Spring Professional Studies - Inclusion Powerpoint

Professional Studies:
Preamble, S1, S2, S3, S4, S5, S6, S7, S8 and Part Two
•The implementation of the Code Of Practice in the school
•Provision for Students with EAL and more able students
•The role of teaching assistants
•The role of the SENCO in the school
•Other professional/ colleagues who support pupils with additional needs
Inclusion is….
• SEN, inc. physical disabilities and emotional, social and / or
behavioural difficulties
• EAL (Pupils with English as an Additional Language)
• LAC (Children who are Looked After)
• G & T (Gifted and Talented)
• Pastoral (bereavement, transition, behaviour, self-esteem,
attendance etc.)
• Gender
• MEG (Minority Ethnic Groups), inc. travellers, asylum
seekers and refugees
• other children, such as sick children; young carers; children
from families under stress; children who are at risk of
disaffection and exclusion from school; children from
families of extreme poverty
• FSM (Pupil Premium)
Every Child Matters
• Safety & health
• Pupil-performance and well-being go hand
in hand
• Every child to fulfil potential
• Personalisation
• Multi-professional approach
• Pupil voice / pupil consultation / decision
• Empowering pupils to contribute to /
evaluate own learning and identify next
• Level playing field  ‘narrowing the gap’
Every Child Matters so…
Inclusion must be seen as
the most effective route
to learning for the
greatest number of pupils by minimising barriers and
maximising resources
Key Legislation
• Warnock Report - looking beyond
labels at identifying need (1978)
• SEN Code of Practice
• Disability Discrimination Act (2005)
• Equality Act (2010)
• SEND Green Paper (2011) 
• Children and Families Bill (draft)
• ‘Support and aspiration: an new
approach to SEND – progress and
next steps’ (2012)
•  SEN Framework
• SEND (Green Paper)
• LDD (currently used post-16)
-Every child deserves a fair start in life, with the very best
-Life chances for children and young people in England who are
identified as having a special educational need (SEN), or who are
disabled, are disproportionately poor.
-Families have limited information about the best
schools and information about care for their child
Special Educational Needs in all schools is
governed by the Code of Practice.
This underpins all SEN practice in schools,
ensuring inclusion and equal entitlement
for all.
It considers:
– Legalities
– Entitlement
– Provision
Analysing Performance
and Pupil Progress
Most schools take part in an exercise called
Provision Mapping. This maps out the needs of
each class / year group / the whole school,
identifying groups, their needs and the level of
support needed (linked to numbers of pupils and
Consider pupil need and their self esteem /
emotional needs, esp. if child wants to be part of
their class and included with their peers.
Below average or SEN?
To make sufficient progress, groups and
individual pupils will be identified as needing:
- Wave 1 (quality first teaching and
- Wave 2 (quality first teaching, differentiation
and some targeted intervention) or
- Wave 3 (quality first teaching, differentiation
and personalisation and targeted intervention,
inc. 1:1)
Pupils are then supported by an IEP, (Individual
Education Plan) , GEP (Group Educational Plan) or
BLP (Behaviour and
Learning Plan)
Registering Pupil Need
• Early Years / School Action - a pupil who is identified as
having a specific weakness in an area, usually supported by
good classroom differentiation and some intervention
strategies or programmes
• School Action Plus – as above with more focused
intervention strategies and personalisation, with the
possibility of some withdrawal inputs. There might be some
collaborative working with outside agencies and SENCo
• Statement - a pupil with an educational statement usually
has a multitude of specific needs (e.g. medical, physical and
learning difficulties), requiring dedicated funding and the
possibility of 1:1 / small group TA support or a
significantly differentiated curriculum
Areas of Need
Pupils might have one or more primary needs in any
one of the following categories (c.f. SEN Code of
Cognition and learning
Behaviour, emotional and social development
Communication and interaction
Sensory and physical
Pupils will usually have more than one
recognised disorder
Outside Agencies
There are a range of agencies that are available to provide support
and advice for schools, as well as specialist advice from local
special schools. Within Devon/Torbay these include;
Children and Mental Health (CAMHS)
Behaviour Support Team (BST)
Speech and Language (S&L)
Educational Psychologist
School Nurse
Parent Facilitators
Child and Family Guidance
Outreach Workers
What other groups are available in your area to
support pupils learning in order to ensure total
Special Units
To ensure inclusivity and integration some
schools have specialized units to help
support pupils in mainstream education.
