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Plymouth University Faculty of Arts and Humanities Plymouth Institute of Education Programme Specification The National Award for SEN Coordination (NASENCO) Postgraduate Certificate: Inclusive Education Approved January 2009 Updated Programme Specification December 2016 Updated by Minor Change 28/11/16

Faculty of Arts and Humanities - University of …...Faculty of Arts and Humanities Plymouth Institute of Education Programme Specification The National Award for SEN Coordination

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Page 1: Faculty of Arts and Humanities - University of …...Faculty of Arts and Humanities Plymouth Institute of Education Programme Specification The National Award for SEN Coordination

Plymouth University

Faculty of Arts and Humanities

Plymouth Institute of Education

Programme Specification

The National Award for SEN Coordination (NASENCO)

Postgraduate Certificate: Inclusive Education

Approved January 2009

Updated Programme Specification December 2016

Updated by Minor Change 28/11/16

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1. Final award title: The National Award for SEN Coordination - Postgraduate

Certificate: Or the Postgraduate Certificate Inclusive Education (for students

who do not have QTS/QTLS, or are not in the post, or leadership position of

being able to evidence SENCO experiences).

Intermediate award title(s): not applicable

JACS code X360

2. Awarding Institution: University of Plymouth

Teaching institution(s): Plymouth University

Accrediting body(ies): not applicable

3. Distinctive Features of the Programme and the Student Experience

The National Award is a modular level 7 programme that provides a structured pathway for

practice-related research, professional development and scholarship within the field of SEN

Coordination. It offers a number of distinctive features designed to make it professional work-

based, as well as an academic worthwhile experience for teachers and other professionals.

The programme aligns with a key strategic need in UK education, namely the provision of high

quality teachers and advisory teachers with knowledge of issues relating to young people who

experience SENDs.

The programme is designed and taught in collaboration with regional local authorities

(refer to Appendix 1 The National Award Course Guide).

Teaching and learning on the programme uses a blended learning approach, which

supports students through tutorial work, and face to face sessions. Pedagogically, the

programme builds on long-term expertise within Plymouth Institute of Education, in

supporting teaching and learning in this way, and with well established relationships with

regional local authorities.

Assessment is focused on the relationship between theory, policy, and practice. By

building the gradual development of an assignment into the teaching of the modules and

focusing this on participants’ policy and practice settings, students can learn to develop

academically strong, but practically and professionally useful and innovative work and

ideas at level-7.

Work is assessed through a carefully constructed underpinning of research and

scholarship approaches, (building on these if students wish to progress to PGDip/MA).

Whilst the national award is an award in its own right, it is also designed to allow

participants to transfer their credit into our MA Education programme. This means that

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students who are new, or returning, to level-7 study are able to move on if they are

successful and wish to progress to further level 7 outcomes..

4. Relevant QAA Subject Benchmark Group(s)

At the time of writing there are no QAA benchmark statements for Masters level programmes in

Education.

The NASENCO is based on the principles of the QAA Quality Code, and sets its expectations in

line with the South East Education Consortium (SEEC) level descriptors.

The credit structure of 30 credits per module aligns with the University Council for the Education

of Teachers (UCET) national agreement across all UK HE institutions.

5. Programme Structure

The NASENCO is part-time only. The programme structure is as follows with the table showing

the modules being offered each semester (all 30 credits modules):subject to any exemptions

permitted.

The programme received exemption from the semester structure in 2015.

Semester 1 17/AU/SB/M Semester 2 17/SP/SB/M

PGSEN704

PGSEN703

MODULE

TITLE:SEN:

Organisational

Contexts.

MODULE TITLE:

National Award for

SEN Coordination

Learning Outcomes

PGSEN705

PGSEN703

MODULE

TITLE:Leading on

Teaching and

Learning.

MODULE TITLE:

National Award for

SEN Coordination

Learning Outcomes

To gain the NASNCO participants must successfully complete two 30 credit modules.

Participants must also complete the NASENCO outcomes portfolio (PGSEN703) which is non-

credit bearing, but is ‘endorsed’ as a Pass/Fail. This module runs concurrently with

PGSEN704/705. There are currently no choices of modules for students. Module 2 is not

conditional on having successfully undertaken module 1, as assessment outcomes will not be

available until April of the academic year. Module 2 does starts before the submission of module

1 and so this must be recognised by participants. If a student fails the assessment of module 1

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there is another submission date in the following semester which aligns with the submission of

module 2. It is possible for modules to cross academic years, but this is unlikely unless a

student has interrupted their studies. Normally the programme will be completed in one year,

starting in September/October and ending in submission in September (and October). Module 1

or 2 can be taken independently if a student wishes and they will gain 30 credits for each

module but there is no named outcome, unless they are studied within the regulatory time scale

for completion of a programme, when a PG Cert: Inclusive Education can be awarded. The

award of 30 credits can be transferred to the MA programme if all other criteria are satisfied

(refer to Operational Specification for APL/APCL and the MA specification for the transfer of

credits).

The period of registration is normally either one or two years, part-time only (please refer to the

operational specification in relation to when modules occur because of resources and the need

for flexibility/exemption needs). The outcome of PG Cert: Inclusive Education is possible where

a student is not in the professional role to complete NASENCO learning outcomes portfolio and

where they complete two modules, PGSEN 704/704, successfully. This allows prospective or

aspiring SENCos, and other educational professionals to study on the programme. It is possible

for a participant to submit the learning outcomes portfolio within three years of the completion of

the PG Cert: Inclusive Education, and receive the NASENCO.

Programme Aims

The aims of the programme are for participants to be able to:

Develop a theoretical and critical understanding of SEN coordination and leadership; and to be able to evaluate approaches, and resources which are relevant to the area of SEND.

Special Educational Needs Coordinators (SENCOs) need to fulfil the responsibilities set

out in the SEND Code of Practice 0-25. They need to be effective in leading teaching

and learning, and coordinating provision for pupils with SEND and/or disabilities in their

schools/ educational settings, supporting and managing other staff; and ensuring that

pupils/students receive high quality educational provision that enables them to make

progress in their learning: and in addition the programme aims:

to increase the participation of pupils/students with SEN and/or disabilities and raise

their achievement, through developing SENCOs' professional attributes and

improving their knowledge, understanding and skills. The ‘achievement’ of children

and young people includes broader outcomes, not just academic attainment.

to prepare SENCOs to lead teaching and learning and the provision for children and

young people in their school/setting who have SEND and/or disabilities.

to provide opportunities for SENCOs to share good practice and reflect critically and

actively on their own role and practice.

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The SEND Code of Practice 0-25 outlines the key responsibilities of the SENCO role

(para 6.90). There are also specific module aims which are set out in the Module

Documents and as set out in the NASENCO Course Guide for students.

6 Programme Intended Learning Outcomes

On successful completion of the programme participants should be able to: demonstrate comprehensive knowledge of the statutory and regulatory context for

SEN and disability equality

demonstrate comprehensive knowledge and understand the implications of the

principles and practice of leadership in different contexts

work strategically with senior colleagues and governors (or equivalent) to lead ethos

and policy

lead, develop and, where necessary, challenge senior leaders, colleagues and

governors in relation to statutory responsibilities, professional development and staff

deployment

demonstrate systematic knowledge and critical skills in the collection, analysis and

use of data at a strategic and organisational level

demonstrate knowledge of how to draw on external sources of support and expertise

develop, implement, monitor and critically evaluate systems to identify, inform, plan,

record and review SEND provision

THROUGH

critically engaging in the relationship between theory, policy, and practice comparing and contrasting different perspectives handling relevant sources of literature, bodies of knowledge, and engage in current

educational debates constructing organised, structured, critically reflective and analytic writing demonstrating

critical and analytic thinking independent learning, self-management and organisation oral and written communication skills the ability to locate and use learning resources information technology skills the ability to work in groups and to problem solve

: 6.1. Knowledge and understanding

On successful completion participants should have developed:

A deep theoretical and critical understanding of SEN Coordination

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A systematic, theoretical understanding of SEND practice/s and the implications of this for

planning and realising educational activity which supports teachers and learners in developing

expertise towards SEND policy, and practices.

6.2. Cognitive and intellectual skills

On successful completion participants should have developed the ability to:

Critically analyse relevant ideas and pedagogical approaches that underpin SEN

policy and practice making use of theoretical and methodological tools of

interpretation and analysis.

Develop complex arguments about the theory and practice of teaching and

learning for young people who experience SENDs.

Synthesise information in a manner that may be innovative, critically utilising knowledge or processes from the forefront of SENco literature, research towards policy and practice

Exhibit a level of conceptual understanding in the area of SEND that will allow critical evaluation of research, advanced scholarship and methodologies and an ability to understand alternative approaches. .

6.3. Key and transferable skills

On successful completion participants should have developed the ability to:

Clearly communicate their knowledge and understanding of their work in clear and

well-argued prose and in professional conversations, in order to influence practice

Think clearly about new educational initiatives and test these in practice in an

appropriate methodological and ethical manner

Work effectively and flexibly with colleagues, and can clarify tasks and make

appropriate use of the capacities of colleagues; and be able to negotiate and

accept alternative views

Critically select and use a full range of teaching and learning resources relevant to

the area of professional work

Critically reflect on own and others’ thinking and practice in order to improve policy

and practice

Undertake work-based tasks with minimum guidance and display abilities of

independent and self-critical learning, guiding the learning of others and managing

own requirements for continuing professional development and to raise skills to

higher levels

Engage confidently in academic and professional communications with others,

reporting on action clearly, autonomously and competently, and with critical insight

Carry out independent learning problem and solving required for continuing

professional study, making professional use of others where appropriate

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6.4. Employment related skills

On successful completion participants should have developed:

Greater confidence in the application of theoretical and practice based knowledge for

SEN coordination and leadership, as well as the overall aims of the course and modules

A more critical and analytical approach to supporting change and transformative thinking

with regard to SEND, inclusion and disability.in the organisation

An enhanced ability in supporting and leading the teaching and learning of colleagues.

To enhance the teaching and learning of young people who experience SEND.

6.5. Practical skills

On successful completion participants should have developed:

Greater confidence in generating and making use of theoretical ideas to understand

practice, and initiate change, and to inform and support the practice of other

professionals towards SENDs, such as how to construct relevant teaching environments

The ability to undertake and set up a systematic inquiry/ies in educational practice

related to SEND in their organisation and professional practice.

See also ‘employment skills’ above.

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7. Admissions Criteria, including APCL, APEL and DAS arrangements

Applicants will normally hold a first degree (e.g. BA, BSc, BEd) or its equivalent and/or

appropriate professional experience which demonstrates the potential capability to work

successfully at level-7. To achieve the PG Cert: Inclusive Education there is no requirement on

applicants to be working in an educational/school based capacity, or to have QTS/QTLS though

they should be able to draw on past experience of, or have access to an appropriate

educational environment. Participants who wish to study for the NASENCO must have

QTS/QTLS, and ideally be in the role of SENCO. However, it is possible to achieve the

NASENCO as an aspiring SENCO, who is able to evidence their engagement with the role

through the Learning Outcomes Portfolio (PGSEN703).

In brief participants to be able to undertake the programme will need:

To have QTS or QTLS, be a qualified teacher (ie successfully completed (NQT) induction period) and preferably be a SENCO

To have access to children/young people with SEND

To be able to lead (at least some) aspects of SEND in the school/college/educational setting

To have the support of the Headteacher/principal (or Chair of Governors or equivalent if you are the head)

We also ask the Headteacher/principal ( appropriate line manager) to complete a memorandum

of agreement which indicates the school/college’s support for the SENCO in terms of funding

(where relevant), attendance on the course, time to study beyond the face to face sessions,

access to relevant information in school/college, and to name an in-school supporter to provide

general support for participants on the programme.

APCL: Those who have undertaken elements of a similar level-7 award at another institution

may, as part of the process of admission to the programme, apply for Accreditation of Prior

Certificated Learning (APCL) for a maximum of 30 credits. Applicants must demonstrate how

the outcomes of previous study can be matched against the outcomes for that part of the

NASENCO for which they are claiming exemption. This is likely to involve providing associated

evidence including: a transcript of credits awarded; previous coursework and the markers

feedback/comments. This collated information is reviewed by the NASENCO programme leader.

The outcome of this is then communicated to the applicant.

