1EDSPEC404 - Web viewExamples of good practice in ... either by telephone or letter. ... This additional guidance is intended to support special needs co-ordinators in

3.5.13Examples of good

practice in providing for SEN and Individual Education Plans forSecondary Schools

Examples of good practice in providing for SEN in secondary schools

The following three case studies are provided to demonstrate good practice in providing for pupils in secondary schools. The first illustrates a system for identification, assessment and intervention and support given to pupils with learning difficulties. The second describes a system for identification, assessment and intervention for pupils with emotional and behavioural difficulties and those pupils at risk of exclusion. The last case study describes a system for combining academic monitoring with managing IEPs. Supporting documentation is provided. This documentation has been supplied and adapted by school staff on the working group that produced this guidance.

Case Study – School X

Summary of the school and SEN provision.

School X is a comprehensive school with over 2000 students on roll. The average number of students on the SEN register at any one time is normally about 11%.There is a unit for Visually Impaired students. SEN students may stay on into the 6th form and go on to further education.

Identification is through: -

Primary school liaison.

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Surrey screening tests, plus a spelling test and NFER/Nelson maths test. (All new students joining the school at any time are also tested)

Expression of concern – teachers/parents/outside agencies.

All students in year 7 with a reading age of 9.6 years or below receive 2 x 20 minutes reading support in the week. This takes place in the library; the students are in groups of 3 with a learning Support Assistant. (63 students in current year 7)

For students with learning difficulties school action or school action plus is determined from their screening tests and KS results. This is the baseline data against which we measure progress. Available to all teachers on the admin network – MidYIS and SATs

All students at school action or school action plus for learning difficulties in years 7, 8 or 9 receive at least 1 hour a week following a basic skills programme. This is led by one of the SEN teachers and the students are in groups of 4 to 6.

All students at school action or school action plus for LD in years 10 and 11 receive at least 1 hour a week curriculum support. This is led by one of the SEN teachers and if the group size is more than 6 there is also an LSA. Other arrangements include modified timetables and work experience package.

In-class support. There are 12 LSAs in the department, mainly for the statemented students but SEN funding does pay for one full time LSA (30 hours) and 13 hours of part time. Support staff work as a team though and there is much overlap with support. By making effective use of pairing of students all gain extra support. This is particularly so at KS3.

Students with behaviour problems are supported individually on school trips at KS3. (History, Art and Science in year 7) Students with learning difficulties are supported in small groups. This also includes residential visits such as the Cologne trip in year 8.

Lunchtime support for homework is offered every day with full use of IT facilities. Two LSAs are on duty for the hour.

Exam concessions at KS3, KS4 and KS5 are applied for where the student meets the Surrey criteria. Private psychologist reports will only be accepted if the school data agrees with the student’s performance.

Advice and support from outside agencies is requested as a need arises.

Students are re-tested if significant improvement has been noted or at least once a year. A log of all tests is kept on the admin network so that all teachers can have access to these scores on individual students.

Students with behaviour problems are also supported and monitored by pastoral staff. Depending on the contributory factors SENCO or Head of House (HoH) will take the lead role and write the IEP.


All students on school action/school action plus/statement have an IEP. This is sent home at the start of the year or when a student is first put on the register. At the end of each term the IEP is reviewed with the student during the withdrawal lesson and new targets agreed for the next term. The back is then sent home as a termly report on progress. Occasionally extra comments may be written on the IEP if there are concerns.

Reviews with the parents are at parent’s evenings or as the need arises and can often be over the telephone. Where outside agencies are involved parents are offered the opportunity to meet with these professionals and discuss their involvement. At the bottom of all IEPs there are easy ideas for ‘how parents can help’

Case Study – School Y

School Y has 1,250 pupils on roll. Approximately 6% have been identified at School Action, just under 4% at School Action Plus and just under 2% have a Statement.

Behaviour Support Programme

Referral Procedure The Referral Procedure is a vital part of the School’s Behaviour Policy. Following the procedures correctly ensures that it works efficiently and effectively. Throughout the procedure the support detailed in PRE SCHOOL ACTION below will continue to take place across the student’s curriculum. The support detailed in the remaining sections of ACTION will run alongside and in support of the day to day actions taken by subject teachers and Tutor.

