know who to go to for support.

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7.22 The governing bodies of colleges should ensure that all staff interact appropriately and inclusively with students who have SEN or a disability and should ensure that they have appropriate expertise within their workforce. They should also ensure that curriculum staff are able to develop their skills, are aware of effective practice and keep their knowledge up to date. Colleges should make sure they have access to specialist skills and expertise to support the learning of students with SEN. This can be through partnerships with other agencies such as adult social care or health services, or specialist organisations, and/or by employing practitioners directly. They should ensure that there is a named person in the college with oversight of SEN provision to ensure co-ordination of support, similar to the role of the SEN Co-ordinator (SENCO) in schools. This person should contribute to the strategic and operational management of the college. Curriculum and support staff in a college should know who to go to if they need help in identifying a student’s SEN, are concerned about their progress or need further advice. In reviewing and managing support for students with SEN, colleges and 16-19 academies may find the broad areas of need and support outlined in Chapter 6 helpful.

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The following pages are examples of strategies that all education professionals should consider

when implementing the graduated approach.

d) High Quality Teaching – Universal Support

for all children The first step in supporting a child with SEND is High Quality Teaching.

Key characteristics of High Quality Teaching are:

Genuine positive relationships with pupils through unconditional positive regard Highly focused lesson design with a clear learning structure for all SMART learning objectives that are presented orally and visually Differentiated lessons that meet the needs of all children by using 'a one size fits one'

approach An expectation that all pupils will accept responsibility for their own learning and can work

independently Classroom assistants are planned for and used to maximize learning of children of all

abilities Explicit teaching of metacognitive strategies (see appendix) Memory supported by explicit demonstration and modelling of memory techniques Instructions are given in small, manageable chunks with visual cues Pupils are clear of what is expected of them, through use of a visual success criteria,

checklists and/or WAGOLL Effective use of high level questioning, modelling and explaining An emphasis on learning through dialogue with regular opportunities for pupils to talk, both

individually and in groups Range of groupings within the class, including some random pairing activities Activities and listening are broken up with opportunities for discussion and kinaesthetic

activities High demands of pupil involvement, motivation and engagement with their learning High levels of interaction for all pupils through use of individual whiteboards, flashcards and

signals Understanding is checked by asking pupils to explain what they have to do before working

independently Understanding is demonstrated and applied in a variety of ways Misconceptions are addressed in a timely manner and used as a positive teaching

opportunity Technology is used to engage learners and improve access through personalised models

and assessments of learning Learners are given opportunity to routinely reflect on their understanding and progress Learners are involved in feedback through self and peer assessment and reflective

discussion with teaching staff Feedback is given during and after the learning (see feedback appendix) A well organised classroom that is labelled (with words, pictures and/or symbols) Regular use of encouragement, authentic praise and rewards to engage and motivate

pupils Praise is specific, named and based on effort rather than outcome Five positive comments to one negative with an ethos of peer modelling and praise Regular evaluation of the impact of teaching for each CYP (see: https://visible-

learning.org/2014/08/john-hattie-mind-frames-teachers/).

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Inclusive High Quality Teaching can promote achievement by:

Creating a safe and happy environment for learning • Sharing clear expectations

• Engaging and motivating learners

• Encouraging learners to take responsibility for their own progress

• Empowering learners to help set their own targets

• Promoting independent learning

• Developing resilience through supported risk taking

• Having high expectations for all

• Encouraging learners to have high expectations for themselves

High Quality Teaching Examples across each of

the Areas of Need

Cognition and Learning

Address the child or young person by name before giving an instruction(s). Where appropriate, ensure eye contact is established before giving an instruction(s). Give clear and simple instructions, breaking down longer instructions and giving one at a time. Ensure that key points, models and/or instructions are noted down and visible to all learners throughout the lesson. Ensure any new learning is broken down into small steps, linking it to what the child or young person already knows. Provide multiple examples of new concepts, taking examples from real life experiences.

Ensure that staff check children's understanding throughout. Sequence ideas using symbols and/or actions such as Talk For Writing. Give children and young people 'thinking time' and/or opportunities to work with 'talk partners' before answering questions. Ensure that a range of lesson activities are planned to take account of different learning styles and strengths. Offer practical activities where possible. Ensure that there are opportunities for practical and interactive activities as well as paper and pencil tasks. Ensure that specific activities are differentiated appropriately. Ensure tasks are clearly explained, modelled and scaffolded appropriately. Ensure that a range of resources or aids are easily accessible to support learning and aid independence. Use working walls, word banks and lists for to provide visual support for a particular topic or lesson. Ensure that staff teach the meaning of new/specialist language. Ensure that visual prompts, cues and timetables are used across all subjects. Provide journals/notebooks for children to sequence thoughts, log ideas and/or questions during lessons. Provide templates and writing frames to help structure thinking.

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Cognition and Learning (continued)

Provide prompt sheets, questions to answer, key words to build each section or paragraph around. Provide explicit teaching of independent study and working skills as routine. Provide opportunities for flexible grouping and pairing, Ensure that marking policies celebrate positive aspects of the child or young person's work. Provide all children with opportunities to self and peer assess. Ensure that all children are involved with and pro-active in setting their own targets and next steps. Ensure that independent tasks and homework is differentiated. Provide personal planners to record homework tasks and other information. Teach sequencing as a skill e.g. sequencing stories, alphabet etc. Maths Ensure key learning points are reviewed regularly throughout the lesson Ensure understanding of mathematical vocabulary. Are learners using the correct language? Provide a talking partner for pupils to share/explain their mathematical thinking Give lots of questioning, discussion and reflection time. Present tasks in a meaningful context and provide opportunities to apply taught skills in a range of contexts. Make close observations of pupils to fully understand the mathematical strategies being used to solve problems – get them to ‘talk through’ what they’re doing to both peers and adults. Ensure multi-step tasks are supported by jottings, visual instructions, models and prompts. Give opportunities for pupils to make up problems using skills learned for their talking partner to solve Give opportunities for pupils to check their solutions using a range of methods Use concrete methods to teach new concepts. Only when secure should the pictorial then abstract concept be introduced. Be prepared to explore, adapt and rehearse steps again to ensure understanding of abstract concepts Use squared paper – one digit per square, different size squares may be necessary. Use different coloured pens, place value charts and physical representations (such as Numicon or Base 10) for understanding of place value (hundreds, tens, ones) Ensure links to prior learning are explicitly made Give access to a wide range of practical resources

Communication and Interaction

Photographs and names of staff are displayed in hallways and classrooms GDPR? Photographs of children are displayed in classrooms. GDPR? Rules of good conversation skills (listening, turn taking) are displayed, taught, modelled and regularly reinforced Small group work to develop listening, attention and turn taking skills Promote fluency and maintenance of skills through Precision Teaching.