APEL: It is possible that some applicants might, as part of the process of admission to the

programme, be able to demonstrate their ability to match the success criteria in up to 30 credits

through prior experiential learning. In this case they will be required to submit evidence of this in

a form suitable for the Programme Leader to make an assessment. It should be noted that

professional experience of teaching in the alone is not enough, and applicants must

demonstrate how their experience matches the requirements of academic work at level-7.

Disability Assist (DAS): The programme welcomes applicants from a wide range of cultural,

social and professional backgrounds including those who have particular needs which need

support in order to be able to learn effectively. Applicants will all go through the normal

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postgraduate taught programme application process and will therefore have the opportunity to

declare any disability or particular needs. Where appropriate, a referral to DAS will be

undertaken and appropriate action taken from there. The programme will work within the policy

of inclusive pedagogy and assessment policy of the university.

8. Progression criteria for Final and Intermediate Awards

Credits: some participants may complete one module of the PGCert/NASENCO and take their

credits into another programme/institution, or continue within the MA programme framework. On

successful completion of a module participants will receive a transcript outlining the number of

credits gained at level-7.

Postgraduate Certificate: Inclusive Education: on completion of the full PGCert participants

will be awarded 60 credits at level-7 and receive the qualification entitled Postgraduate

Certificate: Inclusive Education, or if they complete the National Outcomes Portfolio be awarded

PG Cert: NASENCO.

Progression: The PGCert programme has the option of progression onto the MA Education

within PIoE.. Students can opt to follow the special educational needs (SEN) pathway to work

towards an MA Education (Special Educational Needs) or the generic MA Education award

upon a further 120 credits worth of study in accordance with the MA Education programme

specification.

9. Exceptions to Regulations

All the modules in this programme are taught in affiliation with the regional local authorities (LA)

- Appendix 1, and please refer to the memorandum of agreement Appendix 2) as LA lead tutors.

Assessment involves teachers undertaking practice-related study/assessment tasks in their

workplace which cannot generally fit within the semester period of assessment. (current

university coursework guidelines suggest students ‘would not normally be expected to work on

assignments during vacation periods’ and in light of how this expectation is also impacted on by

school calendars, vacations and appropriate times when school based research can be carried

out). In order to meet the needs of the student population the programme intends to attract (full-

time professionals who are studying part-time) all the modules on the programme have been

granted semester exemption with specific relation to the starting of module dates across local

authorities ( though these adhere very closely to semester start dates where possible, but

because of operational needs have to be staggered) and assessment completion to allow the

teaching and the assessment of the modules to tie in with resource need and school based

work and local authority resources.

This exemption allows teaching and assessment to fall outside the semester structure in order

for the programme to be viable and also so students are not disadvantaged with regard to

assessment opportunities. Assessment therefore, is normally with a module 1 submission date

at the end of March for ‘semester’ 1 module, allowing students the Spring term to undertake

practice-related investigations; and late-September for ‘semester’ 2 modules, allowing students

to use the full summer term (and summer break to undertake their work. The non-credit related

module PGSEN703 has a later submission date (usually two weeks after module 2 PGSEN705)

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10. Transitional Arrangements

Not applicable.

11. Mapping and Appendices:

11.1. ILO’s against Modules Mapping

Knowledge and understanding . On successful completion participants should have developed:

A deep theoretical and critical understanding of SEND coordination. A systematic and contemporary understanding of learning as it applies to SEND. A systematic, theoretical understanding of SEND practice and the implications of this for planning and realising educational activity which supports teachers and learners in developing expertise towards SEND policy and practices.

PGSEN703/704/705

Cognitive and intellectual skills

On successful completion participants should have developed the ability to:

Critically analyse relevant discourses and pedagogical approaches that underpin SEND coordination making use of theoretical and methodological tools of interpretation and analysis.

Develop complex arguments about the theory

and practice of teaching and learning for young people with SENDs.

Synthesise information in a manner that may be innovative, critically utilising knowledge or processes from the forefront of SEND literature, research towards discipline/practice

Exhibit a level of conceptual understanding in the

area of SEND coordination that will allow critical evaluation of research, advanced scholarship and methodologies and an ability to understand alternative approaches

.

PGSEN703/704/705

Key and transferable skills

On successful completion participants should have developed the ability to:

Clearly communicate their knowledge and understanding of their work in clear and well-argued prose and in professional conversations, in order to influence practice.

PGSEN703/704/705

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Think clearly about new educational initiatives and test these in practice in an appropriate methodological and ethical manner.

Work effectively with colleagues and can clarify tasks and make appropriate use of the capacities of colleagues; is able to negotiate and accept alternative views

Critically select and use full range of teaching and learning resources relevant to the area.

Critically reflect on own and others’ thinking and practice in order to improve practice

Undertake work-based tasks with minimum guidance and is independent and self-critical learner, guiding the learning of others and managing own requirements for continuing professional development and to raise skills to higher level

Engage confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently, and with critical insight

Carry out independent learning problem solving s required for continuing professional study, making professional use of others where appropriate

Employment related skills

On successful completion participants should have developed:

Greater confidence and theoretical knowledge in leading learning and developing SEND coordination and pedagogy in their workplace.

A more critical and analytical approach to change and transformation of thinking and practices in their workplace.

PGSEN703/704/705

Practical skills

On successful completion participants should have developed:

Greater confidence in generating and making use of theoretical ideas to understand practice and initiate change and to inform and support the practice of other professionals

The ability to undertake a systematic enquiry/ies in educational practice related to SEND in their organisation and professional practice.

PGSEN703/704/705

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11.2. Assessment/Skills against Modules Mapping

Assessment against Module Mapping

Module/Programme intended learning outcomes

Related Assessment

At the end of a module the learner will normally through a critical reflection on theory and practice; a review of a body of knowledge; and through the understanding an aspect of data, (relevant to their work based context) be expected to be able to:

identify, select, critically analyse and evaluate ideas, perspectives, theories or data relevant to SENCO; undertake a critical, imaginative and ethical investigation in the area of SEN which relates theory to practice; organise and manage a study relating to issues of teaching and learning and SENDs/SEN coordination.

locate thinking about SEND within a broader context, usually through ideas, perspectives and theories from appropriate literature.

adopt a questioning, reflective and critically aware stance towards SEND throughout the study.

select, apply and evaluate appropriate methodologies to aspects of the module content and utilise them competently and methodically.

show clarity and coherence in structure, writing conventions, style, presentation of evidence and argument; ensure the work is readable, accessible to its intended audience and effectively communicates the intended meaning.

generate ‘new’ ideas and connection within the ideas contained in the module, apply existing material to new contexts or reappraise or critique familiar material; further, combine or resolve uncertainties, identify similarity, difference and interconnection, take risks and use rational and intuitive thinking.

PGSEN704Coursework Pass/Fail 4000 – 5000 words assignment or equivalent. Critical reflection on theory and practice

At the end of a module the learner normally through an ‘action research’ or a suitable form of practitioner research/enquiry relevant to their workplace context approach will be expected to be able to:

identify, select, critically analyse and evaluate ideas, perspectives, theories or data relevant to SEND coordination; undertake a critical, imaginative and ethical investigation in the area of SEND Coordination

PGSEN705 Coursework Pass/Fail 4000 – 5000 word assignment or equivalent. Action

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which relates theory to practice; organise and manage a study relating to issues of teaching and learning.

locate thinking about SEND within a broader context, usually through ideas, perspectives and theories from appropriate literature, with a focus on SEND and learning.

adopt a questioning, reflective and critically aware stance towards SEND/learning throughout the study.

select, apply and evaluate appropriate methodologies to aspects of the module content and utilise them competently and methodically (eg ‘action research’ or another approved/agreed methodology/approach).

show clarity and coherence in structure, writing conventions, style, presentation of evidence and argument; ensure the work is readable, accessible to its intended audience and effectively communicates the intended meaning.

generate new ideas and connections within the themes contained in the module, apply existing material to new contexts) or reappraise or critique familiar material; further, combine or resolve uncertainties, identify similarity, difference and interconnection, take risks and use rational and intuitive thinking.

Research

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Appendix 1 the NASENCO Programme Course Guide:

The National Award

for SEN Coordination

South West Consortium

Plymouth University

and University of Exeter

in conjunction with the regional local authorities

of

Bournemouth, Cornwall, Devon,

Dorset, Plymouth, Poole, Somerset

COURSE GUIDE

September 2016

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Contents Page

South West Consortium 3

The National Award for SEN Coordination 3

Timescale 3

Contacts 4

Course Aims 4

Link with SENCOs’ schools/settings 5

Tutors 5

Course Structure 6

Assessment 6

Quality Assurance 7

Course structure diagram 8

Roles and responsibilities diagram 9

Module details

Module 1 SEN: Organisational contexts 10

Aims 10

Intended module outcomes 10

Indicative syllabus 11

Assessed assignments 11

Module 2 SEN: Leading on teaching and learning 12

Aims 12

Intended module outcomes 12

Indicative syllabus 13

Assessed assignments 13

Assessment criteria 14

Ethics 14

Assignment guidance 16

Assignment tips 22

SENCO Learning Outcomes Portfolio 23

Suggested reading list 25

Web resources 32

Critical reading and writing (Poulson and Wallace) 33

Harvard referencing 34

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South West Consortium

The South West Consortium consists of: Plymouth University and the University of

Exeter, working in conjunction with the local authorities of Bournemouth, Cornwall,

Devon, Dorset, Plymouth, Poole and Somerset. The consortium offers the National

Award for SEN Coordination through the Plymouth University or the University of Exeter,

in conjunction with these local authorities.

The National Award for SEN Coordination

The National Award for SEN Coordination is a nationally approved qualification for

teachers in the role of special educational needs co-coordinator (SENCO).

The Award is available to all teachers in the role of SENCO and aspects may be

attainable by those not currently in the role of SENCO.

To achieve the Award teachers must successfully meet all the SENCO Learning

Outcomes and successfully complete Masters level assignments. The Award is

validated at Masters level and provides 60 credits.

Timescale

The length of time to complete the course will depend on participating SENCOs’ prior

experience, knowledge, understanding and skills. It is anticipated that it will take one

year part time for an eligible teacher starting ‘from scratch’. An eligible teacher has 3

years in which to complete their national SENCO training.

Please note that this National Award for SEN Coordination Course Guide should

be read in the context of the regulations of the appropriate University.

Plymouth University

The full Student Handbook is available here. The university virtual learning environment is at

http://dle.plymouth.ac.uk/ and you can log on for more information about the programme using

your university username and password.

University of Exeter

The National Award for SEN Coordination is situated within the Postgraduate Taught

programmes in the Graduate School of Education which is in the College of Social Sciences

and International Studies. The Postgraduate Taught Handbook is available at

http://socialsciences.exeter.ac.uk/students/collegehandbook_pgt/. This includes information

about marking and assessment.

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Contacts

Plymouth University

Mike Murphy Course coordinator [email protected]

Administration [email protected] (please put SENCO Award in subject of email)

University of Exeter

Dr Hazel Lawson Course coordinator [email protected]

Administration [email protected] (please put SENCO Award in subject of email)

Your local authority contacts (please add in):

………………………………………………………………………………………………………

………………………………………………………………………………………………………

............................................................................................................................................

Course Aims

SENCOs need to fulfil the responsibilities set out in the SEND Code of Practice 0-25.

They need to be effective in leading teaching and learning and coordinating provision

for pupils with SEN and/or disabilities in their schools/settings, supporting and managing

other staff; and ensuring that pupils receive high quality educational provision that

enables them to make progress in their learning.

Course aims:

to increase the participation of pupils with SEN and/or disabilities and raise their

achievement, through developing SENCOs' professional attributes and improving

their knowledge, understanding and skills. The ‘achievement’ of children and young

people includes broader outcomes, not just academic attainment.

to prepare SENCOs to lead teaching and learning and the provision for children and

young people in their school/setting who have SEN and/or disabilities.

to provide opportunities for SENCOs to share good practice and reflect critically and

actively on their own role and practice.

The SEND Code of Practice 0-25 outlines the key responsibilities of the SENCO role

(para 6.90).

There are also specific module aims.