Documentation is a vital part of supporting students’ work. All support given is detailed on the Referral Form and passed through the system as detailed below. The Head of Year passes all documentation to Welfare for filing when appropriate.

The Student File in Welfare is the ONLY central place for ALL documentation relating to students.

PRE SCHOOL ACTION

In the first instance Subject Teachers are responsible for the behaviour and progress of students in their classes. Should students fail to meet the expectations of the Subject Teacher then they are supported in the first instance by their Head of Department. The Department should always issue an appropriate sanction, such as subject report, community service or a break, lunch or after school detention.


At this point Subject Teachers should detail the action taken by the Department on the Referral Form and pass it to their Head of Department.

Subject Teachers or Head’s of Department may feel that they should contact home, either by telephone or letter. This is a very effective strategy and as such they are welcome to do so, but they must check with the Head of Year prior to making the contact. This is for their own protection as domestic situations might dictate that such a contact needs to be handled in a specific way in order to be successful.

The Tutor should then be given the opportunity to support the Department and the School by receiving the Referral Form directly and quickly from the Head of Department. The Tutor can decide what action and support is required by the Pastoral Team. The Tutor is best placed to judge if their students are having difficulties in isolated subject areas or across the curriculum, subject of course to them receiving Referral Forms in the first instance. The Tutor may place the students on report to themselves. They should choose from the range of reports available, (An example of each is attached). It is the Tutor who should enlist the support of the Head of Year. Relevant feedback of pastoral support can be fed back via Head of Department and Subject Teacher.

The Tutor should refer to the Pre School Action Triggers and Action Sheet attached to assist with planning their work with a student

Should the system be followed as laid down, the Heads of Year in particular are likely to be more effective in their interventions. It can be extremely counter-productive if Heads of Year or School are informed directly of all of their students’ difficulties. This denies the Head of Department and the Tutor an opportunity to deal effectively with a student’s needs, and does not allow the Head of Year the opportunity to plan effective interventions with their students.

SCHOOL ACTIONThe Tutor enlists the support of the Head of Year, following a range of interventions carried out by themselves, subject teachers and Heads of Department.

The Head of Year will counsel the student and negotiate targets to be met whilst on a two week report to themselves. The Head of Year will liase with the Tutor, Heads of Departments and Subject Teachers about how best to ensure that the student can be successful across the curriculum.

Parents will be notified and outside agencies may be consulted at this stage.

Whilst on report the student will be praised for their achievement of targets and sanctioned for any failures as appropriate.

At the end of the reporting period the Head of Year will decide on what further monitoring or action will need to be taken, and parents will be informed of progress so far.

The Head of Year and The Tutor should refer to the School Action Triggers and Action Sheet attached to assist with planning their work with a student.


The Head of Year and The Tutor will liase on formulating an IEP at this stage, and refer the student to SENCO using this form.

SCHOOL ACTION PLUS

Should the student continue to fail to meet the targets set, the Head of Year will refer to the Head of School. The Head of School will liase with the Head of Year to repeat the procedure outlined at SCHOOL ACTION and give the student a further opportunity to succeed.

The Head of Year and The Head of School should refer to the School Action Plus Triggers and Action Sheet attached to assist with planning their work with a student.The Head of School will counsel the student and negotiate targets to be met whilst on a two week report to themselves. (The Head of Lower/Upper School should choose an appropriate report from the selection attached)

The Head of Lower/Upper School will give further consideration to outside agency involvement and continue to consider a range of strategies to enable the student to succeed by liasing with the Head of Year, Tutor and Heads of Department/Subject Teachers.

The Head of Lower/Upper School and Head of Year will consider initiating a Pastoral Support Programme at this stage. If so, they will follow the procedures outlined in the attached appendix. The Local Education Authority will be notified at this stage that the student is subject to the School’s Pastoral Support Programme.

At the end of the reporting procedure the Head of School will decide on what further monitoring or action will need to be taken, and parents will be informed of progress so far.

CONTINUED ACTION

Should the student continue to fail to meet targets set, then the Head of Lower/Upper School will consider a fixed term exclusion with the Head Teacher.

