Inclusion and Support

at Stanboroug

h School

Changes to provision and expectations 2014-15

CompassSENDAccess

to learning

Access to LearningWe need to ensure that all students in the class access learning and make good progress.As class teachers we need to track the progress of all students and intervene when progress is not being made.

Adapted documents:

Class Data sheet with an inclusion register and space to record vulnerable groups

Lesson Plan with space for assessing student progress

and ensuring access to learning strategies are

used

Mark Sheet with two columns:

inclusion register and vulnerable

groups

Class

Student Name Tu

tor

Gro

up

Incl

usi

on

Re

gist

er

Vu

lne

rab

le G

rou

ps

Ta

rget

Ad

just

ed T

arg

et

Inclusion Register and Vulnerable Groups:INCLUSION REGISTER

SEN

G&T (National)

EAL

Behavioural issues (identified by PC/JV)

Social Care (looked after children / those under a social care order)

VULNERABLE GROUPS Pupil Premium (FSM ever 6)

Ethnic Minorities (not White British)

Inclusion Profiles

Class list

SEN, G&T, PP indicator

Inclusion Profiles

Export into excel

Under parental reporting tab

New Documents:

A2L1e: Numeracy Difficulties Range of activities / link to real life Use of calculator / counting tools Scaffold tasks Provide list of maths symbols

A2L1a: Comprehension Supportive seating plan Check understanding of task and concepts at

the start of activity Differentiated questioning

A2L1c: Organisation Write / check H/W is in planner Break work into chunks Set targets for each piece of work Model presentation of work / layout

A2L1b: Processing Repeat instructions clearly Check understanding at the start of the task Give students clear steps to complete task

(first – next – last) Additional time for processing information

A2L1d: Literacy Difficulties Display key words Different methods of recording work Accessible reading materials / worksheets Differentiated H/W

A2L3d: Confidence Additional writing frames Supportive seating plan Frequent praise Give student warning before speaking

A2L5a: G&T Harder work including extension Opportunities for independence / leadership Opportunities for higher order thinking Opportunities for application of knowledge

to other subjects and/or real life situations

A2Lf: EAL Use of dictionary / bilingual dictionary Explanations of key words Support student with grammatical issues Be aware of cultural understanding

Stanborough School Access to Learning (A2L) Provision Wall Class: Subject:

A2L4a: Medical / physical Supportive seating plan Work / photocopies of notes provided when

absent Help with practical tasks (if required)

A2L3b: Concentration / motivation Seat away from distractions Tasks broken into chunks Bullet point instructions Positive praise Give short term targets for work

A2L2a: Speech and Language Difficulties Visual clues / signs Display key words Additional time for verbal contribution Clear and precise instructions / written

A2L2b: Autistic Spectrum Conditions Give clear / precise instructions Break tasks into chunks Individual explanations / use of TA Bullet point instructions Remove known distractions

A2L3c: Behavioural / emotional / social Supportive seating plan Positive praise Clear expectations / targets

A2L:3a: ADHD Supportive seating plan Clear expectations/targets Practical activities, where possible Positive praise

A2L1g: Memory Give directions in multiple formats Use visual strategies Teach students to over-learn material Write down tasks into small, manageable

steps

Provision Wall:How you will support different students

with different needs in your lessons.

‘Invisible Differentiation’

Example:

Student 5: set

targets f or

completion of work /

reward points f or

meeting targets

A2L1a: Comprehension Supportive seating plan Check understanding of task and concepts at

the start of activity Differentiated questioning

A2L1c: Organisation Write / check H/W is in planner Break work into chunks Set targets for each piece of work Model presentation of work / layout

A2L1d: Literacy Difficulties Display key words Different methods of recording work Accessible reading materials / worksheets Differentiated H/W

A2L5a: G&T Harder work including extension Opportunities for independence / leadership Opportunities for higher order thinking Opportunities for application of knowledge

to other subjects and/or real life situations

Stanborough School Access to Learning (A2L) Provision Wall Class: 9G2 Subject: English

A2L3b: Concentration / motivation Seat away from distractions Tasks broken into chunks Bullet point instructions Positive praise Give short term targets for work

A2L2b: Autistic Spectrum Conditions Give clear / precise instructions Break tasks into chunks Individual explanations / use of TA Bullet point instructions Remove known distractions

Student 1: sit near

teacher and get him

to explain back tasks

before starting

Student 2: mind-maps

/ diagrams f or notes

Use a dictionary

Student 3: presentation

reminders, fi rst, then,

last instructions

Student 4: Sentence

starters / writing

f rame f or longer

tasks

Student 6: Sit with

TA f or instructions,

use clear wording f or

tasks / concepts

Student 7&8: Sit together f or

stretching, give GCSE style

H/ W and tasks where

appropriate, off er ‘what if ’

questions in tasks

Examples and other useful

resources available on the Learning Puzzle website

New Documents: Seating Plan: Expectation that all

staff have a seating plan

Good practice = target grades /

current assessment / on /

above / below target / G&T / PP

etc.