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Pupils aware of pre-arranged cues for active listening (e.g. symbol, prompt card) Pupil’s name or agreed cue used to gain individual’s attention – and before giving instructions Key words/vocabulary emphasized when speaking and displayed visually with picture cues Range of multi-sensory approaches used to support spoken language e.g. symbols, syllable tapping, gesture, pictures, concrete apparatus, artefacts, role-play Instructions broken down into manageable chunks and given in the order they are to be done Checklists and task lists – simple and with visual cues Use working walls, word banks and lists of vocabulary for a particular topic or lesson. Ensure that staff teach the meaning of new/specialist language. Ensure that visual prompts, cues and timetables are used across all subjects. Delivery of information slowed down with time given to allow processing Pupils are given a demonstration of what is expected System of visual feedback in place to show if something has been understood Pupils are encouraged – and shown – how to seek clarification Prompt cards using a narrative framework (who, where, when, what happened etc.) used to support understanding of question words Talking buddies or similar used to encourage responses TAs used effectively to explain and support pupils to ask and answer questions Classroom furniture and groupings consider whether pupils with speech & communication needs can see visual prompts and the teacher Access to a quiet, distraction free work station if needed Parents advised of new vocabulary in advance so it can be reinforced at home Appropriate use of visual timetables – personalised to the child Minimise use of abstract language, keep language clear and avoid sarcasm, ambiguities and idioms. Ensure that preferred methods of communication (as well as level of eye-contact) known by all staff within school Visual timetable, task planners, prompts to show good listening and sitting. Appropriate groupings – e.g. working alongside good role models. Quiet area in the classroom.

Social, Emotional and Mental Health Social, Emotional and Mental Health (continued)

Take time to find pupil’s strengths and praise these – ensure that the pupil has opportunities to demonstrate their skills to maintain self-confidence. ‘Catch’ the pupil being good and emphasize positives in front of other pupils and staff (where appropriate) Give the pupil a classroom responsibility to raise self-esteem Ensure that learners are actively involved in the creation of classroom policies, such as Code of Conduct. Refer pupils regularly to classroom code of conduct, whole class targets and use consistently – ensuring that supply staff apply same consistency Play calming music where appropriate

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Give breaks between tasks and give legitimate ‘moving around’ activities e.g. Brain Gym, meditation and wake up and shake up Provide lots of opportunities for kinaesthetic learning e.g. practical activities, experiential learning, multi-sensory resources, voice recorders Use interactive strategies e.g. pupils have cards/whiteboards to hold up answers, come to the front to take a role etc. Learners promote positive mental health within the environment by creating activities and areas within their classroom, such as a quiet area, meditation mat or relaxation station. Make expectations for behaviour explicit by giving clear targets, explanations and modelling by all adults Use a visual timer to measure and extend time on task – start small and praise, praise, praise Teach pupils how to use post-it notes for questions and ideas rather than interruptions (when appropriate) Provide alternative seating at carpet time if this is an issue Legitimise movement by getting pupil to take a message, collect an item, use a ‘fiddle toy’ if necessary Ensure that tools/equipment are easily accessible and available for use. Give a set time for written work and do not extend into playtime to ‘catch up’ – the pupil will need these breaks Use pupil’s name and ensure you have their attention before giving instructions Chunk instructions and support with visual cues. Make use of different seating and grouping arrangements for different activities. Personalise teaching where possible to reflect pupils’ interests Communicate in a calm, clear manner Keep instructions, routines and rules short, precise and positive Listen to the pupil, giving them an opportunity to explain their behaviours. Use Restorative Justice Harmer and Harmed question cards. Provide visual timetables and task lists – may need to be for a short period of time depending on the pupil Have a range of simple, accessible activities that the pupil enjoys to use as ‘calming’ exercises Communicate positive achievements – no matter how small – with home and encourage home to do the same. Could be in the form of a ‘Golden moments’ or ‘Good News’ book or ‘Good notes’ to be collected in a small plastic wallet

Sensory and/or Physical Needs

Visual Impairment

Give as many first hand ‘real’ multi-sensory experiences as possible Ensure correct seating in relation to board, whiteboard, Smartboard taking into account levels of vision in each eye Try out different paper/Smartboard colours to try to find best contrast Consider technology which could improve access Consider lighting – natural and artificial – which is most comfortable? Avoid shiny surfaces which may reflect light and cause dazzle Take advice from specialist teams related to font style and size Provide instructions, prompts and/or success criteria using Talking Tins to promote independence.

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Sensory and/or Physical Needs (continued) Sensory and/or Physical Needs (continued)

Short spells of visual activity should be interspersed with less demanding activities. Eliminate inessential copying from the board. Where copying is required, ensure appropriate print size photocopy is available. Ensure range of writing materials is available so that pupil can choose most appropriate to maximize vision. Always uses verbal explanations when demonstrating to the class. Read out aloud as you write on the board. Address the pupil by name to get their attention. Avoid standing in front of windows – your face becomes difficult to see Avoid the sharing of texts/monitors unless doing so is a priority for social reasons e.g. working together on a project.

Hearing Impairment

A Seating plan that allows the pupil to see the teacher clearly and also see other speakers (back to the window is good). Gain pupil’s attention before important information is given. Keep background noise to a minimum. Promote a 'One Voice' policy within the classroom, including adults. Slow down speech rate a little, but keep natural fluency. Do not limit use of rich and varied language – trying to stick to short words and limited vocabulary can limit natural speech patterns and full meaning. Allow more thinking and talking time. Model and teach careful listening along with signals when careful listening is required. Repeat contributions from other children – their voices may be softer and speech more unclear. Occasionally check that oral information/instructions have been understood. Face the pupil when speaking. Keep hands away from mouth. Key words on board to focus introduction and conclusion. Divide listening time into short (ish) chunks. Use visual symbols to support understanding. Checking equipment e.g. battery aids. Physical Difficulties Consider organisation of classroom to allow free movement. Allow the child plenty of space to work – were space allows, could he/she be placed next to a ‘free’ desk? Ensure that left and right handed pupils are not sitting next to each other with writing hands adjacent. Seating should allow pupil to rest both feet flat on the floor – check chair heights. Desk should be at elbow height. Sloping desk provided if possible. Positioned so pupil is able to view the teacher directly without turning the body – close enough to see and hear instructions.

