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Meeting for Parents and guardians
09/10/2014

* A revised Code of Practice for Special Educational Needs and Disability was introduced on 1 st September 2014
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There are some significant strategic changes that will be implemented over the course of the next 3 years
* These will not impact on the level of support your child receives, rather how they receive it. The Code aims for the support to be much more child focused; taking into account the opinions of children and parents; and encouraging inclusion
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6. Early years, schools, colleges and other education and training providers
Teachers are responsible and accountable for the progress and development of pupils in their class.
High quality, personalised differentiated teaching is the first step in responding to pupils who may have
SEN. The majority of pupils can make progress through such teaching
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Schools should regularly review the quality of teaching for pupils at risk of underachievement
This includes reviewing teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of SEN most frequently encountered
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The quality of teaching for pupils with SEN and the progress made by pupils should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff
‘Where pupils continue to make inadequate progress, despite highquality teaching targeted at their areas of weakness, the class teacher, working with the SENCO should assess whether the child has a significant learning difficulty’
For higher levels of need, schools should have arrangements in place to draw upon more specialised assessments from external agencies and professionals.
These arrangements should be agreed and set out as part of the
Local Offer
The identification of SEN should be built into the overall approach to monitoring the progress and development of pupils
Class and subject teachers supported by the senior leadership team, should make regular assessments of progress for all pupils.
Where pupils are falling behind or making inadequate progress given their age and starting point they should be give additional support

* Class Action – A student who has a historical record of SEN or who may need additional monitoring for a short period of time. This does not make part of the
Special Educational Needs Register and is a category introduced here at BES.
* SEN Support – Previously School Action or School Action Plus. Once the register has been reviewed, and a child requires additional support that is ‘different from or additional to’ what is received in the classroom. Nationally recognised
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Statement – Current system for students with very significant needs that require additional funding to ensure needs can be met
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Education Health Care Plan (Coming soon…)- to replace the statement and to ensure improved communication between all interested parties, with the child at the centre

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-Reading and spelling tests in year 7, along with SATs to highlight need and supply provision
-Regular calendared assessments for all subjects, recorded as part of the PPM cycle
-Assigned development time to moderate within departments.
-Regular review of interventions and impact on individual (both within the classroom and out)
-Progress is monitored within each intervention that is given by the school
-Staff, student and parent voice is used to evaluate the success of the interventions
-The school adapts to the individual needs of the students and reviews support based on needs within a particular subject or specific need
-Interventions logged by teachers in every classroom. Despite intervention, if progress continues to be behind that of peers, system in place to investigate need
-where needs are not being met in the classroom. Interventions either within subject areas or from the
Deep Support Team are available to support a specific need
6. Early years, schools, colleges and other education and training providers
In schools with best practice, it is not automatically accepted that a pupil achieving below the level expected for their age or making slower progress than expected will have a special educational need requiring additional or different provision. Instead, teachers, together with a SENCO, will analyse the effectiveness of their teaching systems for support before deciding that the identification of SEN is appropriate. These schools will actively seek to improve provision to meet a wider range of needs – through well differentiated classroom and subject teaching – rather than assuming that it always needs to introduce specialist additional provision.

* Quality of teaching is monitored regularly through book looks, learning walks and observations
* Ensuring requirements are met for those with SEN is an integral part of this cycle
* All teachers are required to have a folder of information for each class, ensuring they understand the needs of each individual
* All teachers are required to carry out intervention within the classroom for all students not making expected progress. This is recorded and monitored by the subject leaders in the first instance
* ‘Fix it’ Time
* PLTS
* Spelling Policy
* DEAR and reading programmes
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Word of the Week and literacy policy

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-Reading and spelling tests in year 7, along with SATs to highlight need and supply provision
-Regular calendared assessments for all subjects, recorded as part of the PPM cycle
-Assigned development time to moderate within departments.
-Regular review of interventions and impact on individual (both within the classroom and out)
-Progress is monitored within each intervention that is given by the school
-Staff, student and parent voice is used to evaluate the success of the interventions
-The school adapts to the individual needs of the students and reviews support based on needs within a particular subject or specific need
-Interventions logged by teachers in every classroom. Despite intervention, if progress continues to be behind that of peers, system in place to investigate need
-where needs are not being met in the classroom. Interventions either within subject areas or from the
Deep Support Team are available to support a specific need
6. Early years, schools, colleges and other education and training providers
In schools with best practice, it is not automatically accepted that a pupil achieving below the level expected for their age or making slower progress than expected will have a special educational need requiring additional or different provision. Instead, teachers, together with a SENCO, will analyse the effectiveness of their teaching systems for support before deciding that the identification of SEN is appropriate. These schools will actively seek to improve provision to meet a wider range of needs – through well differentiated classroom and subject teaching – rather than assuming that it always needs to introduce specialist additional provision.