On return from the exclusion the student will repeat an appropriate report with the Head of Lower/Upper School who will re-negotiate targets and repeat the process outlined above.

The Head of School will continue to follow the Pastoral Support Programme procedures and liase with SENCO and any outside agencies.

At the end of the reporting procedure the Head of School will decide on what further monitoring or action will need to be taken, and parents will be informed of progress so far.


FURTHER ACTION

Should the student continue to fail to meet targets at this stage then the Head Teacher will consider a further fixed term exclusion. On return from this exclusion the student will go on report to the Head Teacher in the same way as outlined above.

Continued failure will result in the Head considering a further fixed term exclusion and readmitting the student via the Governors Disciplinary Committee, where further targets will be established and the student will complete a report to the Head Teacher for one week. Any continued failure will result in the Head Teacher considering the student’s continued rejection of the School community.

The line of support and intervention is always as follows

Subject Teacher

Head of Department

Tutor

Head of Year

Leadership Group (Senior Management Team)


PASTORAL SUPPORT PROGRAMME

PRE SCHOOL ACTION - Counselling by HOD/TUTOR- Detentions Dept/TUTOR- Contact home OK’d by HoY TARGETS MET

- Targets negotiated and set- Tutor Report

POSITIVE LETTERHOME BY TUTOR

TARGETS NOT MET

MONITOR BYTUTOR

SCHOOL ACTION REFERRAL TO HOY/TUTOR- Targets reset/ Strategies used- Counselling by HoY/Tutor- HoY Report - 2 week cycle TARGETS MET- Detention/Sanctions

- Letter home/Interview- IEP/ SENCO Referral

POSITIVE LETTER HOME BY HoY

- Internal Dept/HoY Exclusion MONITOR BY TUTOR/HOY

TARGETS NOT MET

RE-INTEGRATE INTO COMMUNITY

SCHOOL ACTION REFERRAL TO HoS / HOY

PLUS - Targets reset – liase with SENCO TARGETS MET- HoS Report - 2 week cycle

- Parents notified RE-INTEGRATE- Referral to Outside Agencies- Internal/Dept/HoY/HoS/LG Exclusion- Detention/Sanctions

POSITIVE LETTER HOME BY LG

TARGETS NOT MET MONITOR BY TUTOR/HOY

CONTINUED ACTION TEMPORARY EXCLUSION- Readmission via LG/ HoY- Consider PSP/Request external assessment

TARGETS MET

- Targets reset – liase with SENCO


- HoS Report - 2 week cycle- Monitor Outside Agency involvement

RE-INTEGRATE

POSTIVE LETTERHOME BY LG

TARGETS NOT METMONITOR BY TUTOR/HoY

FURTHER ACTION TEMPORARY EXCLUSION- Monitor PSP progress – liase with SENCO- Meeting with parents to readmit TARGETS MET- Targets reset

- Headteacher’s Report - 2 Week Cycle

RE-INTEGRATE

POSITIVE LETTER HOME BY LG

TARGETS NOT METMONITOR BY TUTOR/HoY

TEMPORARY EXCLUSION- Readmission via LG/

Governors TARGETS MET

- Targets reset- Report one week – HEAD

RE-INTEGRATE

POSTIVE LETTERHOME BY HEAD

TARGETS NOT MET

MONITOR BY TUTOR/HoYCONSIDER REPEATED REJECTION OF SCHOOL COMMUNITY


HEAD OF YEAR WEEKLY CONCERN REPORT CARD: NAME……………………………………… FORM…………………

WEEK BEGINNING: MONDAY………………………

Please rate the students on a scale 0 – 5. Progress towards achieving target0 = Not achieved at any time5 = achieved throughout lessons

DAY TARGET 1 TARGET 2 TARGET 3 Signature Agreed Targets

MON

P1 1.P2P3P4P5 2.P6

TUE

P1P2P3 3.P4P5P6

WED

P1 Initial: HEAD OF YEAR HOMEP2 MONP3P4P5P6 TUE

THUR

P1P2P3 WEDP4P5P6

FRI

P1 THURP2P3P4 FRIP5P6


PASTORAL SUPPORT PROGRAMMEPre School Action Triggers and Action Sheet

forPupils with Emotional or Behavioural Difficulties (EBD)

Triggers

Poor organisation Homework not always in on time One or two detentions Not getting on with other pupils Minor inappropriate behaviour Not very happy, regular odd absences Parent anxieties

Action

Try to involve the parents/guardians as much as possible at this time, with definite actions for them to do. An initial meeting with parent/guardian, tutor and student can often be very effective and ‘nip it in the bud’.