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Seated where there are minimal distractions e.g. away from windows and doors. Encourage oral presentations as an alternative to some written work Lined paper with spaces sufficiently wide to accommodate pupil’s handwriting. Mark starting point for each line with a green dot. Attach paper to desk with masking tape to avoid having to hold with one hand and write with the other. Break down activities into small chunks with praise for completing each part. Ensure range of different pen/pencil grips is available. Reinforce verbal instructions by repeating several times, give no more than one or two instructions at a time and ask the child to explain what is required to check understanding. Once the child is confident with this, perhaps they could be asked to explain the task to another child or small group. If copying from the board is absolutely necessary, use different colours for each line and leave a gap between lines. Teach sequencing skills. Cue cards may help the pupil to sequence a task e.g. 1. Clear your desk 2. Collect the equipment you need (with visual cues) 3. Put the date at the top of the page etc. Can the LO be photocopied or written into book for pupil? Equipment clearly labelled and kept in same place in class Teach pupil how to use planner, diary, lists to organise themselves as appropriate. Allow additional time to complete tasks. Where possible, allow the pupil alternatives to taking part in team games where he/she will be identified as ‘letting the side down’ Allow access to lap-tops/tablets etc. & teach key board skills (e.g. BBC ‘Dance Mat’ typing).

e) SEN support is additional to and different from

the universal offer These examples may be helpful for children and young people identified with additional

needs with no SEN, as well as those children and young people with SEN Support

Cognition and Learning

Literacy interventions. Numeracy interventions. www.educationendowmentfoundation.org.uk has up to date information on researched, evidenced based interventions. Interleaved learning and distributed practice to enhance acquisition and retention of learning. Use structures, systematic teaching of increasingly complex skills Specific teaching of generalisable skills explicitly teach how to generalise in different contexts. Use direct instruction which includes clear success criteria. Improve retention of learning using interleaved or cumulative learning.

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Ongoing teaching through assessment. Regular and explicit teaching of metacognitive strategies. Use increased differentiation of activities and materials. Use visual and practical resources in teaching approaches. Pre-teaching vocabulary and key concepts used in lessons. Regular individual or group interventions supported by teacher or other adult. Interventions delivered by an 'other adult' must be planned and monitored by the teacher. Planned opportunities for the development of independent working skills Programmes to address specific targets should be delivered in small group or individual sessions and reinforced in whole class activities to aid transfer of skills. Alternative methods and use of appropriate technology to support learning and aid recording learning. Interventions as advised in the child's or young person's SEN Support Plan (or similar e.g. Pupil's Individual Plan).

Language and Communication

Programmes and strategies advised by Speech and Language Service Use the Wellcomm assessment within school to identify specific areas for intervention. Programmes advised by external agency. ‘Talking Partners’ programme. ‘Nurturing Talk’ / ‘Socially Speaking’ / ‘Talkabout’ Activities (Alex Kelly) ‘Language for Thinking’ small group sessions (Stephen Parsons & Anna Branagan) Small group language work ‘SRB4’ Building Language Skills in the Classroom Receptive and Expressive language activities e.g. ‘Blacksheep Publications’ ‘Elklan’ language programme training for school staff ‘Active Listening for Active Learning’ Maggie Johnson & Carolyn Player Opportunities to work 1:1 with a scribe Small group or 1:1 work to develop social skills Support or alternative provision for break times e.g. Nurture group etc. Support available if pupil has to leave the classroom to go to a pre-arranged place Support at times of particular stress e.g. coming into school, home time, PE lessons etc. Regular sessions with learning mentor Social stories written for specific areas of difficulty Comic strip conversations

Social, Emotional and Mental Health

1:1 barrier games to develop turn taking and listening skills Daily/weekly sessions with a learning mentor or trusted adult in school Support available if pupil has to leave the classroom to go to a pre-agreed place Support at times of particular stress e.g. coming into school, home time, PE lessons etc. Social stories written for specific areas of difficulty Use the Boxall Profile within school to identify specific areas for intervention

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Comic strip conversations to work on developing understanding of situations In class support to facilitate access to curriculum. Restorative Justice approaches Individual counselling Individual systems of extrinsic reward. Seating and classroom layout plans adjusted to meet sensory/attention needs with a quiet withdrawal identified. Access to structured group interventions. Individualised planning.

Sensory and/or Physical Needs

Visual Impairment

Equipment and resources as recommended by the Sensory Support Team or Ophthalmologist. Enlarged copies of texts – size determined by pupil and sensory support team/ophthalmologist.

Access to audio books and associated equipment. Access to Braille teaching (if appropriate) See: https://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resources

Hearing Impairment

Equipment and resources as recommended by the Specialist Teachers or Audiologist. A language programme such as ‘Time to Talk’ or ‘Talking Partners’ may support language development for a pupil with a hearing impairment by offering a quiet, small group forum.

Physical Difficulties

Equipment, resources and programmes as recommended by the occupational or physiotherapy services. Equipment, resources and programmes as recommended by specialist teaching service. 'Write from the Start', 'Finger Gym' or similar intervention. ‘Motor Skills United’ small group intervention programme. Small group or 1:1 ‘Clever Fingers’ type activities. Small group or 1:1 handwriting activities (additional to usual provided for class) e.g. ‘Speed Up’ or the ‘Teodorescu – Write from the Start’ programmes. Support and teaching of keyboard skills.

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f) Visible /Learning Action Plan

See: Visible Learning Research

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g) Targeted Learning Action Plan When a child is first identified as having additional needs it is considered best practice to create an action plan of support.

We have included an example of a Targeted Learning Action Plan that any education practitioner could adapt to meet the

needs of their child/young person in their setting.

