The Changing Landscape for Schools
SENCO Conference
Colchester
Friday 4th July
Sponsored by
Session 1 – SEND Current Context – The changing
landscape for schools
Session 2 – The New Ofsted Framework and SEND
Session 3 – Managing the learning environment for
pupils with SEND
Sponsored by
Session 1
SEND – the current context for schools
Sponsored by
Current Statistics
• 2.8% of pupils across all schools have a statement
o 53% Mainstream
o 39.6% Maintained Special School
o 4.9% Independent School
o 1.8% Non – Maintained Special School
o 0.7% Pupil Referral Units
• 16.0% of pupils identified as having SEN (School Action and
School Action Plus) with no statement
DfE First Release – National Statistics January 2013
Complex needs
• Co-existing, Overlapping, Co-morbidity, Co-occurring
• Neuro-developmental disorders, chromosomal disorders, poverty,
environmental, mental health, alcohol, drugs and smoking,
premature birth, modern medical science etc
• Schools to meet the needs of 21st Century child
The journey…
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SEND Green Paper – March 2011
Pathfinders established – September
Progress and Next Steps – March 2012
Children and Families Bill – February 2013
Indicative Code of Practice – October 2013
March 2014 – Children and Families Act 2014
June 2014 – SEND Code of Practice
June 2014 – SEND Regulations
September 2014 – Implementation of Act
September 2014 – Transitional arrangements
Pathfinders Update
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2013/14 - 9 Pathfinder champions to support non-pathfinder areas
March 2014 - The SEND pathfinder programme evaluation
2014/15 – 11 Pathfinder champions
SEND Pathfinder Information packs – updated April 2014
o http://www.sendpathfinder.co.uk/infopacks/
• £70m SEN Reform Grant to support local authorities implement
reforms
• £45.2m additional SEND Implementation Grant
• £30m for Independent Supporters
SEND Code of Practice
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Published June 2014
271 pages
11 chapters plus Introduction
Annex 1 – Mental Capacity
Annex 2 – Improving practice and staff training in education settings
It is statutory guidance on duties, policies and procedures relating to
Part 3 of Children and Families Act
• The Special Educational Needs and Disability Regulations 2014
Changes since the 2001 CoP
• The Code of Practice (2014) covers the 0-25 age range and
includes guidance relating to disabled children and young people as
well as those with SEN
• There is a clearer focus on the participation of children and young
people and parents in decision-making at individual and strategic
levels
• There is a stronger focus on high aspirations and on improving
outcomes for children and young people
• It includes guidance on the joint planning and commissioning of
services to ensure close co-operation between education, health
services and social care
• It includes guidance on publishing a Local Offer of support for
children and young people with SEN and disabilities
Changes since the 2001 CoP
• Social, mental and emotional health replaces behaviour, social and
emotional as an area of need
• There is new guidance for education and training settings on taking
a graduated approach to identifying and supporting pupils and
students with SEN (to replace School Action and School Action
Plus) - Quality first teaching embedded throughout
• SEN provision is that which goes beyond the differentiated
approaches and learning arrangements normally provided as part of
high quality personalised teaching uses appropriate evidence –
based interventions
Changes since the 2001 CoP
• SEN support in schools based on 4 types of action – plan, assess,
do, review
• For children and young people with more complex needs a coordinated assessment process and the new 0-25 Education, Health
and Care Plan (EHC plan) replace statements and Learning
Difficulty Assessments (LDAs)
• There is greater focus on support that enables those with SEN to
succeed in their education and make a successful transition to
adulthood
Local Offer
Local authorities must publish a local offer, setting out in one place
information about provision the expect to be available for C&YP in their
area who have SEN or are disabled, including those who do not have
EHC plans.
