19
Key Issues for SENCOs

Key Issues for SENCOs

  • Upload
    mikko

  • View
    37

  • Download
    0

Embed Size (px)

DESCRIPTION

Key Issues for SENCOs. Early identification of need. Focus on Foundation Stage Speech, language and communication Social, emotional and behavioural development Screening Identification Assessment Targeted, time limited intervention Close tracking of progress - PowerPoint PPT Presentation

Citation preview

Page 1: Key Issues for SENCOs

Key Issues for SENCOs

Page 2: Key Issues for SENCOs

Early identification of need• Focus on Foundation Stage

• Speech, language and communication• Social, emotional and behavioural development• Screening• Identification• Assessment• Targeted, time limited intervention• Close tracking of progress• Referral for more specialist assessment if

necessary

Page 3: Key Issues for SENCOs

Early identification of need

• Ongoing tracking and screening throughout school career

• Clear criteria for identifying ‘cause for concern’ relating to poor progress outcomes, academic, behavioural, emotional and social development, attendance, exclusions, bullying

• High quality assessment procedures to clarify reasons for lack of progress

Page 4: Key Issues for SENCOs

Over-identification

• Exploring the interface between ‘under achievement’ and SEN

• Exploring the interface between quality first teaching and high quality pastoral support and pupils who require specific ‘additional to’ and ‘different from’ interventions.

• What is the distinction between ‘predictable needs’ and ‘complex needs’

Page 5: Key Issues for SENCOs

Over-identification

• What constitutes ‘quality first teaching’?At school action in particular Ofsted commented that difficulties that would be typically be accommodated by good class teaching and the sorts of targeted support that schools should already routinely provide as part of their normally-available offer to all pupils, were being labelled as SEN

• What constitutes ‘additional to’ and ‘different from’ provision?

Page 6: Key Issues for SENCOs

A pupil with autism

Quality First Teaching

A visual timetableAdditional to/different from• Targeted intervention to

develop social skills

Page 7: Key Issues for SENCOs

A pupil with dyslexia

• Allowing a pupil extra time to complete a writing task.

• Targeted spelling group intervention

Quality First Teaching Additional to/different from

Page 8: Key Issues for SENCOs

A pupil with BESD

Quality First Pastoral Support• Restorative approaches

Additional to/different from• Managing difficult

emotions group.

Page 9: Key Issues for SENCOs

Working in partnership with parents

• Clarity of information:• Local authorities to set out a local offer of the

support that is available for children with SEN or who are disabled and their families and from whom.

• In relation to school provision, we propose that this local offer would describe what additional to and different from provision schools make for children with SEN

Page 10: Key Issues for SENCOs

Working in partnership with parents

• Clarity of information:• We propose to slim down requirements on schools

to publish information that parents find essential• The school’s statutory responsibilities• The school’s approach to SEN• How this approach was consulted on: and• The provision normally available in the school

for children with SEN

Page 11: Key Issues for SENCOs

Working in partnership with parents

• Dialogue with parents• The structured conversation –

• termly, in-depth discussions with parents

Page 12: Key Issues for SENCOs

CPD for teachers and school staff

• What has happened to the Inclusion Development Plan training materials?

• What CPD is most effective?• Partnership teaching• Coaching• Modelling

• Priority

Page 13: Key Issues for SENCOs

Weekly Training Sessions for all Staff• Our weekly training sessions for all staff include:

• Supporting students with autistic spectrum conditions (ASC) in mainstream classrooms

• Specific guidance and support for students with sensory impairments – strategies for the classroom

• Supporting students with ADHD – understanding need and developing strategies for support

• An introduction to specific learning difficulties – identification and strategies for the classroom

• Understanding attachment – strategies for supporting students in your classroom

• Developing the inclusive classroom – making your lessons accessible for all.

Secondary SENCO

Page 14: Key Issues for SENCOs

Tracking Wider Outcomes and planning action for improvement

• Attendance• Behaviour• Bullying• Developing positive relationships• Increasing wider participation

Page 15: Key Issues for SENCOs

A new approach to BESD?

• The importance of high quality school policies and procedures for promoting positive behaviour

• Identifying the ‘root’ causes of behavioural issues

• Assessment of underlying difficulties

Page 16: Key Issues for SENCOs

A new approach to BESD?• Identification of BESD needs – defining BESD

needs:• Nature• Frequency• Persistence• Severity• Abnormality• Cumulative effect on the child or young person’s

behaviour and/or emotional wellbeing compared to ‘developmental norms’ of all of the above.

The Education of children and young people with BESD as a special educational need DCSF 2008

Page 17: Key Issues for SENCOs

Demonstrating Effectiveness

• Is your ‘additional to’ and ‘different from’ provision making a difference?• Clear expected outcomes• Baseline assessment• Close tracking of progress• Reassessment at end of intervention• Review of effectiveness

Page 18: Key Issues for SENCOs

Demonstrating Effectiveness

• Are pupils with SENDs making good progress?• Academically• In terms of wider outcomes

• How do you know?• What evidence base do you have for your

judgement?

Page 19: Key Issues for SENCOs

Schools as Commissioners

• Greater freedom and flexibility with which funding can be used locally.

• Empowering local professionals to develop collaborative, innovative and high quality services

• Enabling the voluntary and community sectors to take on a greater role in delivering services