Action for Parents

Timetable in kitchen and students bedroom. Colour code critical days, e.g. PE kit, Food Tech food etc.

Colour code books Elastic band / safety pin / badge reminders Stickers in journal Establish routines for homework time and setting Put the onus on parents to provide a secure space for school books, away from

younger siblings and the dog! Ensuring bag packed the night before Ensuring pupil leaves home on time in the mornings Suggest ‘buddy’ support system with student in same group – help arrange this if

necessary Make sure parents communicate through the journal

Low-key involvement for tutor – but fairly intensive over just a two week period to establish better habits.

Check journal every day Compare H/W with peer in the same group, make them write it out in full or put ‘no

H/W set’ Express concern over problems and share responsibility to help get it right Talk to ‘key’ teachers (Referrals) and report positive comments back to student. Let

them know that you are interested enough to talk about them with your colleague Reminder about non-routine activities

Try to encourage positive action, e.g. school club, good work, merits etc Reward, praise, encourage, show genuine interest – even in the playground/on the

corridor. Keep a note of all support/sanctions/incidents/interventions/conversations etc and

pass to STUDENT FILE on a regular basis


School Action Triggers and Action SheetFor

Students with Emotional or Behavioural Difficulties (EBD)

The Triggers

Minor niggles become more serious and more frequent Increase in Referrals Detentions Teacher expressions of concerns Parental expressions of concern Student showing visual signs of deteriorating Failure of previous strategies

Action – Tutor to find out exactly what is going wrong

Talk to the student – give quality time with no interruptions and make sure that it is understood as an expression of concern, not just another detention or nag! Home problems may come forth if student feels secure

Complete Behaviour Survey Checklist* Complete a Student Self Analysis sheet* Give student a Self Monitoring Checklist*, to complete over a two week period Complete a student Self Esteem Checklist* Keep parents up to date with your efforts Keep a note of all support/sanctions/incidents/interventions/conversations etc and

pass to STUDENT FILE on a regular basis

Write an Individual Education Plan (IEP), involving pupil, parents when possible and the Head of Year. Send copies to parents and SENCO. SENCO will consider this as a referral to them for support and they will involve themselves accordingly.

No Improvement – Tutor will

Review IEP Hand with log of incidents and sanctions to SENCO and Head of Year to move pupil

on to SCHOOL ACTION PLUS.

Outside agencies may now be involved. The tutor will still be involved in some of the monitoring of targets etc. but will not be expected to write the IEP. He/she will be invited to attend reviews.

SEN Handbook see section 3.3.2 and Audit Attainment and Arrangements Guidance. The Multi Professional Team can also provide information on available resources.


Students with Emotional and Behavioural DifficultiesSchool Action Plus Triggers and Action Sheet

Behaviour/Trigger School based intervention by

External input from

School refuser SENCO/HoY EWO/CAMHSTruant HoY/HoS EWO

Erratic attendance HoY/HoS EWONeglected / dirty /

smellsHoY /Matron /

Tutor/Child Protection Officer

Social Care teamsCAMHS

Bruises /Indications of abuse

HoY/Matron/ Child Protection Officer


Weight Loss / eating disorder

HoY/Matron/ SENCO/Child

Protection Officer


GPSelf harm / suicide attempt/ depressed

HoY/Matron/ SENCO/Child

Protection Officer


GPADD / ADHD HoY/Matron/

SENCO/Child Protection Officer


GPContinued Referral

Forms / Serious offences

HoY/HoS/LG Behaviour SupportCAMHS

Being bullied / is the bully


Physical violence to others


Behaviour masking low academic achievement

SENCO/HOY/Tutor

Matron

Ed PsychGP

CAMHSMedical condition

impacts on learning and behaviour

SENCO/HOY/Tutor

Matron

Ed PsychGP

CAMHSCurriculum /

timetable issuesHoY/ Tutor

HoS/LGEd Psych

Serious offences where action

required

HoS/LG Ed Psych

Poor behaviour / vandalism on

public transport

HoS/LG Ed Psych

Serious poor behaviour at home

or out of school

Tutor/HoY(Limited

intervention)