• Co-produced with parents and young people
• Fully involve services in its development and review
• Holistic – 0 -25 education, training, transport, social and health care,
employment, independent living
• Very clear on how to access services
• Clarify how decisions are made, by when and what to do if things go
wrong
• Up to date and written in plain English
• Clear about provision schools and colleges will deliver
Education, Health and Care Plans
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Each local authority may have a different format
Outcomes focused – evidenced based
Set out how services will work together to meet the C&YP needs
Based on co-ordinated assessment and planning process – child or
young person at centre of decision making
• Describe positively what child or young person can do and has
achieved
• Indicate how education, health and care provision will be integrated
• Forward looking
Transfer of statements to plans
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Local authority duty
LA transitional arrangements
Parents need to be kept informed
Dual system up to April 2018
No child or young person should “miss out”
Current legislation in place until August 2014
Personal budgets
Young people post 16
SEN Support
• Single category bringing together school action and school action
plus
• Needs to be finalised by January census 2015
• What will SEN Support look like in your school?
• Quality First Teaching
• Differentiation and personalisation
• Involve children and young people and their parents
• Assess, Plan, Do and Review – graduated approach
• Evidenced interventions
• Record keeping – register? IEPs?
SEND – Whole school issue
Every school is required to meet the SEN of the children or young
people that they support. Mainstream schools must:
o Use their best endeavours to make sure that a child with SEN
gets the support they need
o Ensure that children and young people with SEN engage in the
activities of the school alongside pupils who do not have SEN
o Designate a teacher to be responsible for co-ordinating SEN
provision
o Inform parents when they are making special educational
provision for a child
o Prepare a report on the implementation of their SEN policy
Statutory Duties
The word must refers to a statutory duty under primary legislation,
regulation or case law.
• All Early Years providers, schools and Post 16 establishments must
have regard to the Code of Practice
• They must fulfil their statutory duties towards children and young
people with SEND in the light of the guidance set out in the Code of
Practice
• They must be able to demonstrate in their arrangements that they
are fulfilling their statutory duty to have regard to the Code
• They must adhere to the legal obligations set out in the Equality Act
2010 and the School Admissions
Statutory Duties - Schools
• Every school is required to identify and address the SEN of the
pupils they support.
• Schools must use their best endeavours to ensure that the
necessary provision is made for any individual who has SEN,
ensure that all children and young people engage in activities
alongside their peers, designate a teacher to be the SENCO, inform
parents when they are making special educational provision and
prepare an SEN information report
• Schools must co-operate with the local authority in reviewing the
provision that is available locally and in developing the Local Offer
• Schools must make reasonable adjustments including the provision
of auxiliary aids and services, for disabled children, to prevent them
being put at a substantial disadvantage
Statutory Duties - Schools
• Parents must be formally notified once decision to provide SEN
Support is made
• Local authorities must review an EHC plan at least annually and
schools must co-operate in the review process (LA can require
schools to manage review meetings on their behalf)
• School’s must produce an annual report for parents on their child’s
progress
• Governing Bodies (or equivalent) must produce a SEN Information
report
Statutory Duties - Schools
• The SENCO must be a qualified teacher and they must achieve the
NASENCO qualification within three years of appointment
• The school’s governing body must ensure that arrangements are in
place in schools to support pupils at school with medical conditions
and ensure that school leaders consult health and social care
professionals, pupils and parents to make sure that the needs of
children with medical conditions are effectively supported
Associated Documents
• Children with Medical Conditions – Statutory guidance published
April 2014
• The Equality Act
o Guidance – Equality Act 2010 – advice for schools – June 2014
• The Mental Capacity Act 2005
• Department Advice on Mental Health and behaviour in schools –
June 2014
Don’t Forget.....