Link with SENCOs’/teachers’ schools/settings

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Each participating SENCO/teacher must have the support of the school/setting and an

in-school/setting sponsor. The in-school/setting sponsor should be a senior member of

school/setting staff (e.g. member of senior management/leadership team or governor in

the case of a headteacher who is also the SENCO). As part of a memorandum of

agreement the sponsor will:

provide confirmation of the eligibility of the SENCO/teacher

assure attendance of the SENCO/teacher on the modules

confirm support for the SENCO/teacher in relation to all elements of the course.

They should also monitor and feed back on the impact of training at the individual

child/young person, classroom and school/setting levels [this could be part of

performance management processes]. We recommend that you have a termly meeting

with your headteacher to discuss the course.

The above refers to a ‘formal’ in-school/setting sponsor. During the course you may also

need to liaise with particular staff in your school/setting with regard to specific

assignments. In addition, you may also wish to receive personal support, perhaps from

your line manager, perhaps from an experienced SENCO from another school/setting.

Tutors

Most of the teaching and tutorial support is carried out by local authority and school

personnel – for example, SEN advisors, headteachers, experienced SENCOs. You will

have a named lead tutor and this will be your usual first point of contact for any queries.

The course and module coordinators are Mike Murphy (Plymouth University) and Hazel

Lawson (University of Exeter). You will probably meet one of them during your course.

See roles and responsibilities diagram (p.9).

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Course Structure The course contains two modules:

Module 1 SEN: Organisational contexts

Module 2 SEN: Leading on teaching and learning

See course structure diagram (p.8) and module details (pp.10-13).

The modules are designed to explicitly relate to the SENCO Learning Outcomes. They

ensure a critical theoretical perspective while also maintaining relevant context-based

practical outcomes. The course is strongly rooted in effective practice (locally, regionally,

nationally and internationally), being up-to-date, relevant, research-based and led,

taught and facilitated by people with relevant, current experience, expertise and skills.

Modules will draw upon local context and make use of local expertise. The course

includes opportunities for SENCOs to apply theory to practice, to undertake practical

activities in their own school/setting and evaluate and improve their practice, and learn

from effective practice in other schools/settings.

Each module consists of 3 full days taught sessions and 2 strongly recommended study

days, so a total of 6 taught days and 4 study days. You are expected to attend all taught

sessions except in exceptional circumstances. Suggestions for activities on the study

days include: visiting another mainstream or special school or other setting; visiting LA

caseworkers; meeting and studying together with other SENCOs on the course; using

the University library; studying at home; gathering data in your school/setting.

Assessment

Summative assessment for the National Award for SEN Coordination consists of:

Module 1 SEN: Organisational contexts Masters level assignment/s (30

credits)

Module 2 SEN: Leading on teaching and learning Masters level assignment

(30 credits)

SENCO Learning Outcomes Portfolio

Through the portfolio and assignments, all participants are expected to provide

evidence that they have effected some improvement in their own practice, effected

change in SEN practice and provision within their school/setting, and that this has

resulted in the raised achievement of pupils with SEN and/or disabilities.

See Module details (pp.10-13), Assessment Criteria (p.14), Assignment Guidance

(pp.16-21), Assignment tips (p.22) and SENCO Learning Outcomes Portfolio

(pp.23-24) for further information.

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Quality assurance

Both Universities have their own University quality assurance procedures including:

student and tutor module and course evaluation, monitoring and review; programme

level committee with student and stakeholder representation; external examining

processes.

A South West Consortium National Award for SEN Coordination Management Group

takes an overview of the provision. This group includes at least two SENCOs/teachers

attending the course, usually at least one from each of the two Universities.

Evaluations have highlighted a number of features of good practice: The structure and content of the course, which meets the participants’ needs very well

and enables them to meet the SENCO learning outcomes.

Face-to-face taught provision.

The way the training is set in the context of the participants’ local authorities, which

enables them to develop a thorough understanding of local resources to support their

work.

Rigorous academic assignments that develop a depth of knowledge and understanding

of best practice in SEND provision.

The full involvement of staff from the stakeholder LAs in planning, delivering and

assuring the quality of the training programme.

The involvement of experienced SENCOs in course delivery and supporting course

participants.

The very helpful exemplars provided for participants of how the SENCO learning

outcomes can be evidenced and verified.

The high level of participants’ satisfaction with the quality of training and support.

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The National Award for SEN Coordination

South West Consortium

Plymouth University and University of Exeter in conjunction with regional local

authorities

Pre-Course

Needs analysis

questionnaire linked to

learning outcomes

In-school sponsor’s

confirmation of

organisational support –

memo of agreement

SENCOs can also connect

with:

Local SENCO networks and

conferences

Special schools’ outreach

programmes

Local authority training

Post- course

Questionnaire analysis,

focusing on how participants’

expertise, knowledge and

skills have improved.

Accreditation of Prior

Experiential Learning

This is possible for experienced

SENCOs for one module of the

two.

Module 1 SEN: Organisational contexts

Module 2 SEN: Leading on teaching and learning

Each module consists of 3 full days taught sessions and 2 days

supported and self-directed study.

Each module follows a mixed approach to module delivery,

using face to face taught sessions, tutorials, school based work,

virtual learning environments and peer support. Taught sessions

may be held in school, local authority or University venues.

Directed tasks – including:

school based practical tasks and projects reading analysis, critique and reflection upon recent research and

inspection evidence SENCO Learning Outcomes Portfolio – ongoing self-

monitoring and reflection in relation to the SENCO learning

outcomes. Process and summative purposes.

Assignments – Masters level assignments for each module

relating theory and practice. (5000 words or equivalent for each

module)

Connects into:

MA Education

programmes.

Credits transferable

between Universities of

Plymouth and Exeter.

Course structure

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Roles and

responsibilities Course and Module coordinators

Named University lecturer

Mike Murphy - Plymouth University

Dr Hazel Lawson - University of Exeter

National Award for SEN Coordination

South West Consortium

Overall consortium bid/provision

leader

Mike Murphy

Lead tutors

Main tutor on module, contact point for

student.

University approved and trained in

University assessment and QA

processes.

Likely to be LA adviser and/or

experienced SENCO.

Planning and teaching sessions

Involved in support and

assessment

University tutors

Co-tutor on module/course.

Planning and teaching

sessions

Involved in support and

assessment

Represent the course into

formal University processes

Presenters

This may include:

experienced practitioners from

mainstream and special schools

experienced SENCOs

headteachers

local authority personnel (e.g. data

officers; inclusion/SEN inspectors and

advisers; school improvement team)

pupils and parents

multiagency practitioners

CAMHs team

Educational Psychologists

teaching assistants

In-school sponsor

Senior member of participant’s school staff (e.g.

member of senior management/leadership team or

governor in the case of a headteacher who is also the

SENCO)

provide confirmation of the SENCO’s eligibility

assure attendance of their SENCO on the modules

outline how school will provide support to their

SENCO in relation to all elements of the course

monitor and feed back impact of training at the

individual pupil, classroom and school levels. [this

could be part of performance management

processes] Peer group support

Virtual learning

environment

Peer-professional

Local authority advisers

[may be lead tutors and presenters]

Critical advisory friends to the course.

LA advisers will be aware of developments

and impacts and will be in a position as

part of local forums to monitor and

evaluate individual impacts as well as

wider policy movements on practice,

through the use of appropriate pupil

tracking and performance data, via

schools’ own systems and wider LA

systems and monitoring approaches.

SENCO Management Group (SMG)

Quality assurance, Consistency,

Standards, Evaluation

The National Award for SEN Coordination

South West Consortium

Plymouth University and University of Exeter in conjunction with regional local authorities

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Module details

Module 1 SEN: Organisational contexts

[Each University has its own detailed module template/record.

Plymouth University code PGSEN704; University of Exeter code EFPM278]

Aims:

to develop your knowledge and understanding of statutory and regulatory

frameworks and relevant developments at local and national level

to apply this knowledge and understanding to strategic leadership and

development of SEND policy and procedures in your own educational setting

(e.g. school, college)

to develop your knowledge and understanding of the roles and responsibilities in

developing and implementing a whole educational setting SEND policy

(communicating and collaborating effectively with internal and external staff,

contributing to professional development of staff)

to develop practical knowledge of identification and planning and of resources in

relation to your setting’s SEND policy

Intended learning outcomes:

On successful completion of this module, you should be able to: demonstrate comprehensive knowledge of the statutory and regulatory context

for SEN and disability equality

demonstrate comprehensive knowledge and understand the implications of the

principles and practice of leadership in different contexts

work strategically with senior colleagues and governors (or equivalent) to lead

ethos and policy

lead, develop and, where necessary, challenge senior leaders, colleagues and

governors in relation to statutory responsibilities, professional development and

staff deployment

demonstrate systematic knowledge and critical skills in the collection, analysis

and use of data at a strategic and organisational level

demonstrate that you know how to draw on external sources of support and

expertise

THROUGH

critically engaging in the relationship between theory and practice comparing and contrasting different perspectives handling relevant sources of literature and engage in current debates constructing organised, structured, critically reflective and analytic writing demonstrating

critical and analytic thinking independent learning, self-management and organisation oral and written communication skills the ability to locate and use learning resources information technology skills

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the ability to work in groups and to problem solve

Indicative syllabus:

Relevant SEN and disability education, health and social care legislation,

guidance, agendas, regulations, OFSTED frameworks and statutory processes

SEND funding – national and local models and contexts

SEN systems, policies, priorities and practices, including statutory responsibilities

in your own setting/context

Leadership – characteristics and professional qualities of effective leadership

External agencies and support Data (national, local and setting level), accountability, protection, collecting,

analysing and interpreting All aspects of the module relate to the critical use of research and inspection evidence about effective practice.

Assessed assignments:

Module 1 SEN: Organisational contexts

Tasks No. of words Draft for formative tutor feedback

Critical review of a specific national

policy/government document or

research report in the field of SEND

in relation to your role as SENCO

1000 words

Full draft

Dates for

submission of

drafts of

assignments

will be set with

your LA lead

tutor.

Small scale evaluative study

2500 words

Outline

proposal

One section

Critical reflection on the use and

understanding of one aspect of

existing data relating to SEND

1500 words

Outline

proposal

One section

Total word count

5000 words

Module 1

Summative assignment

deadline

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Module 2 SEN: Leading on teaching and learning [Each University has their own detailed module template/record

Plymouth University code PGSEN705; University of Exeter code EFPM279]

Aims:

to develop your knowledge, understanding and skills about:

o leading and coordinating provision for SEND

o leading, supporting and developing the practice of colleagues

o working in partnership with children and young people, families and other

professionals

to further develop your knowledge and understanding of how SEND affect the

participation and learning of children and young people

Intended learning outcomes:

On successful completion of this module, you should be able to: demonstrate comprehensive knowledge and understand the implications of the

principles and practice of leadership in different contexts

demonstrate comprehensive knowledge of how SEND affect the participation

and learning of children and young people

demonstrate comprehensive knowledge of strategies for improving outcomes for

learners with SEND

work strategically with senior colleagues, governors (or equivalent) and others to

lead practice/pedagogy

lead, develop and, where necessary, challenge senior leaders, colleagues and

governors in relation to teaching and learning, barriers to participation and

learning and learner progress

critically evaluate evidence/data about learning, teaching and assessment in

relation to children and young people with SEND

develop, implement, monitor and critically evaluate systems to identify, inform,

plan, record and review SEND provision

THROUGH

critically engaging in the relationship between theory and practice comparing and contrasting different perspectives handling relevant sources of literature and engage in current debates constructing organised, structured, critically reflective and analytic writing demonstrating:

critical and analytic thinking independent learning, self-management and organisation oral and written communication skills the ability to locate and use learning resources information technology skills the ability to work in groups and to problem solve

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Indicative syllabus:

Strategic leadership and management processes to support change, role of

leadership in relation to professional development

Causes of underachievement – breadth and complexity

How children and young people’s development is affected by SEND

High incidence SEN – implications for teaching and learning and inclusive

practice

Theories of learning in relation to interventions

Barriers to learning, participation and achievement; discrimination, stereotyping

and bullying related to SEND

Overview of effective practice – principles, national research and local projects;

for example, potential of new technologies, person-centred approaches, multi-

agency working, transitions and preparation for adulthood

Coaching and mentoring colleagues and deploying staff

Children and young people’s and parents’ participation and engagement

Consulting, engaging and communicating with colleagues, parents and carers

and children and young people

All aspects of the module relate to the critical use of research and inspection evidence about effective practice.