Targeted Learning Action Plan following the Graduated Approach (Assess, Plan, Do and Review)

Name

DOB Year Group/Ag

e

SEN Status 1.Additional needs 2.SEN Support 3.EHCP

Primary Area of Need 1.Communication and Interaction 2.Cognition and Learning 3.Social, Emotional and Mental Health difficulties 4.Sensory and/or Physical needs

SEN Type (as recorded on school

census) ASD, SLCN MLD, SpLD, SLD, PMLD SEMH HI, VI, MSI, PD

Start Date

Review Date

Lovely Child

3.9.07

5

Additional Needs

Communication and Interaction Sensory

ASD VI

4.6.18

1.11.18

Particular interests and strengths

I enjoy maths and making things. I am good at colouring and gluing and sticking. Maths is fun, I am good with numbers. I like to sing a lot.

Area of need / barriers to learning

I need help with listening and playing with some friends. I struggle with ……..I don’t like reading because I don’t know the words. ….. Social interaction and communication skills Sensory needs Listening and attention skills

People involved in developing this plan

Mr Glynn (class teacher) Mrs Smith (SENCO) Mr and Ms Child (Parent carers) Lovely Child

Assessment/Milestones/Attainment e.g. End of KS data Standardised Scores Tracking Data

I have made really good progress with my reading this year. I have made 3 months progress in the last 6 months. I now only need to close a 3 month gap to meet my chronological age in reading. My end of Key Stage 1 data is as follows: My end of Year 4 data is as follows: My reading age is now:

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Planning Outcomes

Desired Long Term Outcomes Short Term SMART Targets to Achieve Outcomes

1. To improve my reading and spelling skills 2. To become more independent by understanding my

sensory needs and to develop strategies to support them 3. To develop my social interaction skills 4. To develop my listening and attention skills

1. To make 3 months progress in reading 2. To be able to spell my personalised 20 HFW 3. To develop and use a calming strategy to reduce my

movement in class, when I am very excited to 2mins from 10 mins

4. To be able to take turns in conversation with a peer in a structured social conversation session about a topic I like, with adult support

5. To be able to listen to the teacher, during lesson explanation time, for up to 10 mins

Planning Personalised Provision – What we will do to achieve outcomes.

Universal Support – Everyday Provision

Targeted – Additional Support Individualised Provision Based on Specialist Support

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-class visual timetable -visual checklist to chunk work into manageable sections -opportunities to talk about what he will do before starting a task -use of word banks, writing frames and sentence starters to support written work -adult support to develop routines in my day to help me be as independent as possible -teach what 'good listening' looks like, staff to adopt a 'good listening' phrase with clear expectations for. -try using a fidget spinner or similar to see if this helps focus. Lovely Child may prefer to face the adult talking but not make eye contact when listening. -time checks in class to indicate how much longer on a task -sensory tasks built into each day once sensory preferences identified -specific roles given in group work (perhaps with similar titles to the Lego therapy group to help generalise skills) -scaffolding and word bank, sentence starters when writing -partner work when reading so Lovely Child can talk about what they have read, check understanding, opportunity for turn taking, help with tricky vocab.

-daily reading at school and at home (limited amount of text, focus on quality of reading not quantity, consider text without the distraction of pictures, try paired reading approach, ask questions about what has been read and ask Lovely Child to retell what she has read, develop a clear reading routine that will also develop independence – e.g. get book from bag, read, mark down pages read, put book back in bag). During registration with Mr Jones. - daily precision teaching approach to learning spellings. After lunch with Miss Potts 15 mins daily. -Lego therapy session weekly to teach turn taking, waiting and asking skills as part of a structured conversation. Thursday lunch time with Mrs Smith's Lego Group in main hall. -all about me session to talk about sensory behaviours (in relation to ASD) and also explore VI sensory needs with learning mentor 2xweekly for 4 weeks to then review to inform next action plan -

Specialist Teacher for Visual Impairment to finalise assessments and meet with support staff to develop appropriate strategies in school via focus mornings with parents and support visits. Speech and Language Therapist to continue with assessments and be involved in next action plan meeting.

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Review

Targets Achievement criteria Strategies that have worked Evaluation

1.To make 3 months progress in reading

My reading age meets my chronological age.

Daily reading at school – responds well to sessions

Target achieved

2.To be able to spell my personalised 20 HFW

I can spell my personalised 20 HFW and use them in my writing.

Daily precision teaching – enjoys the completion against the clock

Lovely can spell 18 of her 20 words consistently and is beginning to spell them correctly when a sentence is dictated to her.

3.To develop and use a calming strategy to reduce my movement in class, when I am very excited to 2mins from 10 mins

I will be able to explain my calming strategy and how it helps keep me focused in class

We are still working on this Lovely is calmer in class though doesn’t have a particular strategy for when she is very excited yet.

4.To be able to take turns in conversation with a peer in a structured social conversation session about a topic I like, with adult support

I will be able show an adult how to take turns with a friend in a structured situation and explain why it is important

Reading with a partner. Lovely has developed a friendship with her reading partner. She is able to now ask questions about what she did last night, what she has for tea and wait for responses. Having pictures to talk about – focus conversation. Initially Lovely asked lots of questions about the pictures. Now she can ask questions and wait for an answer. She will also ask her partner 'what do you like in the picture' and wait for response. All about me session – Lovely was able to talk about what she felt about her

Lovely seems happier in class. She is engaging with other girls more now. Lovely can explain why we take turns. Lovely isn’t always interested in what others are talking about and sometimes wants to talk about her interests only. These strategies have worked really well for her.

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If a child continues to have difficulties making progress, once additional needs have been identified and interventions reviewed for their

impact then it may be appropriate to discuss with parent carers placing a child or young person on the SEN register and creating an

SEN Support Action Plan in collaboration with parent carers and with all of the professionals involved.

Any education professional who feels this next step is appropriate should discuss this further with their SEN Co-ordinator.

peers, who she liked, what she found difficult. She was able to practice with the learning mentor before going to Lego Club and before a break time which seems to have given her more confidence. She has seemed happier talking about her difficulties with her VI.

5.To be able to listen to the teacher, during lesson explanation time, for up to 10 mins

I will be able to listen to the teacher for up to 10 mins and explain what I have learned

Having key words to listen out for on a piece of paper

Lovely can still find it difficult to stay focused for up to 10 minutes. She focuses better in morning lessons so is given the opportunity to do more individual work some afternoons when she appears to be finding listening particular hard work.