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Early Years & KS1
National Curriculum Reform
Assessment
Examination Reform - 16 and beyond
Early Years & KS1
• EYFS Profile no longer compulsory after September 2016
• Training for Early Years Teachers and Early Years Educators
• September 2013 - 15 hours of Early Years Provision –
disadvantaged 2 year olds – 130,000 September 2014
• New SEN Legislation to include Early Years Provision
• Ofsted framework for Early Years Providers in line with school
inspection
• Free School Meals for KS1
• Phonics Check
National Curriculum
• Taught in all maintained primary and secondary schools from
September 2014
• Subject based from 5 years to 16 years
• 10 subjects in KS1
• 11 subjects in KS2
• 12 subjects in KS3
• 6 subjects in KS4 plus at least one subject from each of four
identified areas
• Pupils entering Y2 and Y6 – September 2014 continue with current
NC – End of KS SATs in September 2015
Assessment - Primary
• The two –year-old progress check undertaken in early years settings
• A short reception baseline that will sit within the assessments that
teachers make of children during reception
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from 2016, the reception baseline assessment will be the only measure we will
use to assess the progress of children who enter reception year (EYFS Profile
not compulsory)
The baseline assessment will score each pupil against the knowledge and
understanding typical for children at the start of reception year. It will be linked to
the learning and development requirements of the early years foundation stage
(EYFS) and to the key stage 1 national curriculum in English and mathematics.
Assessment - Primary
• A phonics check near the end of year 1
• A teacher assessment at the end of KS1 in mathematics, reading
and writing , informed by pupils’ scores in externally-set but
internally marked tests and teacher assessment of speaking and
listening and science
• From Summer 2015 half of all infant schools will have KS1
Assessment externally moderated
• National tests at the end of KS2 in mathematics, reading, grammar,
punctuation and spelling and teacher assessment of mathematics,
reading, writing and science
• New performance descriptors will be introduced to inform statutory
teacher assessments in Autumn 2014
Examination Reform
• KS3 teacher assessment only
• KS4 - Progress across a suite of 8 subjects (indicate if pupils have
performed better than expected at the end of KS4 considering their
starting point - end of KS2)
• Attainment across 8 subjects (the school’s average grade across the
same suite of 8 subjects)
• Minimum requirements (floor standards) will be set using the
Progress 8 measure
• Implemented from the 2015/16 academic year
• 1.2% of pupils will not be recognised in the Progress 8 measure due
to their individual needs
Session 2
Ofsted Framework and SEND
Sponsored by
Best Practice
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Strong teaching and learning
Accurate assessment and identification
Well-designed curriculum
Close tracking and rigorous monitoring of progress with intervention
quickly put in place
• A thorough evaluation of the impact of additional provision (including
alternative provision)
• Clear routes to gain specialist support
• AMBITION
Best Practice
High aspirations and a focus on enabling children and young
people to be as independent as possible led most reliably to the
best achievement.
(SEND Review, Ofsted (2010)
Best Practice - Achievement
• Clear and detailed understanding of ‘next steps’
• Focus on pupils’ starting points – expected and exceeding expected
progress
• Progress and attainment data are evaluated thoroughly
• A wide range of data is evaluated and used effectively to improve
standards/progress and improve provision
• (RAISE and school data; groups and interventions)
• Narrowing of the attainment gaps between the pupils and all pupils
nationally
• Analysis with reference to national transition matrices
• Analysis with reference to progression materials (where pupils are
attaining below NC levels)
Best Practice - Achievement
• Analysis with reference to progression materials (where pupils are
attaining below NC levels)
• Moderation is rigorous and developmental
• Destinations/progression/accreditation
• Communication skills/literacy/numeracy
• Achievement across a wide range of subjects
• Levels of independence
• Governing body role: knowledgeable and challenging
Best Practice - Teaching
• Structured and managed according to the needs of the pupils and
the learning objective
• A very strong focus on learning rather than on engagement and
being busy
• Challenging and motivating activities – making effective use of
knowledge about pupils’ attainments and interests at which pupils
are working and the level of challenge then offered by staff
• Development of communication, literacy and mathematics
Best Practice - Teaching
• Systematic and effective on-going assessment and evaluation that
informs teaching and improves learning
• Knowledge of the pupils and the implications of their special needs
• The management and evaluation of additional support towards
improving learning – increasing independence
• Effective feedback - development of advocacy, choice, decision
making
Best Practice – Behaviour
and Safety
• Thirst for knowledge and a love of learning’
• Equally high attitudes across subjects
• Attendance, exclusions, internal sanctions - show thorough
evaluation of the impact of strategies in place over time
• Skilled and highly consistent behaviour management – excellent
improvement in behaviour by those who have identified behavioural
needs
• Rigorous consideration of all forms of bullying and the impact of
interventions, including curriculum improvement
• Thorough investigation of seeking parents‘ views and the response
to these to show improvements over time
• All feel safe – including those at Alternative Provision – and
understand how to keep themselves safe
Best Practice – Leadership
and Management
• Pursuit of excellence – uncompromising and highly successful drive
towards the highest levels of achievement
• Relentless drive to improve teaching - rigorous performance
management
• Close tracking and rigorous monitoring of progress with intervention
quickly put in place
• Any differences in subjects are effectively challenged
• Any dip in progress when teaching known to be meeting needs and
of good quality quickly triggers further effective assessment,
including involving parents and carers.