CAMHS


ASSISTED SELF ASSESSMENT FOR: ____________________ WEEK BEGINNING: ___________

To be completed by pupil and teacher. Mark on a scale of 1 – 5 1 = 5 = - thank you

P MONDAY TUESDAY

WEDNESDAY THURSDAY FRIDAY

1

2

3

4

5

Case Study – School ZSchool Z has 1,400 pupils on roll. 4% of pupils have been identified at School Action Plus and just over 3% have a Statement. A system has been developed to manage IEPs through the academic tutoring system. This ensures that pupils with SEN are not overloaded with targets.

HOW ACADEMIC TUTORING CAN FIT IN WITH IEPs

Learning Support Dept (LS) and Head of Years (HoYs)

Those appointments are made first

LS Teachers/HoYs make sure they have all necessary information required prior to meeting pupils and parents (Test results, etc.)

Staff to decide in advance what specific discreet target is likely to be needed

Discuss this with pupils (and Parents) at meeting and write on IEP

Add NC ‘Entitlement’ to a/two subject specific target(s)

Add General Behavioural Target if required

(MAXIMUM OF THREE TARGETS TO BE WRITTEN IN ANY ONE TERM )

Discreet IEPs to be distributed to Tutor/HoYs, Parents and LS teacher concerned

Any with general behavioural targets, copy to be made and ‘round robin’ to all staff

Copy of IEP to be reduced and stuck into Pupils’ Planners

ALL LEARNING SUPPORT ASSISTANTS TO BE ON DUTY ON THE DAY TO PHOTOCOPY, REDUCE IEPS, STICK INTO DIARIES, DISTRIBUTE, ETC.

Documenting school response to SEN


Forms for secondary schools

This additional guidance is intended to support special needs co-ordinators in secondary schools in developing documentation in identification, assessment and intervention for pupils with special educational needs. The accompanying forms have been designed in co-operation with SENCOs in mainstream secondary schools, and in consultation with representatives of the learning support services and the LEA. They are based on the work of secondary school SENCOs in developing manageable documentation which emphasises effective communication and good planning for learning. They have been updated to take in to account the revised Code of Practice. The forms are intended as a model which schools may use or adapt, based on systems which have proved manageable and effective. Schools are free to use other types of documentation which they may have developed.

Expression of Concern

This form is designed to record an initial concern about the progress or behaviour of a student. Such a concern could be expressed by any member of staff involved with the student, who would appear on the form as the "initiator". Where a parent expresses a concern, the teacher involved may use this to record that concern as well as any intervention which is agreed. To encourage good communication from the outset, there is a circulation list, ensuring that pastoral and curriculum staff are aware of students who are the focus of concern. When those teachers have been informed, the SENCO would usually be responsible for maintaining the pupil's records and for monitoring intervention. Those involved need to consider the most appropriate manner for informing parents or carers.

This form has three further functions. Firstly it is intended to be a focus for discussion of the best ways to meet the needs of the pupil, it also offers some guidance for teachers to support classroom differentiation in the form of a menu checklist. Thirdly this checklist enables teachers to demonstrate, in a manageable way, the strategies they use to support a student with special educational needs. The reverse of the form provides a suggested format for schools to develop departmental differentiation menus. Such menus enable schools to record and share the SEN resources, approaches and strategies which departments regularly employ. This need not be specific to the needs of a particular student, but should be seen as a group plan, recording the nature of good stage one provision in each department. The SENCO and SEN team may be able to support departments in the formulation of such menus, and will find them a useful tool for monitoring the SEN support offered across the school.

Summary of assessment and provision for a pupil with SEN at School Action, School Action Plus and StatementWhere staff believe that there is need for assessment or provision in addition to differentiation, there is usually a further gathering of information, and increased involvement with the SEN team. This four sided document enables SENCOs to collate such information and to record the support which the school has provided for a pupil. It is intended as an SEN team tool, for planning, deploying and monitoring support. It also serves as a cumulative record as students progress through the school.Additional timetables


This double sided sheet provides continuation timetables to plan and record support in years 8 to 11.