G&TExpectations:All staff will have National students recorded on their data sheet and make reference to these in their provision wallAll staff will ensure they put in place suitable interventions when these students underachieve (with support from subject / curriculum leaders and G&T coordinator)Good practice is to also include students on your subject specific list

The new SEND system at Stanborough School

The new SEND Code of PracticeFrom 1 September 2014, we will be following a new SEND Code of Practice.

This is statutory guidance and includes things we must do and things we should do.

Our commitments a whole-school approach to improving the provision for, and progress of,

students with SEND. ensuring staff receive effective CPD to ensure they have the skills and capacity

to meet the needs of students with SEND. ensuring students and parents are at the heart of decision-making process. using monitoring and evaluation effectively to evidence the impact of

provision on the achievement of students with SEND.

Some important points about the new Code

It now includes ‘disabilities’ as well as ‘special educational needs’ (SEND).

It sets out ‘four broad areas of need’:Communication and interactionCognition and learningSocial, emotional and mental health difficultiesSensory and/or physical needs

It sets out a new system for SEND assessment and provision.

New system for making provisionStatements will be replaced with Education Health and Care plans

throughout the next four years. Students will be assessed for EHC plans at appropriate transition points, e.g. when they move up a Key Stage.

School Action and School Action Plus will be replaced with a graduated approach and single category called “School Based Support”.

Students will no longer have an IEP (Individual Education Plan). Instead they will have an Inclusion Profile which is available on Behaviour Watch.

TAs/HLTAs will now be called Learning Support Assistants (LSAs).

New system for making provisionTeachers will be responsible and accountable for the progress and

development of the students in their class, including where students access support from LSAs or specialist staff.

‘High quality teaching, differentiated for individual students, is the first step in responding to students who have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.’

What the SEN Code of Practice 2014 says:

We must ensure that students have ‘high quality provision to meet the needs of young people with SEN’ and there is a ‘focus on inclusive practice and removing barriers to learning’‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people.’Teachers must ‘have high ambitions and set stretching targets’ and ‘track their progress towards them’‘Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that students with SEN and disabilities will be able to study the full national curriculum’.‘Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff’.

Main changes for implementation in 2014/2015The replacement of School Action and School Action Plus with a

new ‘graduated approach’ to SEND provision.

An improved decision-making process placing parents and students at the centre.

An expectation that all staff will be responsible and accountable for the progress of their students with SEND.

What Stanborough School has done so farThere is a strategic plan in place reflecting the changes and linking to whole-

school improvement planning (including Quality First Teaching).

We have agreed a new graduated approach to SEND provision, to replace School Action and School Action Plus.

Time has been allocated for planned SEND CPD for all staff.

We have written a “School Based Report” and have published this report on our website for all stakeholders.

Processes are in place and being further developed for effectively involving students and parents in making decisions.

What will happen next?We will re-review our SEND policy in consultation with the school community, as our provision develops under the new system. Parents will be involved in a brief meeting about changes we are making now, and changes that will happen soon. Parents will also receive an information sheet about the changes including their role in decision making. The SENCo is working with colleagues to manage and allocate funding and support. Staff will receive details of the training programme.

Compass Changes 2014

Pathways: Behavioural and Emotional supportCompass Building

Progress Support: Academic SupportCompass Building and L2

SEND: Special Educational Needs and DisabilitiesCompass Building

Student and Family Support workerOffice next to L1School CounsellorCompass Building

Compass: Support for All

Compass: Support for All

Student identified as needing extra support and intervention (through PU updates, observations, exclusions, pastoral concerns, academic concerns, parental concerns etc)

Concern and action discussed with curriculum leader / year leader and passed onto SLT line manager

Behavioural intervention needed - referral to

Pathways

Student assinged to Pathways base for

individual programme of

supportTarget report created, lesson

observations completed,

meetings with parents, other intervnetions

discussed

Student completes

target rerpot,

reintegration

programme created

with relevant parties

Academic intervention needed - referral to

Progress Support (except maths)

Student assigned to progress support base for ongoing

support or in class/small group

supportTargets set, work discussed

with class teacher, time limit agreedEvaulation completed at end of support, targets

met, support

ends

Specialist one to one academic intervention

needed - referral to maths / English tuition

Student assigned to maths / English

tutor for one to one or small group

tuition

Targets set, work discussed

with class teacher Evaluation

completed at end of support, targets

met, support

ends

Time Out Cards for Compass

Expectations of staff and studentsStudents are still the responsibility of the main class teacherSchemes of work / outlines / resources / plans for the year should be sent to the Progress Support and Pathways emailClass teachers are responsible for providing work and marking itPUs are the responsibility of the class teacher with input from staff in Compass, where appropriateFor most students, support from Compass is targeted, tracked and time limited

Compass: Support for All

Inclusion and Support

at Stanboroug

h School

For more information:

Ellen Daplyn: Assistant Head Inclusion and Support

Lindsay Lakhani: SENCO

Judy Winter: Deputy SENCO

Tara Baskerville: Gifted and Talented coordinator

Sue Rathbone: Progress Support Leader

Jenny Bourn: Pathways Leader (Ellen Daplyn until November)

John Mazurka: Pathways Teacher