• This in turn should lead to carefully matched intervention being put
in place quickly.
Best Practice – Leadership
and Management
• Curriculum – promotes the ‘love for learning’; contributes very
positively to academic achievement, physical well-being and SMSC
development
• English, literacy and mathematics
• A thorough evaluation of the impact of additional provision, including
additional staff, in helping to improve students’ progress - and
making adjustments to any provision accordingly
• Highly effective engagement with parents – including those who find
working with school to be difficult
• Safeguarding
• Governors are knowledgeable and challenge rigorously
Curriculum
When reporting on the quality of education, inspectors must evaluate
evidence for each of the four key judgements and judge the extent to
which the school meets the needs of the range of pupils on the school’s
roll. They must take into account the destination of pupils when they
leave school and consider how well they have been prepared for their
next steps.
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Curriculum
• Focuses on the necessary priorities for ensuring that all pupils make
excellent progress in communication, reading, writing and
mathematics
• Is broad and balanced (in the context of the school) and meets the
needs, aptitudes and interest of pupils
• Promotes high levels of achievement and good behaviour
• Promotes the spiritual, moral, social and cultural development of all
pupils, including through the extent to which schools engage their
pupils in extra-curricular activity and volunteering within their local
community
• Is effectively planned and taught
• Provides timely independent information, advice and guidance to
assist pupils on their next steps in training, education or employment
Ofsted – Assessment of
Achievement
• When looking pupils’ achievements the following aspects are
important:
• Preparation for the next stage(s) in education, training and
employment, and adult life
• Identification of intended outcomes/targets involves the young
person and parents/carers
• Having high expectations, using national comparator information
where this is available
• Age and starting point of the young person
• Taking into account the young person’s disability/special
educational needs
• Rigorous moderation
Ofsted - Assessment of
Achievement
• Rigorous monitoring
• Being dynamic – i.e. can change as the aspirations/outlook for the
young person develops
• Information about progress towards their achievement being used
by leaders and managers to improve provision (‘remove barriers’)
• A review of the usefulness of the outcomes being used postplacement by the school/college to review the effectiveness of the
provision
• The proportions making expected progress and the proportions
exceeding expected progress in English and in mathematics from
each starting point, compared with national figures, for all pupils
• Use of data below National Curriculum Level 1
• Any analysis of robust progress data presented by the school,
including information provided by external organisations
How do you know?
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Are staff facilitating learning as well as they could?
Is the purpose of the activity/session clear to all?
Are the expectations challenging?
Is the mix of consolidation and new work appropriate?
How well are pupils included in their lessons?
Is turn-taking used appropriately?
Is sufficient time given for responses?
Are the pupils being helped to become more independent?
Is praise used effectively?