Next Steps

Continue to build on Lovely's reading, spelling and communication skills using the strategies that work. Include advice from Speech and Language therapist and VI Specialist Teacher into next action plan. Monitor Lovely's attention skills. Introduce new things to Lovely to widen her interests. Continue with next Targeted Learning Action Plan with new SMART targets to achieve outcomes.

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h) Are you concerned about a child/young person in your setting? SEND

Support Checklist

Step 1. Have you tried:

1. Analysing assessment data to

identify the child's needs and why

they are not making progress? ☐

2. Implementing High Quality

Teaching strategies consistently?

3. Ensuring all staff working with the

child are clear of the child's needs,

the routines and High Quality

Teaching strategies that should be

used to support the child? ☐

4. Reviewing which strategies USED

CONSISTENTLY have worked and

how they can continue? Have you

reviewed strategies that are not

working and analysed why they

are not working? (not used

consistently, not actually

appropriate to address the child's

needs) ☐

5. Meeting with parents/carers to

discuss strategies for school and

home as appropriate? ☐

If the child is making progress, repeat these

strategies. If the child is not making

progress, move to the next step.

Step 3. Have you tried:

1. Discussing the child with the SENCO? ☐

2. Requesting advice from an outside

agency (Speech and Language therapist,

Specialist Teacher…) ☐

3. Implementing the advice? ☐

4. Creating a Co-Produced Learning

Support Plan/SEN Support Plan with

parents that identifies:

o SEND needs of the child (what are the

child's SEND difficulties identified from

assessment and observation)

o Desired outcomes for the child (what do

we want the child to achieve)

o Planned strategies that will support the

child to meet their outcomes (what

strategy/intervention, frequency, when

and supported by which member of

staff) ☐

5. Reviewing the plan after 8 weeks? ☐

6. Planning next steps? ☐

7. Holding a review meeting and discussing

the next steps to support the child? ☐

If the child is making progress, repeat

these strategies. If the child is not

making progress, move to the next step.

Step 4. Have you tried:

1. Discussing next course of

action with your SENCO? ☐

2. Do you, the parents, and the

SENCO feel that the Child or

Young Person needs to be on

the school SEN register and

have an SEN support plan? ☐

Step 2. Have you tried:

1. Further assessment to identify any further

unmet SEND need? ☐

2. Identifying outcomes for the child? ☐

3. Requesting advice from a colleague in your

setting who has experience with SEND? ☐

4. Requesting advice from SENCO? ☐

5. Creating a Co-Produced Action Plan that

might be called a Targeted Learning Plan with

parents that identifies:

o SEND needs of the child

(what are the child's

SEND difficulties

identified from

assessment and

observation)

o Desired outcomes for the child

(what do we want the child to

achieve)

o Planned strategies that will

support the child to meet their

outcomes (what

strategy/intervention,

frequency, when and supported

by which member of staff) ☐

6. Reviewing the plan after 8 weeks? ☐

7. Planning next steps ☐

If the child is making progress, repeat these strategies.

If the child is not making progress, move to the next

step.

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Chapter 2: Guidance for Special Education

Needs Co-Ordinators

1) Key points from the SEND Code of Practice: 0 to 25 years

January 2015 for Early Years Providers, Schools and

Further Education Colleges

This Code of Practice is statutory guidance for the following organisations:

• local authorities (education, social care and relevant housing and employment

and other services)

• the governing bodies of schools, including non-maintained special schools

• the governing bodies of further education colleges and sixth form colleges

• the proprietors of academies (including free schools, university technical

colleges and studio schools)

• the management committees of pupil referral units

• independent schools and independent specialist providers approved under

Section 41 of the Children and Families Act 2014

• all early years providers in the maintained, private, voluntary and independent

sectors that are funded by the local authority

• the National Health Service Commissioning Board

• clinical commissioning groups (CCGs)

• NHS Trusts

• NHS Foundation Trusts

• Local Health Boards

• Youth Offending Teams and relevant youth custodial establishments

• The First-tier Tribunal (Special Educational Needs and Disability)

Principles underpinning this Code of Practice

Section 19 of the Children and Families Act 2014 makes clear that local authorities, in

carrying out their functions under the Act in relation to disabled children and young

people and those with special educational needs (SEN), must have regard to:

• the views, wishes and feelings of the child or young person, and the child’s

parents

• the importance of the child or young person, and the child’s parents,

participating as fully as possible in decisions, and being provided with the

information and support necessary to enable participation in those decisions

• The need to support the child or young person, and the child’s parents, in order

to facilitate the development of the child or young person and to help them

achieve the best possible educational and other outcomes, preparing them

effectively for adulthood

Early Year Providers – Please read Chapter 5, page 78

For Schools – Please read Chapter 6, page 91

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For Further Education – Please read Chapter 7, page 111

You can access the document here: https://www.gov.uk/government/publications/send-

code-of-practice-0-to-25

2) Supporting Staff with the graduated approach

The SENCO can support staff to deliver best practise and implement the advice and strategies.

The role of the SENCO involves:

Ensuring all practitioners in the setting understand their responsibilities to children with

SEN and the setting's approach to identifying and meeting special educational needs.

Advising and supporting colleagues.

Ensuring parents are closely involved throughout and that their insights inform action

taken by the setting.

Liaising with professionals or agencies beyond the setting.

Co-Ordinating provision for children with SEN.

Overseeing the day-to-day operation of the school's SEN policy.

Liaising with all parties involved during times of transition.

Ensuring that records for children/young people are accurate and up to date.

3) Identifying Need and Assessment

It is essential that we accurately identify the needs of our children/young people.

Identification of Need

The SEND COP describes difficulties under four broad headings:

Cognition and Learning

o This includes children and young people who have both specific and more

generalised learning needs. It encompasses a wide range of needs from

moderate difficulties to those with severe and profound and multiple learning

difficulties, who may have associated physical and sensory needs.

Communication and interaction

o This incorporates speech and language and social communication and

interaction. Where children and young people have physical and sensory

difficulties that are related to a diagnosis of a social communication difficulty, then

these needs should be considered here.