* The category SEN Support will replace SA and SA+ by January
2015
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Students in this category will receive support that is ‘additional to or different from’ that of another student not on the register
* They may or may not have support from outside agencies
* The school has a legal duty to ‘use their best endeavours to ensure that the necessary provision is made for any individual who has SEN’
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4
Additional SEN provision
A few pupils receive specialised provision: this will be a longer term provision for those few pupils whose needs are so specialised, that they require the skills of a specialist teacher or group of professionals to be involved. The majority of these pupils’ time is spent in the mainstream classroom but their ‘additional and different’ provision is highly personalised and closely monitored. The class /subject teachers are clear how to encourage independence and boost these pupils’ self esteem. This provision may come from within the school or from outside the school (ie a collaboration with other schools or the LA Local Offer)
Additional SEN provision
Some pupils receive additional SEN provision from well trained staff who are highly effective: this is a specific, time limited, evidence based intervention for pupils who are not making good progress due to a special educational need. Schools will have developed professionals within school (or through a cluster of schools) who can support these students . The pupil’s response to the intervention will provide teachers with an indication of how significant the SEN is likely to be
Universal provision
Additional SEN teaching informs and supports Universal teaching
Additional SEN teaching informs and supports Quality First
Teaching

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· Time in Learning Support
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· 1:1 sixth form mentor
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· After school club E+M=C 2
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· Anger management sessions: Learning
Mentor
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· Annual review of statement
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· ASD support
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· ASDAN English Course
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· ASDAN maths course
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· Exam access arrangements
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· CHIMP management group
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· Bereavement counselling
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· English intervention
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· English tutoring
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· Exam extra time—25%
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· Exam extra time—50%
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· Exam– reader
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· Exam-Scribe
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· Exam—word processor
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· Purple pathway
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· Home school diary
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· Home study skills books
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· Key worker 1:1 lessons
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· Key worker
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· Kindles
* · Learning mentor 1:1
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· Lunchtime homework club
* · Lunchtime supervision in canteen
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· Maths support
* · Maths tutoring 1 hr per week
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· Monitoring by DLS/PM
* · Outside agencies input
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· Physiotherapy
* · Rising Starts
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· SEAL
* · Silver Arts Award
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· Social and Life skills work
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· Sound training
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· Spelling and reading tests
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· Study plus
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· Support for Irlen’s syndrome
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· Synthetics withdrawal
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· Swimming
* · TA mentors
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· TA support
* · TA tutor time support
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· Transition Support
* · Tutor time reading
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· Use of laptop
* · Withdrawal—English
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· Withdrawal—Maths
* · Withdrawal—Time
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· Yellow pathway
* Support from external agencies

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Where a pupil is receiving additional SEN provision schools should meet parents at least termly to set clear goals, discuss the activities and support that will help them achieve.
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All statements that are still required will be transferred into education health care plans in the following time periods:
• The Annual Review Cycle will continue until such time as this conversion takes place
• All year 11 conversions need to be completed by
March 2015
• Year 9’s will start at this point and will continue into the next academic year
• Post 16 students will happen asap in time for movement to further education
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Aim
-To allow smooth transition between educational settings up to the age of 25
-To allow collaboration between interested parties and ensure better communication
(healthcare/social care/adult care)
-To all a more child-centred approach and so parents are able to have more of a say about the provision their child receives (the intervention required will be listed on the EHC plan and provided by the relevant party. There will no longer be a number relating to TA hours)
-Personal budgets: all families with an approved education, health and care plan will have a legal right to request a personal budget, if they choose. Parents can directly buy in the support identified in the plan - currently they rely on LAs and other services to pay for services. Parents will be given a choice of whether to take control of the personal budget by agencies managing the funds on their behalf or, where appropriate, by receiving direct payments, if they are suitable, to purchase and manage the provision themselves. How this will work in Shropshire is yet to be decided
-What EHC plans and the review cycle to go with this will look like is still unclear in
Shropshire. Due to be released next Thursday

* Local Authorities need to sell themselves and inform parents of what they do to support children with SEN. The Local offer will include important information available in Shropshire, both by schools and within the local community
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The schools’ information report is available on the school website and outlines provision and procedures in more detail
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* As a school we would like to set up a group that includes staff, governor’s, parents and eventually students
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The purpose of this is to work together to ensure the best support possible for the SEN students in our school
* We would also like to use to understand and develop support within the community as a whole
* If you would like to be part of this working party, please leave your name and contact details with Ceri Smith, Director of Learning
Support
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* DfE 2014. Special Educational Needs and Disability: A guide for parents and carers
* Dyslexia Action. How to Navigate the changes in SEND provision. Available at www.dyslexiaaction.org
* Nasen. SEN code of practice: for 0 to 25 Summary. Available at www.nasen.org.uk
* IPSEA https://www.ipsea.org.uk/
* http://www.parentpartnership-shropshireandtelford.org.uk/
* Shropshire County Council Local Offer: https://www.shropshire.gov.uk/specialeducation-needs-and-disability-(send)/
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Bridgnorth Endowed School Information report: http://bridgnorthendowed.co.uk/local-offer/
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