Is there appropriate consideration of both attainment and ageappropriateness
Monitoring the Quality of
Teaching
• The SENCO should ensure that there is a very clear message that
all teachers are responsible and accountable for all pupils in their
class wherever or with whoever the pupils are working
• SENCOs will work with teachers to support their use of assessment
information to set high yet realistic expectations and targets and
develop a review process that enables teachers to regularly
consider the progress of individual pupils
• SENCOs will need to evaluate how support staff are deployed in
school, how they are briefed and how effectively the teacher
monitors pupils’ learning and provides further direction and support
Monitoring the Quality of
Teaching
• SENCOs develop individual case studies that track a pupil’s
progress through school. The case study would highlight a point of
entry with relevant data, the interventions that have been
implemented, other adults that may have been engaged to support
the pupil, regular feedback and reviews at key milestones and then
next steps, this would be an on-going document that would track the
pupil through their educational experiences
• The SENCO can also use the evidence collected from the
observations of lessons (including small group interventions) to add
to these case studies on individual pupils, the key focus of these
being on the learning of pupils with special educational needs and/or
disabilities plus what impact did the observation and monitoring
have on improved teaching and learning.
Red Alerts
• Teaching is not narrowing the attainment gaps for pupils or groups of
pupils who have SEN, are disabled or who are eligible for pupil
premium and leads to unsatisfactory levels of progress
• Teaching is not promoting pupils’ abilities in communication, reading,
writing or applying mathematics
• Particular groups of pupils disengage and become disinterested in
their learning owing to insufficient teacher challenge and low
expectations
• Planned learning does not reflect the needs of all learners
Monitoring the Achievement
of Pupils
Schools need to have evidence of:
• The evaluation of the value added progress for individual pupils
based on their starting point and taking into account their age
• Evidence of the impact of pupil premium on progress, achievement
and attainment
• Very clear evidence to acknowledge the difference between those
with a special educational need and/or disability who may have
particular barriers to their learning and those pupils who are
underachieving
Monitoring the Achievement
of Pupils
• The use of the Progression materials to ensure that the school can
evidence that they are challenging pupils’ achievement
• Any analysis undertaken in relation to pupil attainment and progress
uses age and starting point as the benchmarks for progress or
attainment not category of disability
• Moderation of teacher assessment both from within the school and
also looking beyond the school, working with clusters of schools to
ensure a robust process.
Red Alerts
• Pupils with SEN make unsatisfactory progress in relation to their
starting points and identified needs
• Only some pupils make satisfactory progress in acquiring a range of
skills; communication, reading and writing and mathematics
• Only some pupils are becoming active in setting themselves
challenging targets for improvement
• There is a significant gap between the achievement of pupils with
SEN and other pupils in the school
• There is a lack of robust analysis of pupil progress data and
subsequently improvement strategies are either not evident or
ineffective
Monitoring the Behaviour and
Safety of pupils
• the extent to which pupils’ attitudes to learning help or hinder their
progress in lessons
• pupils’ attitudes to school, conduct and behaviour, during and
outside of lessons, their attitudes to other pupils, teachers and other
staff, including the prevalence of low-level disruption
• the school’s analysis of, and response to, pupils’ behaviour over
time, for example incident logs and records of rewards and
sanctions
• rates, patterns of, and reasons for fixed-period and permanent
exclusions , and that they fall within statutory guidance and
regulations on exclusions
Monitoring the Behaviour and
Safety of pupils
• pupils’ contribution and response to the culture of the school; how
they conduct themselves, including: their respect, courtesy and good
manners towards each other and adults; their understanding of how
such behaviour contributes to school life, relationships, adult life and
work
• pupils’ respect for the school’s learning environments (including by
not dropping litter) facilities and equipment, and adherence to school
uniform policies
• types, rates and patterns of bullying and the effectiveness of the
school’s actions to prevent and tackle all forms of bullying and
harassment. This includes cyber-bullying and prejudice-based
bullying related to special educational need, sexual orientation, sex,
race, religion and belief, gender reassignment or disability
• the school’s success in keeping pupils safe, whether within school or
during external activities through, for instance, effective risk
assessments, e-safety arrangements, and action taken following any
serious safeguarding incident
Monitoring the Behaviour and
Safety of pupils
• the effectiveness of the school’s actions to prevent and tackle
discriminatory and derogatory language – this includes homophobic
and racist language, and language that is derogatory about disabled
people
• the extent to which pupils are able to understand, respond to and
calculate risk effectively, for example risks associated with
extremism
• the school’s response to any extremist behaviour shown by pupils
• overall and persistent absence and attendance rates for different
groups
• punctuality over time in arriving at school and at lessons
• the impact of the school’s strategies to improve behaviour and
attendance
• the number of pupils taken off roll in the last year as a result of
factors related to behaviour, safety and attendance.