Social, emotional and mental health difficulties

o This replaced the category of ‘Behaviour, emotional and social difficulties’ in

recognition of the importance of understanding the needs that lie behind the

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behaviour. Often, behaviours exhibited by children and young people with needs

in this category are not specific to social, emotional or mental health needs in

isolation but are due to a combination of needs. Children and Young People with

SEND in this area may have difficulties with mood, such as becoming withdrawn

or isolated, have immature social skills or lack of concentration and/or

hyperactivity, which often occur alongside challenging, disruptive or disturbing

behaviour such as self-harming, eating disorders or substance misuse. Such

behaviours may reflect underlying mental health difficulties such as anxiety or

depression, although it is not necessary for a child or young person to have a

diagnosed mental health difficulty in order to access SEN support in this area.

Only medical professionals should make a formal diagnosis of a mental health

condition; however education staff are well-placed to observe children and young

people day-to-day and identify those whose behaviour suggests that they may

require SEN support in this area. Schools, settings and colleges should use

approaches which promote positive mental health.

Sensory and/or physical

o Children and young people with a diagnosed physical or sensory impairment do

not necessarily have SEN although they may be considered as disabled. Some

children or young people with a sensory or physical impairment may have special

educational needs if their access to the full curriculum or educational attainment is

impeded by their impairment. Some children and young people with physical or

sensory impairment may require specialist adaptations and equipment to ensure

full access to the curriculum.

A child or young person may have needs across two or more areas. However, having SEND in

more than one area does not mean that a child or young person will automatically be regarded

as having a more significant level of need. A child or young person's SEND can arise as a

result of their interaction with their environment. It is not appropriate to regard all needs as

being problems generated from within individuals. It follows that solutions may be found by

changing aspects of the child or young person's environment.

Identifying SEN Type for your January Census

Every year schools are required to submit data relating to SEN type ranking. This is done as a

Census in January.

In the past notable differences have become apparent between the SEN type ranking data in

Lancashire and that reported nationally. It may be helpful to provide a summary of the

descriptors for each SEN type to ensure we have greater consistency across all education

settings in the county:

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Pupil SEN Type SEN A child or young person has SEN where their learning difficulty or disability calls for special

educational provision, namely provision different from or additional to that normally available to

others of the same age; this applies to all those requiring support at the level of SEN support

(SEN_K)1.

Children and young people with an education, health and care plan will also require special

educational provision that is different from or additional to that normally available to others of the

same age (SEN_E).

ASD/HI/VI/MSI These are medical conditions and therefore require medical diagnoses from appropriate health

professionals.

SLCN2 Children and young people with speech, language and communication needs (SLCN) have

difficulty in communicating with others. This may be because they have difficulty saying what

they want to, understanding what is being said to them or not understanding or using social rules

of communication. Children and young people with ASD, including Asperger’s Syndrome and

Autism, are likely to have particular difficulties with social interaction. They may also experience

difficulties with language, communication and imagination, which can impact on how they relate

to others.

Learning difficulties3 Children and young people with SEND are considered to have learning difficulties when they

meet the following criteria:

Lower intellectual ability (usually an IQ of less than 70)

Significant impairment of social or adaptive functioning

Onset in childhood

Estimated level of academic performance at the end of each key stage for pupils with an IQ

score of 70 or less is provided in the table below.

Chronological age (years)

Educational level estimated to equate to IQ score of 70 or below

7 Working within EYFS

11 Working within KS1

14 Working within lower end of KS2

16 Working within upper end of KS2

1 Special educational needs and disability and code of practice: 0 to 25 years, page 94 2 Special educational needs and disability and code of practice: 0 to 25 years, page 97 3 Learning disabilities document available on request

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Impairment in adaptive/social functioning will be evident in the following domains:

Conceptual, that includes skills in language, reading, writing, math, reasoning, knowledge, and memory.

Social, refers to empathy, social judgment, interpersonal communication skills, the ability to make and retain friendships, and similar capacities.

Practical, centres on self-management in areas such as personal care, job responsibilities,

money management, recreation, and organising school and work tasks.

Moderate learning difficulties: these child or young person meets the above criteria. They are

able to take care of themselves, travel to familiar places in their community, and learn basic skills

related to safety and health. Their self-care requires moderate support.

Severe learning difficulties: the child or young person has major delays in development. They often have the ability to understand speech, but otherwise very limited communication skills. Despite being able to learn simple daily routines and engage in simple self-care, children or young people with severe learning difficulties need supervision in social settings. Care needs typically require ongoing support within a supervised environment.

Profound learning difficulties: the child or young person cannot live independently. They

require close supervision and help with self-care activities. They have very limited ability to

communicate and often have physical limitations.

SpLD4 Specific learning difficulties (SpLD), affect one or more specific aspects of learning which encompasses a range of needs and conditions such as dyslexia, dyscalculia and dyspraxia.

SEMH5 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

PD6

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

NSA7 The No Specialist Assessment code (‘NSA’) should only be used in those very rare instances where a child or young person is placed on SEN support, but the setting is still assessing their primary need. This might occur, for example, where a child on SEN support has transferred settings shortly before the census day.

4 Special educational needs and disability and code of practice: 0 to 25 years, page 98 5 Special educational needs and disability and code of practice: 0 to 25 years, page 98 6 Special educational needs and disability and code of practice: 0 to 25 years, page 98 7 School census 2018 to 2019: guide for schools and LAs, page 92

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Assessment – Identifying need early and accurately

-A Celebratory Approach to SEND Assessment in the Early Years – online toolkit

The booklet provides templates, interactive links and video clips

www.pengreen.org

-PIVATS: Performance Indicators for Valued Assessment and Targeted Learning

Assessment of Learning, performance monitoring and effective target setting for pupils well below national expectations for their age.

www.lancashire.gov.uk.pivats

4) Engaging Parents and the Child's voice

A collaborative way of working to embed the Graduated Approach between setting, parents, the child or young person and professionals from education, health and social care is a clear message throughout the SEN Code of Practice.

6.48 Where it is decided to provide SEN support, the parent carers must be formally notified, although parents should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCO should agree in consultation with the parent carer and the child or young person, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, and a clear date for review.