Assessed Assignments:

Module 2 SEN: Leading on teaching and learning

Assignment No. of words Draft for formative tutor feedback

Small scale action research study

5000 words

Outline

structure

One section

Dates for

submission of

drafts of

assignments

will be set with

your LA lead

tutor.

Total word count 5000 words

Module 2

Summative assignment

deadline

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Assessment criteria

Assignments are marked against generic Masters level assessment criteria which are similar

for both Universities.

Detailed assessment criteria will be provided at the beginning of the course.

Ethics

The ethical positions of the Plymouth University Institute of Education and the

University of Exeter Graduate School of Education are based on the principle

that in all research, teaching/training and professional activity the interests and rights

of others must be respected and protected. The ‘others’ whose interests and

rights need protection include children, adults, other sentient beings, and

institutions such as schools or colleges with which we have professional

contact. The kinds of ethical issues that arise for the School of Education

usually concern the exercise of power in professional relationships, such as

those between adult and child, or between teacher and student, as well as

those arising from privileged access to confidential information about

individuals or institutions. Although such relations and privileged access are

generally conducted with the best of intentions, without proper safeguards

they can result in unintentional abuse. Educational research requires that

particular attention is devoted to ethical obligations because it often involves school

children and students, who are in vulnerable positions. In the School of

Education, the key areas of ethical concern to be monitored, and the

guidelines, are as follows.

Lack of Harm, Detriment or Unreasonable Stress

Any research or teaching procedure carried out should not result in any risk of

harm, detriment or unreasonable stress to participants. Educational

interventions should not result in any educational disadvantage or loss of

opportunity. Strong medical guidelines exist where physical risk-issues are

involved. Where there is any doubt, all action should cease until full

consultation and reassurance is given by appropriate authorities.

Informed Consent

If any experiment or intervention or collection of data does not go significantly

beyond normal teaching functions, usually institutional (school/college)

approval only is required.

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Where normal teaching functions are significantly exceeded, as well as

institutional approval all participants including children should understand the

significance of their role (i.e. be informed) and should consent to their

involvement. If you are unsure of the extent to which your research goes

beyond normal teaching functions, please refer to your tutor for advice.

Informed consent assumes that consent is freely given with a proper

understanding of the nature and consequences of what is proposed and that

undue influence is not used to obtain consent. It must be made clear to

participants that at any moment they are free to withdraw from the research if

they wish. Particular care is necessary when the participant has a special

relationship to the investigator as in the case of a student to his/her teacher.

Normally written consent should be gained by providing participants with a

straightforward statement for them to sign, covering the aims of the research,

and the potential consequences for participants. The language used in such

statements must be understandable to the participants. For participants with

limited communication, the efforts to gain consent should be specified in a

written description of the procedure for explaining to participants what is

happening. A responsible person should sign this statement (and indicate

his/her relationship with the participant) to indicate that this work has been

done. In such cases the onus is on the researcher to satisfy the School’s

Ethics Committee, by the provision of appropriate evidence, that the

information/consent requirements have been satisfied. In some cases this may

require a clear justification for the involvement of the most vulnerable people

(for example with disabilities or in stressed situations) and clarification that

the information can be gained in no other way.

Confidentiality and Non-Identifiability

Persons (including children) and institutions that participate in research have

the right to anonymity and non-identifiability unless they are individual adults

who have explicitly, and in writing, consented to be identified. Otherwise all

research data and results, in all media, are confidential and must not be

disclosed to unauthorised third parties. Research reports, dissertations,

theses and publications must not permit the identification of any individuals (e.g.

children, parents or teachers) or institutions (e.g. schools or colleges).

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The British Educational Research Association (BERA) produces ethical guidelines

that can be found at the following link: http://www.bera.ac.uk/publications/ethical-

guidelines

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Assignment guidance

Module 1 - Critical review of a national policy/government document or

research report in the field of SEN in relation to your role of SENCO

Task: Write a critical review of a government report, policy document, guidance

document, research report or piece of legislation which significantly informs national

policy in the field of SEN. Relate it to your role as SENCO. You should focus on one

theme or section of the document.

(1000 words)

Here is your chance to study one document (e.g. SEND Code of Practice 0-25, Children and

Families Act Part 3, Education Excellence Everywhere White Paper, Lamb Inquiry, Bercow

Report, Steer Report, Rose Review, Warnock Report, Removing Barriers to Achievement,

OFSTED - The SEN and Disability Review) in depth and critically examine it. You should

focus on one aspect of the report. The advice on critical reading and writing from Poulson

and Wallace (see p.33) is really helpful here.

Questions you might ask about the report:

Who wrote this? Are they academic, professional, policy-maker? Does this tell you anything about the ideas expressed?

What are the purposes of this report? Who are the intended audiences?

What messages are given? To/about whom? (e.g. how are parents positioned in the

report)

Are there opinions expressed? Or words which reflect a standpoint? A political or

theoretical stance?

What are the gaps and silences in the report? What is left out and why? What is not

explained?

Are any data presented? Is it evident how the data were analysed? Is it clear from the

report itself how the conclusions were arrived at?

How does your own professional experience as a teacher and SENCO connect to the

ideas in the report? Can you provide a counterpoint to any of the arguments in the

report?

How does the report relate to your or your school/setting’s current practice?

Are the implications/recommendations for practice relevant? Drawn from the rest of the

report? Manageable?

You should use other literature (books, journal articles, websites) to support your analysis

and review.

You might find it helpful to structure your review in the following way:

Introduction: explain briefly the nature of your assignment. Provide a brief description of your

professional context and your rationale for choice of document. Include a very brief overview

of the document/report and how the assignment is structured. (100 words)

Main section: divided into paragraphs which each examine a different point. (total of 800

words)

Conclusion: briefly sum up your review and provide implications for practice in your setting.

(100 words)

References: using Harvard referencing notation (see pp.33-38).

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Module 1 - Small scale evaluative study

Task: Carry out a small scale study evaluating one aspect of SEN organisation relevant to

your role as a SENCO/teacher in the context of your school/setting. (2500 words)

This assignment enables you to select an aspect of SEN organisation in your school/setting

and then to evaluate this practice as well as situate what is happening, what you are doing,

and what you believe and think about your role in the light of wider school/setting and LA

practices.

Remember this is an evaluation study and does not involve starting or carrying out any

intervention, new approach or new type of organisation. This is not action research.

However, you may wish to link this evaluation with the action research study in Module 2.

Suggested assignment structure

Write this assignment in the past tense – by the time you submit it you have carried out the

study. No of

words

Title: Provide your own title to match your study.

Introduction: explain briefly the focus/nature of your assignment. This might include a brief description of the school/setting context, the chosen aspect of self evaluation, your interest in this and how the assignment is structured. (Type of writing required: description and reflection).

400

Broader context: more detailed examination of the chosen aspect in the context of school/setting, local and national situations. How are you involved in the activity and how does it relate to your views, beliefs, practice? This might include themes drawn from your reading and some review of wider literature/research. (Type of thinking required: reflection and critical review of issue, context).

750

Procedures and methods: a description of the way you carried out your evaluation. Make sure you explain your data collection fully – what method? Who are the participants? How many? How were they selected? Justify your choice with reference to methodology literature. Ethical issues: informed consent (parents? pupils?), anonymity and confidentiality. (Type of writing required: description).

300

Presentation and analysis of ‘findings’: present, describe and interpret your findings. Provide a sample of your raw data and show a collation of your data. The reader needs to follow your data collection and analysis process so they can follow how you come to your findings and conclusions. Percentages are generally not appropriate with small numbers. Discussion of the key findings from your enquiry, which involves critical review of ideas and critical reflections on what you did and what you found out. Critically evaluate your project - strengths and weaknesses. How you might have done things better or differently?

750

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Conclusion: critical speculation – what next, what needs to change be developed for your school/setting? Put your findings in the context of previous research – yours and others. Critique - constraints on outcomes - what other issues, policies, strategies have an influence? What implications do the outcomes have for: a) your setting – organisational content? b) the students? c) you in your role (if appropriate) / your professional development? d) recommendations for the future?

300

References: use the Harvard method of notation

Relevant Appendices: Include relevant material which is too bulky to be included in the text but which is important and to which you refer. Ensure anonymity. Make sure you refer to the appendices in your text. Use one appendix for each item, numbered and titled.

Module 1 - Critical reflection on the use and understanding of one aspect of

existing data relating to SEN in your setting

Task: Critically reflect on your understanding, and the use of, one aspect of data relating to

SEN in your context. (1500 words)

Understanding and using data:

In your role you will collect/create/generate new data or use already existing data – both

quantitative and qualitative data. However, the focus of this assignment is on the use and

understanding of existing data. The use of data can take a variety of forms. It will involve

an examination of what the data are and how they are conceptualised and represented. This

will also involve a consideration of the validity, reliability and legitimacy of using data – the

extent to which the data can be ‘trusted’ and you can have ‘confidence’ in the data. This

assignment also allows a critical reflection, such as where the researcher/SENCO is

considered to be involved in the co-construction of data and what the value of the data is.

Understanding the use of data emphasises the importance of encouraging the user of the

data to actually begin to think about what data ‘are’. By considering the ‘status’ of data in this

way, you should also consider what it is reasonable to do and to say with the data about

specific pupils. For example, a table of pupil statistics is different from a qualitative

description or staffroom report. They each take a different stance towards the way this data

is used to convince the audience of the ‘trustworthiness’ of the work. The former stance may

perhaps start from an assumption that the ‘truth’ of a situation can be ‘revealed’ through

quantifying and analysing; the latter might assume that one can only ‘construct stories’

(albeit supported by evidence such as observations) about a situation that might be useful to

the audience. So rather than simply using data in a way that makes claims to objectivity or to

represent reality in some way, researchers/SENCOs should, perhaps, consider the following

kinds of questions:

How are the data created, collected or constructed?

What are the processes of selection, interpretation and representation that have been

engaged in during the generation/production of the data?

Whose interests does the data best serve? Professionals, parents, pupils?

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In what contexts are the data produced? In other words in what ways are the data

culturally and socially located and shaped?

In what ways have the data been produced/created?

What are the effects/impact of the data?

Schools are data rich. You are not expected to collect data but to critically reflect on the use

and understanding of existing data in your working context. However it is worthwhile

considering briefly methods of data collection and how the methods that are used to collect

data may influence the ‘trustworthiness’ of the data. Methods used may involve interviews,

observations, questionnaires, narratives and stories of events from others, pupil

documentation from other sources/organisations/agencies as well as from within your own

school/setting.

Consider the nature of the data in your school/setting which informs your coordination role.

Data come in many forms and are used for a variety of purposes. Think about the types of

data you come across and need to engage with. Consider the most useful types of data and

the least useful. Consider how collected information is different from active knowledge in

practice – information is not knowledge. Consider the ethical processes necessary when

collecting, analysing, disseminating and judging pupil data.

Types of data you might choose to focus on include: a specific test (e.g. Salford Reading

Test), Fischer Family Trust data, in-school tracking data, data relating to progression

guidance, school/setting assessment data, qualitative data gathered for annual reviews,

‘pupil voice’ data, observation data, informally gathered data.

You might find it helpful to structure your assignment in the following way:

Introduction: explain briefly the nature of your assignment. This might include a brief

description of your chosen type of data, the context (e.g. school) and how the assignment is

structured. (200 words)

Main section: divided into paragraphs which each examine a different point. If the terms

reliability and validity are used these need further explanation to demonstrate that you

understand what they mean with regard to data. (total of 1000 words)

Conclusion: sum up your critical reflection and consider implications for your practice. (300

words)

References: using Harvard referencing notation.

Relevant appendices: include relevant material which is too bulky to be included in the text

but which is important and to which you refer. Ensure anonymity. Make sure you refer to the

appendices in your text. Use one appendix for each item, numbered and titled.

Although they are not all specifically related to SEN, you might find the following references useful to

reflect on the nature of data and how it can impact on teacher and pupil identity, beliefs and practice:

Ball, S.J. (2013) Foucault, power, and education. New York: Routledge.