Red Alerts
• Low level disruption and disorder of teaching and learning
experiences significantly contribute to and reduce the effectiveness
of learning for all
• Poor behaviour in school can be attributed to small groups of pupils’
lack of respect and intolerance for each other and a lack of selfdiscipline
• Bullying occurs regularly and the school’s response does not inspire
confidence or a sense of safety for pupils generally
• Pupil attendance is a significant factor for all pupils or groups of
pupils and strategies for improvement are not evident or show little
impact
Leadership and Management
• Inspectors should consider:
o How well leaders, managers and governors pursue excellence,
modelling professional standards in all their work
o The effectiveness of monitoring and evaluation and the extent to
which it is shared with governors
o The use of performance management and effectiveness of
strategies for improving teaching , including the extent to which
the school takes into account the “Teachers’ Standards”
o How well leaders and managers ensure the curriculum meets
the needs of all pupils
Leadership and Management
• How well leaders and managers demonstrate the capacity to bring
about further improvement
• The quality of middle leadership in the school
• The effectiveness of governance
• How effectively the school promotes the confidence and
engagement of parents
• The effectiveness of safeguarding arrangements to ensure there is
safe recruitment and that all pupils are safe.
Red Alerts
• A significant lack of focus on outcomes, raising standards and doing
what works
• Insufficient effective leadership and management in good teaching
securing good teaching for all groups of pupils
• The curriculum and needs of the pupils are not well matched
• Leadership and management of the literacy needs of all pupils
hamper pupils’ progress
• Weak governance shows lack of accountability
• Systems are not sufficiently well established to enable the school to
identify if its provision is enabling pupils to make progress
The key to a school’s
success is that they can
evidence high quality
educational provision which
is offered every day for every
pupil
Session 3
Managing the learning environment for
pupils with SEND
Sponsored by
Activity
• What are the barriers to learning for pupils in your school?
• What strategies do you have that support these pupils?
• What successful interventions have you used?
Barriers to learning
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Curriculum approach and content – real learning experiences
Teaching styles
Inaccessible teaching materials
Inappropriate accommodation
Inappropriate peer grouping
Staff attitudes
Staff knowledge, skills and understanding
Deployment of support staff
Quality First Teaching
• What does your school expect every teacher to provide for every
pupil everyday?
• What does Quality First Teaching look like in your school?
• How are teaching staff supported to ensure that they understand
what this means?
The Three Waves
WAVE 1
Inclusive high quality
teaching for all
WAVE 2
Additional programmes and/or planned
support that are designed to accelerate
learning
WAVE 3
Additional highly personalised
interventions
• Wave 1 : Quality First Teaching
• Wave 2 : Wave 1 plus additional, time-limited, tailored intervention
support programmes
• Wave 3: Wave 1 plus increasingly individualised programmes
Wave 2 Interventions
• Small group – specified period of time
• Designed for pupils with the potential to ‘catch up’ and reach agerelated norms by the end of the programme delivery
• Relatively fast pace of learning
• Delivered by a trained member of staff
• Class teacher has a full understanding of the intervention and how
to integrate learning into the classroom
• Not a stepping stone to Wave 3
Wave 3 Interventions
• For a small percentage of children and young people
• Even with high-quality Wave 1 teaching and support, do not make
progress and have significant needs
• Structured and intensive programme that is tailored to individual’s
specific difficulties
• One to one programme by a teacher/teaching assistant who has
undertaken some additional training
• Narrow the gap between an individual and their peers
• Class teacher has a full understanding of the intervention and how
to integrate learning into the classroom
What works?