Record of parental contact / internal review

The increased importance given to parental involvement can challenge communication systems in a large school. It is important to ensure that parents or carers are consulted, involved and informed. This form enables staff to record reviews, including informal discussions by telephone, and to communicate outcomes. This record could be completed by tutor, head of year, head of department or it could record a consultation evening discussion. Such records are an important part of the student's SEN file.

Record of meetings

It is sometimes appropriate to hold a review meeting involving parents or carers as well as representatives of other agencies who offer support or advice in meeting a pupil's needs. This form enables schools to record such meetings. Where the purpose is the review of an individual education plan a copy of that plan should be attached. Schools may find the form useful for others meetings which take place, for example those with a student and parent or carer.

Request for permission for involvement of support service / outside agency

Outside agencies may be contacted by the school at any point, though the type of support they offer will differ. Agencies might be asked for general advice about planning for a specific kind of learning difficulty or for advice for a particular pupil. Outside agencies become directly involved with pupils at School Action Plus. For this direct involvement, permission must be gained from the parent or carer and this form should be completed. Schools can refer to the LEA's Special Needs and Learning Support Handbook for details of learning support services and their referral procedures. (Section 5.2 “Learning Support Services”.) In particular, an educational psychologist may not see a student without a parent or carer's permission. It is the responsibility of the school to obtain this permission.

Additional information

While much of the information at this stage can be recorded through checklists and data, there are often additional informal contacts, notes or reports. This “additional information” form enables SEN staff to note:Telephone messagesDates of correspondenceOutcomes of visits to / by GP, clinics, opticians, therapistsAnecdotal information from subject teachersInformation from parentsRelevant details from other sources


Individual education plans

The IEP format is based on the most practical examples developed in schools. It is intended to provide information and guidance for teachers, as well as ensuring progress through linked targets. A blank “IEP School Action” form is included. It is important to be aware of the reverse of the form, where targets are set and reviewed. Each document is designed to record progress on targets over a school year. Where significant changes occur a new form is needed.

Examples of IEPs for students with learning difficulties or behavioural difficulties are included in the pack. These IEPs include strategies suggested by teachers and by those in support services.

A new IEP need be started only when there is a change in the need or in key strategies. IEPs should be reviewed each term, but reviews may well be informal. It will often be enough for departments to review internally. The SEN team are likely to become increasingly involved in reviews, especially those for pupils at School Action Plus or beyond.

For students with statements, a similar form has been developed. The main difference is the target setting section which links termly goals to those agreed at Annual Review, which should in turn reflect the statement objectives.

Acknowledgements

The development of the original secondary school documentation was done by the following secondary SENCOs.

Chris Claughton Oxted CountyCarole Ford WeydonAnn Garrett Bishop David Brown

The updating of this documentation to take into account changes in the Revised Code of Practice and provide examples of good practice has been carried out by a working group.

Jenny Berge Assistant Head Oakwood SchoolChris Claughton SENCO Oxted SchoolSteven Davis Deputy Head Ash Manor SchoolDebbie Kirten SENCO Therfield SchoolBernice Miles NE Team Leader Learning & Language

Support Nick Roberts Assistant Head The Beacon SchoolBev Selway Behaviour Support Team Leader Behaviour SupportJohn Wilkinson Deputy Head All Hallows SchoolSarah Wood Senior Educational Psychologist Educational Psychology


School:

Expression of ConcernName of Pupil Tutor Group Date

Circulate to:

Initiator Dept HoD Tutor HOY SENCO

What is your main concern? Please tick one box only

Learning Difficulty Emotional. Behaviour

Concern Action Taken: Poor literacy skills. Provide simpler text/use peer supportSpeech/language difficulty. Check understanding of key words.

Partner/group oral work.Listening/followinginstructions

Highlight/cue in to important information/provide lists.

Poor numeracy skills Provide apparatus eg counters.Written recording Use alternative forms of recordingGrasping/retaining new concepts.