Florian, L., Rouse, M., Black-Hawkins, K. and Jull, S. (2004) What can national data sets tell us about

inclusion and pupil achievement? British Journal of Special Education 31, 3, 115-121.

Hall, K., Collins, J., Benjamin, S., Nind, M. and Sheehy, K. (2004) SATurated Models of Pupildom:

Assessment and Inclusion/Exclusion. British Educational Research Journal 30, 6, 801-817.

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Reay, D. and Wiliam, D. (1999) I'll be a nothing: Structure, agency and the construction of identity

through assessment. British Educational Research Journal 25, 3, 343-354.

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Module 2 - Small scale action research study

Task: Carry out a small scale action research study examining an aspect of leading SEN

teaching and learning practice in your school/setting. (5000 words)

An action research study will enable you to investigate aspects of practice in order that you

can further plan, act, observe, analyse, and reflect. Another way of thinking about it is to

‘plan, do, review.’ You need to identify a key problem, interest, issue or dilemma that you

have encountered in your practice, and one that you are motivated to address in order to

generate creative solutions and change in collaboration with others. The problem should be

manageable, so that you can develop a small-scale research study which allows you to

enquire into a specific aspect of practice, initiate some action and evaluate this action.

You could focus on an aspect which arose from your evaluative study in module 1. Your

study may involve the investigation of a teaching and learning approach (e.g. classroom

withdrawal) relating to pupils with SEN specifically or of the wider school population more

generally. It may involve the implementation of a specific project and the nature of the role of

a teaching assistant within the project. It may be a small scale piece of research which

explores staff beliefs about learning potential and the nature of ability.

You are expected to gather your own data for this assignment – for example, through

interviews, observations, questionnaires, practice diaries. There are many books on

research methods, for example:

Bell, J. with Walters, S. (2014) Doing Your Research Project (6th edition) Buckingham: OUP

Clough, P. & Nutbrown, C. (2012) A Student's Guide to Methodology (3rd edition) London: SAGE

Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education (7th edition) London: Routledge

Denscombe, M. (2007) The Good Research Guide (3rd edition) Buckingham: OUP Koshy, V. (2010) Action research for improving practice. A practical guide (2nd

edition) London: Paul Chapman Robson, C. (2016) Real World Research (4th edition) Oxford: Blackwell Thomas, G. (2013) How to do your research project: A guide for students in education and

applied social sciences (2nd edition) London: SAGE

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Suggested assignment structure

Write this assignment in the past tense – by the time you submit it you have carried out the

study.

No.

words

Title: Add your own title to match your study

Introduction: your own school/setting context; the nature of the problem; your

interest in the topic. Introduce your research question.

500

Literature review: draw out common themes from the reading; or conflicting

viewpoints; use the literature to reformulate, further focus your research question.

It is best to use a range of sources (books, government policy documents, peer

reviewed journal articles).

Try to present a critical reading of the literature rather than just a ‘regurgitation’.

The advice on critical reading from Poulson and Wallace (see p33) will be helpful

here. When reading, think about the standpoint of the author/s, the focus of the

article, the methods used and any limitations of these, etc.

1500

Procedures and methods: a description of the way you carried out your research.

Make sure you explain your data collection fully – Who are the participants? How

many? How were they selected? What method of data collection? How much data

did you gather?

Ethical issues: approavals, informed consent (parents? pupils?), anonymity and

confidentiality.

1000

Presentation and analysis of findings: present, describe and interpret your

findings Provide a sample of your raw data and show a collation of your data. The

reader needs to follow your data collection and analysis process so they can follow

how you come to your findings and conclusions. Percentages are generally not

appropriate with small numbers. Discussion of the key findings from your enquiry.

Reflection on your own professional learning about your research area.

1500

Conclusion: implications for your future practice; for your school/setting; for further

research.

500

References: use the Harvard method of notation

Relevant appendices: include relevant material which is too bulky to be included in

the text but which is important and to which you refer. Ensure anonymity. Make

sure you refer to the appendices in your text. Use one appendix for each item,

numbered and titled.

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Assignment tips In Module 1, include word count at the end of each task as well as an overall word count.

Remember you must be within + 10% of the word lengths.

Subheadings help the reader find their way through the assignment. Make sure they

relate to what is included in that section and that they do not make the flow of the

assignment too disjointed.

Remember not to name your school/setting or staff/pupils in appendices!

Spell out acronyms first time of use.

Terminology - ‘SEN children’. This should be ‘children with SEN’ or ‘children defined as

having SEN’ or ‘children designated as having SEN’.

It is better to say – ‘I suggest..’, ‘I argue..’, ‘In my experience it seems that …’ rather than

‘I feel’ or ‘I believe’. Such assertions/claims should also be backed up from literature,

your own or others’ research or from your own experience (an example from the latter is

always helpful).

Data = plural (datum = singular) e.g. ‘These data…’ not ‘this data …’.

The most successful assignments are fluently written and coherently structured,

organised and argued. They use a wide range of relevant literature, beyond those

provided on the course, including peer reviewed journal articles. They demonstrate

critical reflection and analysis, with a questioning stance. Points from literature are used

to develop, challenge and support assertions. Often paraphrasing is used as well as

pertinent quotes. The assignments link theory and practice together well. There are few

typos or punctuation errors and referencing is accurate.

The least successful assignments are difficult for the reader to follow. The organisation

and structure is not clear. The points and argument being made are not clear.

Paragraphs and sentences are not linked together. The assignment is descriptive rather

than reflective or analytic. A limited range of literature is used. Quotes tend to sit alone

and not be clearly relevant or integrated into the writing. There are many typos and

errors and referencing is poor.

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SENCO Learning Outcomes Portfolio

SENCOs wishing to gain the National Award for SEN Coordination are required to

meet the NCTL SENCO Learning Outcomes. The aim of the portfolio is to enable

you to provide evidence of the range of essential knowledge, skills and experience

gained prior to and during the SENCO course.

Portfolios will be organised into the following sections, according to the SENCO

Learning Outcomes:

o Professional knowledge and understanding

o Leading and coordinating provision

o Personal and professional qualities

You are asked to complete an initial self audit against the learning outcomes. You are

expected to maintain and develop your portfolio electronically, monitoring, recording and

reflecting upon your ongoing progress against the outcomes. The portfolio is a substantive

learning tool on the course and enables a formative ongoing process of review against the

outcomes, allowing SENCOs to self track and audit learning explicitly. Portfolios will

demonstrate a clear element of self-reflection linked to their own school/setting context and

their own professional development throughout the course. There will be opportunities for

peer mentoring and support through self-reflection and discussion around progress towards

the learning outcomes. The portfolio will be regularly reviewed in tutorials with your tutor,

enabling personalised focused recommendations regarding relevant research, reading,

assignments and/or visits for each SENCO. This process will conclude with a self-evaluation

update and action plan for future personal development and CPD.

The portfolio will ultimately provide summative evidence which will be verified and

signed off by various others (tutors, headteachers, in-school/setting sponsors, line

managers, LA advisers, and other stakeholders as appropriate). Final verification will

be completed by the course tutor/s and there will be a standardisation and

moderation procedure which follows the usual University protocols.

Completing the SENCO Learning Outcomes Portfolio

You are expected to provide evidence and self evaluation of awareness, level of

knowledge, understanding or skills against each outcome. You should be self critical

and reflective. Describe with a detailed example; reflect; consider the impact/next

steps. Supporting information can be provided.

A number and range of outcomes should be verified by others e.g. headteacher,

lead tutor, LA adviser. A list of verifiers, their role/position and their contact details

should be included at the front of the portfolio. Verifiers can sign the final copy or

SENCOs can add ‘This can be verified by….’

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You are encouraged and expected to use all elements of the course and your

experience. You can map and reflect upon a range of learning experiences in

relation the Learning Outcomes. This may include, for example, pre-course

experience, reading, module taught elements and activities, module directed tasks,

day-to-day school/setting practice, school/setting developments, action research

projects, assignments, visits, attendance at other related courses and conferences

as appropriate. You are expected to provide specific (dated) examples rather than

vague statements.

See SENCO Learning Outcomes Portfolio for further information and examples.

SENCO Learning Outcomes Portfolio

Deadline

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Some suggested reading

** The starred items are those particularly recommended to support you in developing a

crtical lens towards taken-for granted concepts of SEN.

The emboldened books are core books for teachers engaged in the National Award

for SEN Coordination.

Organisational contexts, role of the SENCO, inclusion

Armstrong, D. and Squires, G. (eds) (2012) Contemporary issues in special educational

needs: Considering the whole child. Maidenhead: Open University Press

Audit Commission (2008) Special educational needs / additional educational needs

(SEN/AEN) value for money resource pack for schools www.sen-aen.audit-

commission.gov.uk/

Barnes, P. (2008) Multi-agency working: what are the perspectives of SENCOs and parents

regarding it development and implementation? British Journal of Special Education, 35

(4), 230-240

Beveridge, S. (2005) Children, families and schools: Developing partnerships for inclusive

education. London: Routledge-Falmer

Burnett, N. (2005) Leadership and SEN: Meeting the challenge in special and mainstream

settings. London: David Fulton

Cheminais, R. (2010) Handbook for new SENCOs. London: Sage

Clough, P. (ed.) (1998) Managing inclusive education. London: Paul Chapman **Clough, P. & Corbett, J. (2000) Theories of inclusive education. London: Paul Chapman

Cole, B. (2005) Mission impossible? Special educational needs, inclusion and the re-

conceptualization of the SENCO in England and Wales European Journal of Special

Needs Education, 20 (3), 287-307

Cooper, P. (1996) Are individual education plans a waste of paper? British Journal of Special

Education, 23 (3), 115-119

**Corbett, J. (1995) Bad mouthing: The language of special needs. Washington: Falmer

Press

DCSF (2010) Improving parental confidence in the special educational needs system: An

implementation plan. London: DCSF

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DCSF (2010) Breaking the link between special educational needs and low attainment.

Annesley, Nottingham: DCSF

DfE (2010) Support and aspiration: A new approach to special educational needs and

disability. [Green Paper] Norwich: The Stationery Office

DfE (2015) SEN Code of Practice 0-25 [online] Available at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SE

ND_Code_of_Practice_January_2015.pdf

DfES (2001) Inclusive schooling: Children with special educational needs. Annesley,

Nottingham: DfES

DfES (2004) Removing barriers to achievement: The government’s strategy for SEN. Ref:

DfES/0117/2004. Annesley, Nottingham: DfES

Digman, C. and Soan, S. (2008) Working with parents: A guide for education professionals.

London: Sage

Dyson, A. and Gallannaugh, F. (2007) National policy and the development of inclusive school practices: a case study. Cambridge Journal of Education, 37, 4, 473-488

Ekins, A. and Grimes, P. (2009) Inclusion: Developing an effective whole school approach.

Maidenhead: Open University Press

Ellis, S., Tod, J. and Graham-Matheson, L. (2008) Special educational needs and inclusion:

reflection and renewal. London: NASUWT

Florian, L. (ed) (2014) The Sage handbook of special education. (2nd edition). London: Sage Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion, and diversity: a

textbook. (3rd edition). Buckingham: Open University Press Gibson, S. and Blandford, S. (2005) Managing special educational needs London: Paul

Chapman

Goodley, D. (2011) Disability Studies: an interdisciplinary introduction London: Sage.

Griffiths, D. and Dubsky, R. (2012) Evaluating the impact of the new National Award for

SENCos: transforming landscapes or gardening in a gale? British Journal of Special

Education, 39, 164–172

Gross, J. (2008) Beating bureaucracy in special needs education. London: Routledge

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Hallett, F. and Hallett, G. (eds) (2010) Transforming the role of the SENCO: Achieving

the National Award for SEN Coordination. Buckingham: Open University Press

House of Commons (2006) SEN. Education Select Committee Report. London: The Stationery Office www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478i.pdf

Layton, L. (2005) Special educational needs coordinators and leadership: A role too far?

Support for Learning, 20 (2), 53-60

Lloyd, C. (2008) Removing barriers to achievement: A strategy for inclusion or inclusion or

exclusion? International Journal of Inclusive Education, 12 (2), 221-236

Mackenzie, S. (2008) A review of recent developments in the role of the SENCO in the UK.