• The Sutton-Trust - Education Endowment Fund – Teaching and
Learning Toolkit
• Ofsted Report - How schools are spending the funding successfully
to maximise achievement
• Ofsted analysis and challenge tools for schools
• Oxford School Improvement - The Pupil Premium – Making it work
in your school
• What works for Struggling Readers? (2009)The University of York
• What works for children and young people with literacy difficulties?
The effectiveness of intervention schemes (2013) Gregg Brookes –
The Dyslexia-SpLD Trust
• “What works” website from The Communication Trust
• The SEND Gateway from nasen website
Differentiation or
Personalisation
• Content: Adaptation of what they want the students to learn or how
the students can gain access to knowledge, skills and
understanding;
• Process: How the student comes to understand and assimilate facts,
concepts and skills. Grouping of students based on their learning
styles and a recognition that students with SEN are at different
levels and learn in different ways;
• Product: The way in which students are afforded different ways of
demonstrating what they have learned;
• Classroom: The establishment of environments that are conducive
to learning, teaching and assessment;
• Teacher: Focus on the vital role that teacher’s play in facilitating
learning and/or creating barriers to learning, teaching and
assessment.
Consider….
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Planning
Marking
Feedback
Assessment
Moderation
Observation
Monitoring and Evaluation
Record keeping
Reporting
Funding for SEN Support
• All mainstream schools are provided with resources that they can
use to support those with additional needs, including children and
young people with SEN and disabilities.
• Schools have an amount identified within their overall budget, called
the notional SEN budget. This is not a ring-fenced amount, and it is
for the school to provide, high quality appropriate support from the
whole of its budget.
• Schools, as part of their normal budget planning should determine
their approach to using their resources to support the progress of
pupils with SEN.
• Schools are not expected to meet the costs of the more expensive
support from their core funding. They are expected to provide
additional support which costs up to a nationally prescribed
threshold per pupil/student per year.
School Funding
• Element 1 – Per pupil amount – a percentage of this should be
spent on supporting SEN
• Element 2 – Notional SEN budget – support interventions and
support for those identified with SEN – Expected school will
spend £6000
• Element 3 – Top-Up Funding
Pupil Premium
• Raise the attainment of disadvantaged children and young people
• £2.5b over five years
• Eligible for free school meals in last 6 years plus children in care of
local authority for more than six months
• April 2014 - £1,300 (Primary) £935 (Secondary)
• £1900 for LAC children (included adopted and fostered)
• Children of Parents in Armed forces - £300
• £100m spent on Summer Schools 2012 & 2013
• Further funding available for summer schools 2014
• Yr. 7 Literacy and Numeracy Catch-Up funding - £500
• Pupil Premium for 3 & 4 year olds
Financial Management
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Notional SEN Budget
Pupil Premium
“Top-up” funding
Full cost provision management
Human resources
Classroom resources
Interventions
Effective use of SEN Funding
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Quality First Teaching
Whole school provision map of interventions
High Quality Professional Development
Equality Duty
LA support and guidance
Commissioning external support
Thinking outside the box!
Planning for Inclusive
Teaching
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Appropriate teaching styles and approaches
Active and interactive teaching strategies
Classroom organisation
Effective use of ICT
Structure and consistency
Help in learning to work independently
Using clear instructions and guidelines
Visual prompts
Focus on the positive
Reinforce the things you want to see
Next Steps
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Read the relevant chapters in the Code of Practice
Provide update information for staff
Develop your SEN Information Report
Clarify what Quality First Teaching means to your school
Decide what SEN Support will mean in your school
Review and revise SEND Policy
Review of SEN register and IEPs
Professional Development Audit and programme of CPD
Review of school funding for SEN
How effectively is your Pupil Premium being used?
Are the governing body aware of the new SEN legislation?
Are your parents aware of the new SEN legislation?
Lorraine Petersen
lorrainepetersen@btinternet.com
lorrainep1957
www.lpec.org.uk
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