These can include:
Hearing Impairment
Speech and Language
Visual Impairment
Roles in School
Three crucial roles in school to support
pupils with SEN needs:
• Class teacher
• Special Needs Coordinator (SENCO)
• TA (Teaching Assistant)
All working closely with the pupil and
the family.
This role varies between schools, but core principles are the same.
This member of staff could be class based or non-class based, full time or
part time depending on the school’s needs and budget!
Coordinate and compile paperwork, esp. IEPs and Annual Reviews
Carry out any initial assessments, inc. classroom / playtime observations
Organise and facilitate use of SEN resources
Oversee and monitor provision mapping
Take part in the deployment of TAs and TA Appraisals
Oversee dedicated teaching time for withdrawal groups
Coordinate the use of intervention strategies
Audit and provide / deliver CPD
Liaise with outside agencies and advisory servives
Is this a
Report to the Headteacher and governors
leadership route
that would
interest you?
This role has changed greatly in recent years. The
role varies between schools but, in supporting
pupils with SEN, they can be used to:
Deliver SEN intervention programmes (small group or 1:1)
Support learning directly within class
Run social and communication groups, e.g. SEAL, SULP, THRIVE
Work with specific individuals on individualised learning programmes
Monitor and assess pupils learning
Liaise with parents
Support transition
But the class teacher
Liaise with outside agencies
ALWAYS maintains
Create resources
overall responsibility
and accountability!
Time To Share!
• Look at the roles of SENCO, Class
teacher and TA in supporting a child
with SEN
• How are these roles fulfilled in your
current practice school? How is
information shared? How are
responsibilities / roles shared?
Parental involvement is crucial to ensuring SEN
pupils are supported and make good progress and
is explicitly described in the Code Of Practice,
• Involvement in reviewing and setting targets in
• Consent and involvement when referring to
outside agencies
• Regular liaison / communication with class
teacher, TA and SENCO (trust and openness)
• Continuation of learning at home / consistent
Gifted and Talented Pupils
• Gifted – highest achieving 10% in aspect(s)
of core subjects
• Talented – exceptional attainment in
music, art, PE, interpersonal skills
• Gifted and Talented
• Dual Exceptionality
• Gifted and Talented Coordinator (often
• Better than expected progress
Pupils with EAL
Termly assessments to LA
Interventions / support
Good classroom differentiation
Consider parents’ / families’ needs
Celebrate differences and own culture
Dual language resources
LA links / advice / support, e.g. translator
ECM Registers
Pupils do not fit neatly into distinct
categories / labels. There are usually
varying needs that need targeted
support. Therefore, a personalised
learning approach is key.
Classroom Organisation
Observation / Monitoring / Marking
Target Setting
Broad and balanced
curriculum, inc. intervention
Liaison with
Learning &
Learning Opportunity
Use expertise through liaison
with outside agencies and
experts in school
Teaching &
Class Teacher’s Responsibilities
• Effective behaviour management
• Effective planning & thorough preparation
• Effective teaching and range of teaching styles /
techniques / strategies / pace (quality first
• Effective use of AfL
• Pupil involvement / self-review
• Pupil tracking and monitoring of progress
• Effective record keeping
• Differentiation / personalisation
• Learning styles
• Early identification of need
• Early intervention
• Use of all data available
• Innovation and creativity – adapt curriculum,
creative use of resources
Differentiation by…
Which of these do
you overuse?
Can you give an
example where you
well? How did you
• Outcome
• Support
• Task
• Dialogue
• Resource
• Pace
• Self
Consideration of….
• Writing frames / wordbanks / writing
equipment / ICT / writing slopes / enlarged
texts & screens / other specialist equipment
• Class layout and position in classroom
• Learning breaks
• Creative, flexible curriculum
• Groupings / pairings
• Range of task / resources / starting points
• Flexible use of support
An inclusive classroom with good teaching and
learning has far-reaching effects for pupils
other than those targeted. For example……
‘Dyslexia-friendly’ classroom
‘SEAL-rich’ learning environment
Effective management of physical space
‘Gift creation’ rather than gift identification
Short, clear instructions
Visual reminders
Learning breaks
High expectations
Positive role models