British Journal of Special Education, 34 (4), 212-218

Norwich, B. (2013) Addressing tensions and dilemmas in inclusive education. Abingdon:

Routledge Norwich, B. and Gray, P. (2007) Special schools in the new era: how do we go beyond

generalities? Journal of Research in Special Educational Needs, 7 (2), 71-89 Ofsted (2004) Special educational needs and disability: towards inclusive schools. London:

Ofsted Ofsted (2006) Inclusion: Does it matter where pupils are taught? Provision and outcomes in

different settings for pupils with learning difficulties and disabilities. Ref: HMI 2535

www.ofsted.gov.uk

Ofsted (2010) The special educational needs and disability review: A statement is not enough. Ref: HMI 090221 www.ofsted.gov.uk

Pearson, S. and Mitchell, R. (2013) The recruitment, induction and retention of special

educational needs coordinators (SENCOs) Leeds: University of Leeds http://www.nasen.org.uk/uploads/publications/269.pdf

Pearson, S., Mitchell, R. and Rapti, M. (2014) 'I will be "fighting" even more for pupils with

SEN': SENCOs' role predictions in the changing English policy context. Journal of Research in SEN, earlybird viewing

Rayner, S. (2008) Managing special and inclusive education. London: Sage Publications

**Runswick - Cole, K. & Hodge, N. (2009) Needs or rights? A challenge to the discourse of

special education British Journal of Special Education, 36, 4,198 - 203 Sydney, A. (2009) A handbook for inclusion managers. London: Fulton

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Thomas, G. and Loxley, A. (2008) Deconstructing special education and constructing

inclusion. 2nd edition. Buckingham: Open University Press

Tilstone, T. and Rose, R. (eds) (2003) Strategies to promote inclusive practice. London: RoutledgeFalmer

Wearmouth, J. (2016) Effective SENCO: Meeting the challenge. Maidenhead: Open

University Press

Leading on teaching and learning

Alborz, A., Pearson, D., Farrell, P. and Howes, A. (2009) The impact of adult support staff on

pupils and mainstream schools. London: EPPI-Centre, Social Science Research Unit,

Institute of Education, University of London

Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A. and Webster, R. (2010)

Deployment and impact of support staff project. [Full Report: DCSF-RR148]

www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-RR148

Blatchford, P., Bassett, P., Brown, P. & Webster, R. (2009) The effect of support staff on

pupil engagement and individual attention. British Educational Research Journal ,

35(5), 661-686

Blatchford, P., Russell, A. and Webster, R. (2012) Reassessing the impact of teaching

assistant: how research challenges practice and policy. Abingdon: Routledge

Blatchford, P., Webster, R. and Russell, A. (2012) Challenging the role and deployment of

teaching assistants in mainstream schools: The impact on schools. Final report on the

Effective Deployment of Teaching Assistants (EDTA) project.

http://www.teachingassistantresearch.co.uk/

[see also Russell et al (2013), Webster and Blatchford (2013, 2013, 2014) and Webster et al

(2013)]

Burton, D. & Goodman, R. (2011) Perspectives of SENCOs and support staff in England on

their roles, relationships and capacity to support inclusive practice for students with

behavioural emotional and social difficulties. Pastoral Care in Education, 29:2, 133-149

DCSF (2010) Breaking the link between special educational needs and low attainment.

Annesley, Nottingham: DCSF

Derrington, C. and Groom, B. (2004) A team approach to behaviour management: A training

guide for SENCOs working with teaching assistants. London: Paul Chapman

Gerschel, L. (2005) The special educational needs coordinator’s role in managing teaching

assistants: the Greenwich perspective. Support for Learning, 20 (2), 69-76

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Gibson, S. and Blandford, S. (2005) Managing Special Educational Needs. London: Paul

Chapman

Glenny, G. and Roaf, C. (2008) Multiprofessional communication: Making systems work for

children. Maidenhead: Open University Press

Hart, S., Dixon, A., Drummond, M. and McIntyre, D. (2005) Learning without limits. Maidenhead: Open University Press

Hayes. J. (2004) Visual annual reviews: how to include pupils with learning difficulties in their

educational reviews. Support for Learning, 19 (4), 175-180

Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds) (2014) The Routledge

companion to severe, profound and multiple learning difficulties. London: Routledge

Lamb, B. (2009) Lamb Inquiry: special educational needs and parental confidence.

www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-01143-2009

Lehane, T. (2016) ‘Cooling the mark out’: Experienced teaching assistants’ perceptions of

their work in the inclusion of pupils with special educational needs in mainstream

secondary. schools. Educational Review, 68 (1), 4-23

Lewis, A. and Norwich, B. (2006) Special teaching for special children? Pedagogies for

inclusion. Maidenhead: Open University

MacConville, R. (2010) Special Needs: What to know and what to do. The professional

development file for all staff. London: Optimus

May, H. (2005) Whose participation is it anyway? Examining the context of pupil participation

in the UK. British Journal of Special Education, 32, 1, 29-34

Němec, Z., Šimáčková-Laurenčíková, K., Hájková, V. and Strnadová, I. (2015) ‘When I need

to do something else with the other children, then I can rely on her’: teaching assistants

working with socially disadvantaged students. European Journal of Special Needs

Education, 30 (4), 459-473

Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. London: RoutledgeFalmer/Open University

Norwich, B. and Kelly, N. (2006) Evaluating children’s participation in SEN procedures.

Educational Psychology in Practice, 22, 3, 255-271

Oldham, J. and Radford, J. (2011) Secondary SENCO leadership: a universal or specialist

role? British Journal of Special Education, 38, 3, 126-134

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Rose, R. and Shevlin, M. (2010) Ideas for actively engaging students in inclusive classrooms.

London: Jessica Kingsley

Rosen-Webb, S. (2011) Nobody tells you how to be a SENCo. British Journal of Special

Education, 38, 4, 159-168

Russell, A., Webster, R. and Blatchford, P. (2013) Maximising the impact of teaching

assistants: Guidance for school leaders and teachers. Abingdon: Routledge

Szwed, C. (2007) Remodelling policy and practice: the challenge for staff working with

children with special educational needs. Educational Review, 59 (2), 147-160

Tennant, G. (2007) IEPs in mainstream secondary schools: an agenda for research. Support

for Learning, 4, 204-208

Tilstone, C. and Layton, L. (2004) Child development and teaching pupils with special

educational needs. London: Routledge

Todd, L. (2007) Partnerships for inclusive education: a critical approach to collaborative

working London: Routledge

Vincent. K., Cremin, H. and Thomas, G. (2005) Teachers and assistants working together.

Maidenhead: Open University Press

Webster, R. and Blatchford, P. (2013) The educational experiences of pupils with a

Statement for special educational needs in mainstream primary schools. Results from a

systematic observation study. European Journal of Special Needs Education, 28, 4, 463-

479

Webster, R. and Blatchford, P. (2013) The Making a Statement project final report. A study

of the teaching and support experienced by pupils with a statement of special educational

needs in mainstream primary schools. [online] Available at:

http://www.teachingassistantresearch.co.uk/the-mast-study/4581714815

Webster, R. and Blatchford, P. (2014) Worlds apart? The nature and quality of the

educational experiences of pupils with a Statement for special educational needs in

mainstream primary schools. British Educational Research Journal, published online, 21st

April

Webster, R., Blatchford, P. and Russell, A. (2013) Challenging and changing how schools

use teaching assistants: Findings from the Effective Deployment of Teaching Assistants

project. School Leadership and Management, 33, 1, 78-96

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Research, evaluation and working at Masters level

Altrichter, H., Feldman, A., Posch, P., Somekh, B. (2008) Teachers investigate their work.

London: Routledge

Bell, J. with Walters, S. (2014) Doing Your Research Project. (6th edition). Buckingham:

OUP

Castle, K. (2010) Study skills for your Masters in Teaching and Learning. Exeter: Learning

Matters

Clough, P. & Nutbrown, C. (2012) A student's guide to methodology. (3rd edition). London:

Sage

Cohen, L., Manion, L. and Morrison, K. (2011) Research methods in education. (7th edition).

London: Routledge

Denscombe, M. (2007) The good research guide. (3rd edition). Buckingham: Open University

Press

Fraser, S., Lewis, V., Ding, S., Kellett, M. and Robinson, C. (2004) Doing research with

children and young people. London: Sage /Open University

Hopkins, D. (2002) A teacher's guide to classroom research. Buckingham: Open University

Press Kershner, R. and Chaplain, R. (2001) Understanding special educational needs: A teacher's

guide to effective school-based research. London: David Fulton Koshy, V. (2010) Action research for improving practice. (2nd edition). London: Sage/Paul

Chapman

Poulson, L. and Wallace, M. (2004) (eds) Learning to read critically in teaching and learning.

London: Sage

Robson, C. (2016) Real world research: a resource for social scientists and practitioner-

researchers. (4th edition). Oxford: Blackwell

Sewell, K. (ed) (2008) Doing Your PGCE at M - Level: a guide for students. London: Sage Thomas, G. (2013) How to do your research project: A guide for students in education and

applied social sciences. (2nd edition). London: SAGE

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Web resources: DfE SEN pages www.education.gov.uk/schools/pupilsupport/sen nasen (National Association of Special Educational Needs) www.nasen.org.uk Training materials for teachers of learners with severe, profound and complex learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils Teacher Training Resource Bank http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/ Recommended:

A historical overview of disability and special educational needs

Models of disability and special educational needs

Differentiation [As this is archived it is difficult to locate items]

Inclusion Development Programme http://www.idponline.org.uk/ SEN Policy Research Forum http://www.sen-policyforum.org.uk/ Council for Disabled Children http://www.councilfordisabledchildren.org.uk/ Electronic journals: British Journal of Special Education Support for Learning European Journal of Special Needs Education Journal of Research in Special Educational Needs International Journal of Inclusive Education

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Critical reading and writing

From Poulson, L. and Wallace, M. (2004) (eds) Learning to read critically in teaching and

learning London: Sage

As a critical reader of the literature: As a self critical writer:

Consider the author’s purpose in writing the

account

State your purpose in what you write to

make it clear to your readers

Examine the structure of the account to help

you understand how the authors develop

their argument

Create a logical structure in your account

that assists you with developing your

arguments, and make it clear to your

readers

Seek to identify the main claims the authors

make in putting forward their argument

State your own main claims clearly to help

your readers understand your argument

Adopt a sceptical stance towards the authors’

claims, checking whether they support

convincingly what they assert

Assume that your readers adopt a critical

stance to your work so you must convince

them by supporting your claims as far as

possible

Question whether the authors have sufficient

backing for the generalisations they make

Avoid making sweeping generalisations in

your writing which you cannot justify to your

readers.

Check what the authors mean by key terms

in the account and whether they use these

terms consistently

Define the key terms you employ in your

account so that your readers are clear what

you mean and use these terms consistently

Consider whether and how any values

guiding the authors’ work may affect what

they claim

Make explicit any values that guide what you

write

Distinguish between respecting the authors

as people and being sceptical about what

they write

Avoid attacking authors as people but be

sceptical about what they write

Keep an open mind, retaining a conditional

willingness to be convinced

Assume that your readers are open minded

about your work and are willing to be

convinced if you can adequately support

your claims

Check that everything the authors have

written is relevant to their purpose in writing

the account and the argument they develop

Sustain your focus throughout your account,

avoid irrelevancies and digressions in what

you write

Expect to be given the information that is

needed for you to be in a position to check

any other literature sources to which the

authors refer

Ensure that your referencing in the text and

the reference list is complete and accurate

so that your readers are in a position to

check your sources.

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Harvard Referencing

Harvard principles relate to the information you provide, in this order:

Creator/author

Year of publication

Title of information

Tracing information

Remember to keep this bibliographic information for all sources you look at.

It is important to be consistent throughout your work with regard to layout, typeface,

punctuation and format.

Why reference?

Referencing is a skill you will need to master. The written assignments you produce will need

to follow the formal conventions used in academic contexts when referring to books, articles

and other sources of information. Use of these referencing conventions ensures that your

work avoids plagiarism (see below).

Just as important, however, is your ability to make use of the conventions as a guide to

further reading. Writers include references so that you, the reader, can investigate the same

sources of information they used. Frequently, that first book or article you consulted only

relates loosely to your chosen topic, but its references may point the way towards other

sources that are much more helpful.