Give more practice. Use smaller steps.Use alternative language.

Difficulty withmaps/graphs/charts.

Use IT. Tracing. Photocopy. Copy and enlarge.

Short concentrationspan/keeping on task.

Short tasks, frequent oral involvement.

Distracts others/is distracted Sit at the front, isolate from others, explore supportive groups.

Working independently. Pair with responsible partner.Keeping classroom code of conduct.

Positive reinforcement. Diary of specific incidents.

Relating to other pupils. Change seating position or group. Monitor triggers.Working in co-operation with others.

Pair with a responsible partner/group work with prescribed roles.

Relating positively to adults. Be a role model. Negotiate one to one.Poor motor co-ordination. IT Equipment where necessary. Time.Slow pace of working. Realistic deadlines. Time allowance.Handwriting/presentation difficulties.

IT. Time. Alternative ways of recording.

Low self-esteem/lack of confidence.

Praise. Plan for success/achievementclassroom responsibilities.

Organisational skills. Lists, routines, labels, study buddy.Homework. Time to explain homework in lesson.

Time for class to record. Use parental support.Becoming upset at difficulties. Praise. Allow to achieve. Reassure.Poor attendance affects progress

Use parental support. Ensure tutor aware.

Other concerns:

PLEASE COMPLETE A DEPARTMENTAL DIFFERENTIATION MENU ON THE BACK OF THIS FORM.

Name of Pupil:

Differentiation

Department Subject Teacher: Date

Record of strategies used to support curriculum access for pupils with special educational needs.Grouping Comment

Resources Comment

Alternative methods of recording Comment

Other Comment


School action/School action plus - Summary of assessment and provision for a pupil with special educational needs.Name: D of B: Date started:

Name of Parent/Carer:

Address:

Tel:

Alternative/Change of Address:

Tel:

IEP record Form IEP co-ordinate by: COP StageYear 7Year 8Year 9Year 10Year 11General InformationHearingVisionCo-ordinationSpecial languageGeneral healthDetails of any medicationNature of ConcernFrom previousschool

Concern 7

8

9

10

11

Poor literacy skillsSpeech/language difficultyListening/following instructionsPoor numeracy skillsWritten recordingGrasping/retaining new conceptsDifficulty with maps/graphs/chartsShort concentration span keeping on taskDistracts others/ is distractedWorking independentlyKeeping classroom code of conductRelating to other pupilsWorking in co-operation with othersRelating positively to adultsPoor motor co-ordinationSlow pace of workingHandwriting/presentation difficultiesLow self-esteem/lack of confidenceOrganisational skillsHomeworkBecoming upset at difficultiesPoor attendance affects progressOther concerns


Summary of AssessmentScreening and national assessment

Year 3 screening PIPS Maths_______ Reading_______ Attitude ______Year 6 NC tests attached YES/NO Levels in English Maths ScienceYear 7 screening MidYIS

SS___ Band___

Vocab Maths

SS___ Band__ SS___ Band __

Non-Verbal Skills

SS___ Band __ SS___ Band___

Year 9 NC tests attached YES/NO Levels in English Maths ScienceConcessions for NC tests? YES/NO

Reading TestsDate ___________ Test ___________ R.A.___________ C.A. __________Date ___________ Test ___________ R.A.___________ C.A. __________Date ___________ Test ___________ R.A.___________ C.A. __________Date ___________ Test ___________ R.A.___________ C.A. __________

Spelling TestsDate ___________ Test ___________ R.A.___________ C.A. __________Date ___________ Test ___________ R.A.___________ C.A. __________Date ___________ Test ___________ R.A.___________ C.A. __________Date ___________ Test ___________ R.A.___________ C.A. __________

Other assessment attached

Pupil’s view of difficulties and support needed (on entry)

Parents’/Carers’ views

Additional support offered to pupil Year 7

8

9

10

11

In classRegistration (organisation)Individual/group tutorialIndividual literacy programme - readingIndividual literacy programme - spellingHome spelling programmeHome reading programmeReading recoveryPSE supportLiteracy Support ServiceBreakfast sessionLunchtime helpAccess to IT (LS Dept)Small Maths SetIEP Behaviour FT/HOYCurriculum supportSupport from other agency