It may be appropriate to support a family through Lancashire's Children and Family Well Being Service:

www.lancashire.gov.uk Children and Family Wellbeing Service

The Information, Advice and Support Team can also give information, advice and support around SEND:

www.lancashire.gov.uk Information, advice and support

5) Accessing Specialist SEND Support

In your local area (South) the following Specialist Support can be provided to early years settings, schools and further education colleges:

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Support for Inclusion for Children and Young People with Special Educational Needs and/or Disabilities South / Central / West Lancashire

SEND SIGNPOSTING SERVICE Lead by: SHARES Lancashire,

Initial Contact: Dawn Hughes [email protected] 0169550924

Support may be training, interventions, strategic support, advice and is bespoke to meet your needs. Get in touch for support and advice.

Support offered for: Cognition and Learning

SpLD, MLD

Support offered for: Speech, language and Communication Needs

SLCN, ASC

Support offered for: Social, Emotional and

Mental Health

Support offered for: Sensory and/or Physical

VI/HI/MSI/PMLD

Hillside Specialist School and College

Sir Tom Finney Community High (Dyslexia)

Royal Cross Primary (Sensory Impairment – profoundly deaf and HI)

Astley Park School (Sounds - Write Programme (phonics & pre-phonics)

Numicon (Early Maths)

Lancashire SEND Specialist Teaching Service

Hillside Specialist School and College

Acorns Primary School – ASC & SLCN (SLCN if this the secondary need to an additional learning difficulty i.e. SLD, ASD, Complex)

Sir Tom Finney Community High

Royal Cross Primary School

Astley Park School (non-High Functioning)

Lancashire SEND Specialist Teaching Service

Hillside Specialist School and College (ASD and Challenging Behaviour)

Acorns Primary School (if SEMH a secondary need)

Sir Tom Finney Community High (Behaviour)

Astley Park School

Lancashire SEND Specialist Teaching Service

Elm Tree Community Primary School

Hillside Specialist School and College (ASD and Sensory Needs)

Royal Cross Primary School (HI)

Acorns Primary School

Sir Tom Finney Community High ( specifically – signing BSL; MSI, PMLD/SENSORY development

Moving and Handling)

Astley Park School – (Planning and implementing Sensory Diets within the classroom)

Lancashire SEND Specialist Teaching Service

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You can access this support by contacting:

Hillside Specialist School and College: (All age through to 19) Admin – Carol Griffin 01772 782205 (Outreach Lead – Paul Leaper,

Headteacher) Email: [email protected]

Royal Cross Primary School: Bev Hennefer (Head) Tel: 01772 729705 Email: [email protected] or Sofia Parveen

(Deputy Head and Qualified Teacher of the Deaf) Email: [email protected]

Acorns Primary School: (EY, KS1, KS2) Gail Beaton (Head – [email protected]) or Katy Higham (Deputy –

[email protected])

Sir Tom Finney Community High: (KS 3, 4, Post 16) Debbie Rickard (Deputy Head – [email protected])

Astley Park School: (KS 1,2,3, 4) Mrs J Wilson Assistant (Headteacher & SENCO - [email protected])

Lancashire SEND Specialist Teaching Service: 01257516100 / Email: [email protected]

Elm Tree Community Primary School: Head – Dawn Hughes – [email protected] / Tel: 01695 50924

SEND Specialist Teaching Service: [email protected] Tel:01257 516100

Prices:

-Bespoke packages for individual needs

-Training: Twilight £350 Half Day £450 Full Day £750

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In your local area (north) the following Specialist Support can be provided:

Contact Details:

Great Arley: (4-16yrs) Outreach contact – Gemma Anderson Email: [email protected]

Support for Inclusion for Children and Young People with Special Educational Needs and/or Disabilities

SEND SIGNPOSTING SERVICE Lead by: Fylde Coast Teaching Alliance

Initial Contact: Catherine Dellow [email protected]

North

Cognition and Learning SpLD, MLD

Speech, language and Communication Needs

SLCN, ASC

Social, Emotional and Mental Health

Sensory and/or Physical VI/HI/MSI/PMLD

Pear Tree School (SpLD)

Great Arley School

Red Marsh School

Hillside Specialist School and College

Lancashire SEND Specialist Teaching Service

Pear Tree School (ASD, SLCN)

Great Arley School

Red Marsh School

Hillside Specialist School and College

Lancashire SEND

Specialist Teaching Service

Pear Tree School

Great Arley School

Red Marsh School

Hillside Specialist School and College (ASD and Challenging Behaviour)

Lancashire SEND Specialist Teaching Service

Bleasdale School (VI, HI, MSI, PMLD)

Pear Tree School (PMLD)

Great Arley School

Red Marsh School

Hillside Specialist School and College (ASD and Sensory Needs)

Lancashire SEND Specialist

Teaching Service

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Red Marsh School: (2-19) Outreach contact – Catherine Dellow Email: [email protected]

Pear Tree School: (All age through to 19) Outreach contact – Rebecca Warnock/Vicky Farish Email: [email protected] or [email protected]

Hillside Specialist School and College: (All age through to 19) Admin – Carol Griffin 01772 782205 (Outreach Lead – Paul Leaper,

Headteacher) Email: [email protected]

SEND Specialist Teaching Service: [email protected] Tel:01257 516100

Prices:

-Bespoke packages for individual needs

-Training: Twilight £350 Half Day £450 Full Day £750

In your local area (east) the following Specialist Support can be provided:

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Support for Inclusion for Children and Young People with Special Educational Needs and/or Disabilities

SEND SIGNPOSTING SERVICE Lead by: Tor View Specialist Learning Community

Initial Contact: Katharina or Nicole [email protected] 01706 214 640

East Lancashire

Cognition and Learning SpLD, MLD

Speech, language and Communication Needs

SLCN, ASC

Social, Emotional and Mental Health

Sensory and/or Physical VI/HI/MSI/PMLD

Tor View Specialist Learning Academy Contact: 01706 214 640 [email protected] Holly Grove Primary Special School Contact:01282 682278 head@[email protected] Hillside Specialist School and College [email protected] Pendle Community High School and College Contact: 01282 682240 [email protected] Lancashire SEND Specialist Teaching Service

Tor View Specialist Learning Academy Contact: 01706 214 640 [email protected] Holly Grove Primary Special School Contact:01282 682278 head@[email protected] Hillside Specialist School and College [email protected] Pendle Community High School and College Contact: 01282 682240 [email protected] Lancashire SEND Specialist Teaching Service