Plagiarism

If you use any kind of material (information, ideas, particular words or phrases) from a

published source (including the internet) you must clearly indicate the source from which the

material comes. Otherwise you are plagiarising - in effect you are stealing someone else’s

work. Plagiarism is not permitted under any circumstances and is subject to severe penalties

when detected.

It does not matter whether or not you are consciously trying to deceive your tutor: by passing

off borrowed material as your own work, or simply reproducing words and phrases from a

source without acknowledging it, you are guilty of plagiarism. It is your responsibility to make

sure you do not take material from a source without proper acknowledgement. That means

you must take great care when you are taking notes while reading.

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References within the text

When the Harvard system is used, acknowledgement of the work of others appears within

the text; it includes paraphrasing as well as making direct quotations. (N.B. Footnotes do

not need to be used with this system; however, your tutor may allow you to use them to

expand or qualify points in the text.) You need to note the author’s surname, followed by the

year of publication and, for a direct quotation, the page number e.g. (Bloggs 2006: 12).

Where you are citing from more than one work published by an author in one year you add a

lower case letter after the year e.g. (Bloggs 2006a).

Where there are two authors, give the surnames of both authors e.g. (Bloggs and Smith

2006).

Where there are three or more authors, give the surname of the first followed by et al e.g.

(Bloggs et al 2006). (et al means ‘and others’ – from the Latin et alii, et aliae)

There are several ways in which these references can be made; there are some examples

below. (The full details of sources are given in the list of references at the end; see the next

section.)

Quotation

If you take a passage, a sentence, a phrase, or even a distinctive word from a book, article,

or other source you must put the borrowed material in single quotation marks (with double

quotation marks for a quote within a quote). Quotations and their introductory clauses need

to be grammatically complete. If something is left out of the original quotation then three

dots should be used to show the omission. If you add words, these should be in square

brackets.

e.g.

He lists twenty-four names of people who had ‘felt hitherto strange and unfamiliar desire to

have images formed by light spontaneously fix themselves’ from as early as 1782 (Batchen

1990: 9).

e.g.

It is hard to disagree with Slee’s statement that ‘schooling has always produced exclusion’

(2001: 113).

e.g.

Teaching at this level was seen ‘as a student-centred activity in which students are

not only responsible for their own learning process but also are in control of the

content of their learning’ (Samuelowicz and Bain 1992: 98).

A longer quotation (more than two lines) should be indented on both left and right and

single spaced in a separate paragraph.

e.g.

They also comment on the functions of literacy:

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‘Participating in literacy at any level … can improve quality of life, increase social

interactions and relatedness, and improve communication in additional functional

contexts.’ (Kaderavek and Rabidoux 2004:242)

Paraphrase

If you paraphrase or summarise information or ideas from a book, article, or other source

you must take great care to put the information into your own words, and you must, again,

clearly indicate the source from which the information came.

e.g.

Biographies of Rossetti tend to differentiate the successive stages of his career by

associating each of them with a particular woman in his life (Prettejohn 1997).

e.g.

Evans and Saint-Aubin (2005) show how pictures totally capture the attention of very young

children being read to by their parents.

e.g.

In a further article (Johnson 2004a) it is argued that...

e.g.

In this article (Nicholls et al 2000) the view is taken that...

e.g.

Harris (1991) showed in his research that...

e.g.

This finding has been confirmed by other researchers in the United States (Smart 2001;

Billings and Brown 2004).

Secondary Citation

Sometimes you need to cite the ideas of an author that were referred to in someone else’s

writing, though, where possible, you should try to read the original source. You must show

that you used the secondary source.

e.g.

Learmouth (1999 cited in Short 2005) acknowledges that it is impossible to...

In the reference list you need only include the secondary source – in this case Short (2005).

List of references

Introduction

All written work should include a list of references at the end detailing, in alphabetical order

by author, all the sources you used to research the topic. Provide all authors’ names in the

reference list – do not use et al.

Remember the principles and order:

Creator/author

Year of publication

Title of information

Tracing information

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Book

1. Surname and initials of author(s) (if editor/editors, put ed/eds in brackets after the

name)

2. Year of publication (in brackets)

3. Title of book (in italics)

4. Edition (omit if first edition)

5. Place of Publication

6. Publisher

If you have accessed a book or report on-line, you should reference it as a book but add

further details to assist in tracing.

e.g.

Clark, A. and Moss, P. (2001) Listening to young children: the Mosaic Approach London:

National Children’s Bureau

Cohen, L. et al (2007) Research methods in education 6th edn London: Routledge

Department for Education and Skills (2006) The five year strategy for children and learners:

maintaining the excellent progress London: DFES [online].

http://www.dfes.gov.uk/publications/5yearstrategyprogress/index.shtml [12 January 2007]

Article/chapter in edited book

1. Surname and initials of author(s)

2. Year of publication (in brackets)

3. Title of article

4. in then surname and initials of editor/editors of book, followed by (ed)/(eds)

5. Title of book (in italics)

6. Place of publication

7. Publisher

e.g.

Carpenter, B. and Morris, D. (2001) English in Carpenter, B., Ashdown, R. and Bovair, K.

(eds) Enabling access: effective teaching and learning for pupils with learning difficulties

London: David Fulton

Article in journal or newspaper

1. Surname and initials of author(s)

2. Year of publication (in brackets)

3. Title of article

4. Title of journal/newspaper (in italics)

5. Volume number

6. Part number (in brackets)

7. Page number(s)

e.g.

Hall, K. (2001) An analysis of primary literary policy in England using Barthes’ notion of

'readerly' and 'writerly' texts Journal of Early Childhood Literacy 1(2), 153-165

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Sheehy, K. (2005) Morphing images: a potential tool for teaching word recognition to

children with severe learning difficulties British Journal of Educational Technology 36(2),

293-301

Revell, P. (2005) Each to their own Guardian May 31 2005, 10

Article in Electronic Journal or Newspaper

1. Author

2. Year of publication (in brackets)

3. Title of article

4. Title of journal or newspaper (in italics)

5. Volume, part of journal (or publication date of newspaper)

6. Type of medium (in square brackets)

7. Location of document (full web address)

8. Access date (in square brackets)

e.g.

Claxton, G. (2007) Expanding young people’s capacity to learn British Journal of Educational

Studies 55 (2) 115-134 [online] Available at www.blackwellsynergy.com [16 July 2007]

Anderson, B. (2002) September 11 has turned out to be a good thing for America and the

world The Independent 9 September 2002 [online] Available at

http://www.infoweb.newsbank.com/ [12 September 2002]

World Wide Web Document or page

Before attempting to reference something that you have found on the Internet, make sure

that you know what it is. If it is actually a journal or newspaper article, reference it as such,

as in section 5 above. If it is a report published both as a print version and electronically

(e.g. DfES, where the clue may be that it is a .pdf file) use the book format and indicate that

you used the electronic version (see example in section 1).

Sometimes it can seem difficult to trace all the relevant information, and you may have to be

creative and look for clues. If very little information is traceable, this may imply something

about the quality of the site you are using.

1. Author or editor (if known, use name of website if all else fails)

2. Year of publication or last update

3. Title of document or site or page (in italics)

4. Location of document (full web address)

5. Access date (in square brackets)

e.g.

Elder, L. and Paul, R. (2007) Becoming a critic of your thinking

www.criticalthinking.org/articles/becoming-a-critic.cfm [30 March 2007]

European Agency (2005) Sweden: Identification of special educational needs

www.european-agency.org/nat_ovs/sweden/3.html [16 July 2007]

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Appendix 2 Memorandum of Agreement:

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Appendix 3 National Learning Outcomes Portfolio: PGSEN703:

The National Award

for SEN Coordination

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SENCO Learning

Outcomes Portfolio

South West Consortium

Plymouth University

and

University of Exeter

in partnership with regional local authorities

2016-17

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CONTENTS

Page

Overview of the Learning Outcomes 2

SENCO Learning Outcomes Portfolio 4

Completing the Portfolio 6

Part A: Professional Knowledge and Understanding 7

Part B: Leading and Coordinating Provision 14

Part C: Personal and Professional Qualities 16

Impact of programme, professional development and action plan 17

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Overview of the Learning Outcomes

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1. The statutory and regulatory context for SEN and disability equality and

the implications for practice in their school or work setting:

1.1 Guidance within the SEN Code of Practice and how it is interpreted locally

1.2 Mediation and the SEND Tribunal

1.3 The Local Offer

1.4 Ofsted Frameworks relevant to their school or work setting

1.5 New funding models, including the right to personal budgets

1.6 The policy and legislative context for health and social care, including

safeguarding and the health and well-being agenda

1.7 Relevant guidance on data protection and confidentiality, health and safety

including governor accountabilities

2. The principles and practice of leadership in different contexts:

2.1 The characteristics of highly effective leadership

2.2 Leadership and management processes and tools that support change in schools

2.3 The role of leadership and professional challenge in supporting and promoting a

culture of continuous professional development linked to improvement

2.4 Their own leadership, including strengths and areas for development

2.5 The professional qualities of effective team leadership

3. The principles and practice of leadership in different contexts:

3.1 The breadth and complexity of the causes of under achievement

3.2 How children’s development is affected by SEN and/or disabilities, including

mental health needs, and the quality of teaching they receive

3.3 High incidence SEN and their implications for teaching and learning and

inclusive practice

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3.4 Planning provision for children and young people with more severe and complex

SEN

4. Strategies for improving outcomes for pupils with SEN and/or disabilities:

4.1 Theories of learning as the basis upon which to design effective interventions

4.2 Removing barriers to participation and learning for children and young people with

SEN and/or disabilities

4.3 Addressing discrimination, stereotyping and bullying related to SEN and

disability

4.4 The potential of new technologies to support communication, teaching and

learning for children and young people with SEN and/or disabilities

4.5 Relevant theory, research and inspection evidence about effective practice in

including pupils with SEN and/or disabilities

5. Work strategically with senior colleagues and governors to:

5.1 Advise on and influence the strategic development of a person-centred and inclusive

ethos, policies, priorities and practices;

5.2 Promote a whole school culture of high expectations and best practice in teaching

and learning to improve outcomes for children and young people with SEN and/or

disabilities;

5.3 Ensure that the school’s SEN policy is embedded within the school’s performance

management, self-evaluation and improvement planning;

5.4 Establish systems to collect, analyse and interpret data, including RAISEonline, to

inform policy and practice, raise expectations and set challenging targets for children

and young people with SEN and/or disabilities;

5.5 Commission, secure and deploy appropriate resources to reinforce the teaching of

children and young people with SEN and/or disabilities, and evaluate and report upon

their impact on progress, outcomes and cost effectiveness.

6. Lead, develop and, where necessary, challenge senior leaders, colleagues and

governors to:

6.1 Understand and meet their statutory responsibilities towards children and young

people with SEN and/or disabilities;

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6.2 Promote improvement in teaching and learning to identify, assess and meet the

needs of children and young people with SEN and/or disabilities, within a person-

centred approach;

6.3 Model effective practice, coach and mentor colleagues;

6.4 Lead the professional development of staff so that all staff improve their practice and

take responsibility for removing barriers to participation and learning;

6.5 Deploy and manage staff effectively to ensure the most efficient use of resources to

improve progress of children and young people with SEN and/or disabilities.

7. Critically evaluate evidence about learning, teaching and assessment in

relation to pupils with SEN to inform practice and enable senior leaders and

teachers to:

7.1 Select, use and adapt approaches, strategies and resources for assessment to

personalise provision for children and young people with SEN and/or disabilities

7.2 Draw upon relevant research and inspection evidence about teaching and learning in

relation to pupils with SEN and/or disabilities to improve practice

7.3 Undertake small-scale practitioner enquiry to identify, develop and rigorously

evaluate effective practice in teaching pupils with SEN and/or disabilities.

8. Draw on external sources of support and expertise to:

8.1 Engage with the Local Offer to develop effective working partnerships with

professionals in other services and agencies, including voluntary organisations, to

support a coherent, coordinated and effective approach to supporting children and

young people with SEN and/or disabilities

8.2 Promote, facilitate and support effective multi-agency working for all children and

young people with SEN, through, e.g. person-centred planning, ‘team around a child

or family’, the Common Assessment Framework and the Education, Health and Care

Plan

8.3 Interpret specialist information from other professionals and agencies and

demonstrate how it has been used to improve teaching and learning and outcomes

for children and young people with SEN and/or disabilities

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8.4 Ensure continuity of support and progression at key transition points for children and

young people with SEN and/or disabilities

9. Develop, implement, monitor and evaluate systems to:

9.1 Identify pupils who may have SEN and/or disabilities

9.2 Inform all staff about the learning needs, emotional, social and mental health needs

and achievement of children and young people with SEN and/or disabilities

9.3 Set challenging targets for children and young people with SEN and/or disabilities

9.4 Plan and intervene to meet the needs of children and young people with

SEN and/or disabilities

9.5 Record and review the progress of children and young people with SEN and/or

disabilities

9.6 Make effective use of data to evaluate and report upon the effectiveness of provision

and its impact on progress and outcomes for pupils with SEN and/or disabilities

9.7 Ensure appropriate arrangements are put in place for children and young people

sitting national tests and examinations or undertaking other forms of accreditation

SENCO LEARNING OUTCOMES PORTFOLIO

Teachers wishing to gain The National Award for SEN Coordination are required to meet the

National College for Teaching & Leadership (NCTL) SENCO Learning Outcomes.

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Master’s level programmes are typically delivered through a combination of methods best

suited to the purpose of the programme and the student’s particular circumstances and

needs. However, evidence of what makes leadership development effective suggests most

programmes will consist of a blended approach that involves some or all of:

Workplace learning and practical activities;

Face to face activity, including peer and facilitated learning;

Reading and reflection;

On-line learning;

Projects or other pieces of work at Master’s level

The learning outcomes have been developed in the context of the Teachers’ Standards, which

apply to SENCOs in the same way as other teachers and have been structured in a manner

similar. However, they should not be interpreted as professional standards. SENCOs

undertaking further specialist training will already be skilled teachers who have demonstrated

the professional attributes, professional knowledge and understanding, and professional skills

set out in the Qualified Teacher Status and the Teachers’ Standards as a minimum.

Achieving the learning outcomes should enable new SENCOs to fulfil the leadership role set

out in the Code of Practice, the key features of which are:

Overseeing the day-to-day operation of the school’s SEN policy;

Coordinating provision for children with SEN;

Liaising with the relevant designated teacher where a looked after pupil has SEN;

Advising on a graduated approach to providing SEN Support;

Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively;

Liaising with parents of children with SEN;

Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies;

Being a key point of contact with external agencies, especially the LA and LA support services;

Liaising with potential next providers of education to ensure a young person and their parents are informed about options and a smooth transition is planned;

Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements;

Ensuring that the school or maintained nursery keeps the records of all children with SEN up to date.

The learning outcomes are specific to the SENCO role and relevant to SENCOs in all

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schools but some aspects will need to be interpreted differently according to the phase,

size and type of school or other work setting such as a pupil referral unit, children’s centre or

other early years setting.

SENCO training must help SENCOs to demonstrate that they are able to meet the

learning outcomes and providers must assure themselves that SENCOs meet all of the

outcomes by the end of the programme in order to be awarded the National SENCO

qualification (The National Award for Special Educational Needs Coordination).

The learning outcomes are structured in 3 parts:

Part A The professional knowledge and understanding that SENCOs need of the

legislative context for SEN and theoretical concepts that underpin effective

leadership and practice.

Part B The expertise and capabilities that SENCOs need to lead and coordinate

provision effectively.

Part C The personal and professional qualities that SENCOs need to make a positive

impact on the ethos and culture in schools and other settings.

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COMPLETING THE PORTFOLIO

The aim of the portfolio is to enable SENCOs to provide evidence of the range of essential

knowledge, skills and experience gained prior to and during the course.

Your SENCO Learning Outcomes Portfolio should be developed electronically so you can develop and add to it over the course. You might wish to keep a hard copy for reference or for draft notes.

SENCOs are expected to provide evidence and self-evaluation of awareness, level of knowledge, understanding or skills against each outcome. This can be in a bulleted format. Try to be self-critical and reflective. Describe the experience, reflect on it, speculate (so what?) and consider the impact (what have you learned?).

Use all elements of the course and your experience. Refer to pre-course experience, reading, module taught elements and activities, module directed tasks, assignments and visits as appropriate. Provide specific examples rather than vague statements.

You will be provided with information about how the outcomes have been ‘covered’ through the taught content of the programme – this should only be included if you were present at that session and should be supplemented with reference to your own knowledge and understanding.

You can cross reference items when there is some overlap.

Give the date of each experience rather than the date on which you complete the portfolio. Add dates as you go along.

It is OK to use the names of the school and other professionals involved. Pupil names should not be used.

A limited amount of supporting information can be submitted as appendices, for example, school SEN action plan, SEN part of school development plan.

Provide a list of abbreviations at the front of your final portfolio.

A number and range of outcomes should be verified by others e.g. head teacher, local authority SEN adviser, parent, SEN governor. Provide a list of verifiers, their role/position

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and their contact details at the front of your final portfolio. Verifiers can sign the final copy or you can add ‘This can be verified by….’. Not all outcomes will necessarily be verified.

The impact and action plan must be completed. This should be signed by your head teacher or equivalent and/or SEN Governor/Chair of Governors if you are a headteacher.

There is no lower or upper word count for this portfolio.

The portfolio will be endorsed (or not) by tutors looking for quality and standard of comment and reflection against the outcomes.

Part A: Professional Knowledge and Understanding

The Award should enable SENCOs to know and understand the implications of:

1. The statutory and regulatory context for SEN and disability equality and the

implications for practice in their school or work setting:

1.1 Guidance within the SEN Code of Practice and how it is interpreted locally

1.2 Mediation and the SEND Tribunal

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1.3 The Local Offer

1.4 Ofsted Frameworks relevant to their school or work setting

1.5 New funding models, including the right to personal budgets

1.6 The policy and legislative context for health and social care, including

safeguarding and the health and well-being agenda

1.7 Relevant guidance on data protection and confidentiality, health and safety,

including governor accountabilities

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Professional Knowledge and Understanding

2. The principles and practice of leadership in different contexts:

2.1 The characteristics of highly effective leadership

2.2 Leadership and management processes and tools that support change in schools

2.3 The role of leadership and professional challenge in supporting and promoting a

culture of continuous professional development linked to improvement

2.4 Their own leadership, including strengths and areas for development

2.5 The professional qualities of effective team leadership

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Professional Knowledge and Understanding

3. How SEN and disabilities affect pupils’ participation and learning:

3.1 The breadth and complexity of the causes of under achievement

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3.2 How children’s development is affected by SEN and/or disabilities, including

mental health needs, and the quality of teaching they receive

3.3 High incidence SEN and their implications for teaching and learning and

inclusive practice

3.4 Planning provision for children and young people with more severe and

complex SEN

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Professional Knowledge and Understanding

4. Strategies for improving outcomes for pupils with SEN and/or disabilities:

4.1 Theories of learning as the basis upon which to design effective interventions

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4.2 Removing barriers to participation and learning for children and young people with

SEN and/or disabilities

4.3 Addressing discrimination, stereotyping and bullying related to SEN and

disability

4.4 The potential of new technologies to support communication, teaching and

learning for children and young people with SEN and/or disabilities

4.5 Relevant theory, research and inspection evidence about effective practice in

including pupils with SEN and/or disabilities

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Part B: Leading and Coordinating Provision

The Award should enable SENCOs to:

5. Work strategically with senior colleagues and governors to:

5.1 Advise on and influence the strategic development of a person-centred and

inclusive ethos, policies, priorities and practices

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5.2 Promote a whole school culture of high expectations and best practice

in teaching and learning to improve outcomes for children and young

people with SEN and/or disabilities

5.3 Ensure that the school’s SEN policy is embedded within the school’s

performance management, self-evaluation and improvement planning

5.4 Establish systems to collect, analyse and interpret data, including Raise

On-line, to inform policy and practice, raise expectations and set

challenging targets for children and young people with SEN and/or

disabilities

5.5 Commission, secure and deploy appropriate resources to reinforce the

teaching of children and young people with SEN and/or disabilities, and

evaluate and report upon their impact on progress, outcomes and cost effectiveness

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Leading and Coordinating Provision

6. Lead, develop and, where necessary, challenge senior leaders, colleagues

and governors to:

6.1 Understand and meet their statutory responsibilities towards children and

young people with SEN and/or disabilities

6.2 Promote improvement in teaching and learning to identify, assess and

meet the needs of children and young people with SEN and/or disabilities,

within a person-centred approach

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6.3 Model effective practice, coach and mentor colleagues

6.4 Lead the professional development of staff so that all staff improve their

practice and take responsibility for removing barriers to participation and

learning

6.5 Deploy and manage staff effectively to ensure the most efficient use of

resources to improve progress of children and young people with SEN

and/or disabilities

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Leading and Coordinating Provision

7. Critically evaluate evidence about learning, teaching and assessment in

relation to pupils with SEN to inform practice and enable senior leaders and

teachers to:

7.1 Select, use and adapt approaches, strategies and resources for

assessment to personalise provision for children and young people with

SEN and/or disabilities

7.2 Draw upon relevant research and inspection evidence about teaching

and learning in relation to pupils with SEN and/or disabilities to improve

practice

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7.3 Undertake small-scale practitioner enquiry to identify, develop and

rigorously evaluate effective practice in teaching pupils with SEN and/or

disabilities

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Leading and Coordinating Provision

8. Draw on external sources of support and expertise to:

8.1 Engage with the Local Offer to develop effective working partnerships

with professionals in other services and agencies, including voluntary

organisations, to support a coherent, coordinated and effective approach

to supporting children and young people with SEN and/or disabilities

8.2 Promote, facilitate and support effective multi-agency working for all children

and young people with SEN, through, e.g. person-centred planning, ‘team

around a child or family’, the Common Assessment Framework and the

Education, Health and Care Plan

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8.3 Interpret specialist information from other professionals and agencies and

demonstrate how it has been used to improve teaching and learning and

outcomes for children and young people with SEN and/or disabilities

8.4 Ensure continuity of support and progression at key transition points for

children and young people with SEN and/or disabilities

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Leading and Coordinating Provision

9. Develop, implement, monitor and evaluate systems to:

9.1 Identify pupils who may have SEN and/or disabilities

9.2 Inform all staff about the learning needs, emotional, social and mental health

needs and achievement of children and young people with SEN and/or

disabilities

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9.3 Set challenging targets for children and young people with SEN and/or

disabilities

9.4 Plan and intervene to meet the needs of children and young people with

SEN and/or disabilities

9.5 Record and review the progress of children and young people with SEN

and/or disabilities

9.6 Make effective use of data to evaluate and report upon the effectiveness of

provision and its impact on progress and outcomes for pupils with SEN and/or

disabilities

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9.7 Ensure appropriate arrangements are put in place for children and young

people sitting national tests and examinations or undertaking other forms of

accreditation

Part C: Personal and Professional Qualities

The Award should enable SENCOs to develop and demonstrate the personal and

professional qualities and leadership they need to shape an ethos and culture based upon

person-centred, inclusive, practice in which the interests and needs of children and young

people pupils with SEN and/or disabilities are at the heart of all that takes place. This is

evident when:

There are high expectations for all children and young people with SEN and/or

disabilities

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Person-centred approaches build upon and extend the experiences, interests, skills

and knowledge of children and young people with SEN and/or disabilities

The voice of children and young people with SEN and/or disabilities is heard and

influences the decisions that are made about their learning and well-being

Family leadership is encouraged and parents and carers are equal partners in

securing their child’s achievement, progress and well-being

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Impact of programme, professional development and action plan

Please reflect on and detail the impact of the National Award for SEN Coordination course

on:

[expand boxes as necessary]

1. Yourself (your personal development and personal learning, your knowledge and understanding of SEN organisation and leadership, your professional skills and your role as SENCO)

2. SEN developments in your school

3. Pupils with SEN - their attainment/achievement in your school

4. Parents/carers

How have you used the portfolio to reflect on your practice and professional development? [please expand box as necessary]

Please consider your future professional development needs as SENCO:

[expand box as necessary]

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What are your action points as SENCO for the coming term, year and 3 years?

[expand boxes as necessary]

Action points for next term:

Action points for the next year:

Strategic points for next 3 years:

Head teacher/SEN Governor’s signature ……………

Date .……………