Tor View Specialist Learning Academy Contact: 01706 214 640 [email protected] Holly Grove Primary Special School Contact:01282 682278 head@[email protected] Hillside Specialist School and College (ASD and Challenging Behaviour) [email protected] Pendle Community High School and College Contact: 01282 682240 [email protected] Lancashire SEND Specialist Teaching Service

Tor View Specialist Learning Academy Contact: 01706 214 640 [email protected] Holly Grove Primary Special School Contact:01282 682278 head@[email protected] Hillside Specialist School and College (ASD and Sensory Needs) [email protected] Pendle Community High School and College Contact: 01282 682240 [email protected] Lancashire SEND Specialist Teaching Service

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Contact Details:

Tor View Specialist Learning Academy- (EYFS KS1/2/3/4 & Post 16) Admin- Katrina or Nicole: 01706 214 640 Option 3 Email:

[email protected]

Holy Grove Primary Special School (EYFS KS1/2) Head- Karen Alty Contact:01543 278620 Email: head@[email protected]

Pendle Community High School and College (EYFS KS1/2/3/4 & Post 16) Head-Christine Lingard: Contact: 01282 682240 Email:

[email protected]

Hillside Specialist School and College: (All age through to 19) Admin – Carol Griffin 01772 782205 (Outreach Lead – Paul Leaper,

Headteacher) Email: [email protected]

SEND Specialist Teaching Service: [email protected] Tel:01257 516100

Prices:

-Bespoke packages for individual needs

-Training: Twilight £350 Half Day £450 Full Day £750

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iii) Directory of National and Local Support service to support SEND

Provision for Early Years Settings, Primary and Secondary Schools

and Further Education Colleges

a. See supporting document

iv) SEN Support Plans

Once a child has been identified as having a Special Educational Need and/or Disability, an

action plan of support needs to be in place. We have included an SEN Support Plan template

that any education practitioner could adapt to meet the needs of their child/young person in

their setting.

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Special Educational Needs and Disability Support

Plan

Child / Young Person's

Name: Date of birth:

Date of SEN Support Plan Plan Number:

Attach Photo

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Details of Parent(s) or Person Responsible

Name(s)

Relationship

Home Address

Contact Number(s)

Email address

Preferred method of

contact

People who support the Child/Young Person

Name Role that they play (name of organisation where appropriate)

Email address Telephone

Details of Child/Young Person

First Name (s) Surname

Date of Birth Gender

Home address Postcode

Setting

Ethnicity Religion

Category of need

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Section A: Views, Interests and Aspirations

My One-Page Profile

Name

What people like about me and what I like about myself

Aspirations: What I would like to do in the future:

How these views were gathered: Date:

How I communicate:

What is important to me:

How best to support me:

Attach Photo

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MY HISTORY

Child or Young Person's Relevant History

Section B: The child or young person's special Educational Needs (SEN)

In this section all of the child/young person's special educational needs must be specified.

Cognition and Learning

Strengths:

Needs:

Communication and Interaction

Strengths:

Needs:

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Social, Emotional and Mental Health

Strengths:

Needs:

Physical, Sensory

Strengths:

Needs:

Independence and Self Help

Strengths:

Needs:

Summary of Needs

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Section C: The child or young person's health needs which relate to their SEN

This section sets out the health care needs that have been identified for the child/young person.

My Health Care Needs

Strengths:

Needs:

Section D: The child or young person's social needs which relate to their SEN

This section sets out the social care needs that have been identified for the child/young person in relation to their

SEN.

My Social Care Needs

Strengths:

Needs:

Section E: Outcomes

Set out here a list of the outcomes sought for the child/young person

(E) Outcomes Sought Timescale to achieve Outcome

Section F: Provision Map Please include your SEND Provision Map here or as an attached document. This should set out how the school/college/setting meets the additional and different needs of the child/young person daily/ weekly/ termly/ annually (as appropriate) and sets out how delegated resources are used to meet those needs against the outcomes identified.

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Section G: Health Provision

This section sets out health provision reasonably required by the learning difficulties or disabilities which would

result in the child/young person having SEN.

Outcomes Sought and timescales to achieve

What health support do I need to

achieve my outcome?

Who is going to provide the

support? How often is it going to be provided?

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Section H1: Social Care Provision

This section sets out any social care provision which must be made resulting from section 2 of the Chronically Sick

and Disabled Persons Act 1970.

What is the identified Social Care

need? What is the desired outcome?

What support is required to meet

need and how often is it going to be

provided?

Review

Section H2: Social Care Provision

This section sets out any other social care provision reasonably required by the learning difficulties or disabilities

which would result in the child/young person having SEN.

What is the identified Social Care

need? What is the desired outcome?

What support is required to meet

need and how often is it going to be

provided?

Review

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Chapter 3 Guidance for Senior Leadership

Teams and Managers for Strategic Whole

Setting Planning for SEND

a) SEND Leadership: Every Leader a Leader of SEND

All leaders/managers in education settings should be fully engaged in strategic planning for

SEND, confident in their setting's prioritisation of SEND and inclusion, support staff to identify

and undertake training on SEND so that children and young people are better supported as a

result. To support this requirement Lancashire SEND Partnership has implemented the NASEN

Whole School SEND Review model.

b) The Whole School SEND Review and the Review Guides

The suite of SEND Review Guides support the evaluation of SEND provision and the strategic

school improvement for children and young people with SEND. They are suitable for evaluating

provision in both mainstream and specialist settings.

The Review Guides were initially developed with DfE funding as part of the London Leadership

Challenge. They have been widely tried and tested to offer a framework by which schools can

self-evaluate and engage in strategic review with a trained SEND Reviewer. The SEND Review

process is a school-led approach to improving provision for all, based on the principle that

excellent teaching for children and young people is primarily excellent teaching for all (SEND

Code of Practice 2015).

There are 8 focus areas of the SEND Review:

1. Outcomes for pupils with SEND 2. Leadership of SEND 3. The quality of teaching and learning for pupils with SEND 4. Working with pupils and parents/carers of pupils with SEND 5. Assessment and identification 6. Monitoring, tracking and evaluation 7. The efficient use of resources 8. The quality of SEND provision

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