Specific Support for Pupil

Year 7

8

9

10

11

INDIVIDUAL HELP FOR PUPIL IN LESSONSExplaining instructionsDeveloping organisation of books, equipment, homework etcReinforcing deadlines - making pupil take responsibilityTraining/help with setting out workSupervision/training in practical workEncouraging pupil to join in discussions, answer questions in class etcMaking sure that the pupil understands the homework and writes it down correctlyReading text to pupil and checking comprehensionActing as scribe/note takerNegotiating alternatives to longer pieces of writingHelping pupil to develop concentrationEncouraging pupil to ask for help from subject staff/support staffEncouraging good behaviour/monitoring behaviour in class

OTHERDiscussion of work with subject staffNegotiating homework tasks with subject staffChecking readability of resourcesAdapting materials, providing extra notes, resourcesHelping pupil to catch up with workGetting advanced warning of tests, projects etcReading/scribing for pupils in testsProviding study skills programmeGoing on trips to support pupil/build up resources

INDIVIDUAL/SMALL GROUP SUPPORTDiscussing difficulties with pupilSetting and monitoring targets with pupilRecord keeping/reports

PASTORALSupporting form tutor with pastoral role and PSE programme, as appropriateProviding individual pastoral care programmeMonitoring progress and moraleEncouraging good attendance/monitoring attendanceMonitoring personal care programme

CAREERAdvising on options, careers choice, work experience


Current Support Timetable Year 7

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

reg

break

lunch

• exclusive support• • shared support• • • Monitoring/incidental support (support for statemented pupils in group)w withdrawalNational Curriculum language choice Fr Ger Other

Setting informationSubject 7 8 9 10 11

How and when is progress to be checked?

Observation in class or other area of schoolschool reportsregular reviews (summaries attached)discussion with pupildiscussion with subject staff/Head of Year/Form Teacherdiscussion with parents/carersdiscussions with Care Committeediscussions with OA

Last updatedInitial


Additional Timetable



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MONDAY TUESDAY WEDNESDAY

THURSDAY FRIDAY

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MONDAY TUESDAY WEDNESDAY

THURSDAY FRIDAY

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lunch


RECORD OF PARENTAL CONTACT/INTERNAL REVIEWPlease add your staff code when read and circulate quickly

Initiator Tutor Head of House/Year Pupil File

Pupil’s name Tutor groupType of contact/review - interview, telephone call, otherReason for contactDate of contact Those presentMain points arising:

Agreed follow-up/Action plan

Letter to parent/carer/confirming follow-up: Yes/No Date Sent:


School:_____________________

Record of Meeting

Name: ___________________ d.o.b. _____________ CoP: _______________

Those invited:

Name(s) Designation: Tick if attending

Name(s) Designation Tick if attending____________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _________________________________________ ________________________ _____________________

Issue Discussed

Action

Minute by: Date:

The pupil’s current Individual Education Plan should be attached to this form.


School: ______________________

Request for permission for involvement of support service/outside agencyThis form must be used when a school wishes to consult a member of a support service/outside agency about a pupil. Please note that educational psychologists may not formally observe or interview a pupil without parental permission. It is the responsibility of the school to obtain this permission.

Name of pupil:______________________________ Stage:___________________

Either

I have spoken to the parent(s)/carer(s) of this pupil on _______________ (date and they gave permission for the following support service/outside agency to be consulted about the pupil and to observe/interview/assess him/her, if appropriate, as part of this consultation.

Support service/outside agency: ___________________________________________Signed: _________________ Post:____________________ Date:________________

Or

I hereby give permission for my son/daughter’s school to consult the following support service/outside agency about my son/daughter and that this consultation may involve an observation, assessment or interview with my son/daughter.

Support service/outside agency:_______________________________________________Signed: _________________ Parent/Carer:___________________ Date: ___________

IEP co-ordinated by ______________________________


School:_____________________Additional informationName: _________________________ d.o.b. _______________This form can be used to record any additional information about the pupil’s special educational needs eg. new information from parent(s)/carer(s) or outside agencies.

Date Additional Information Action Signed


IEP School Action PUPIL TUTOR GROUP DOB

DEPARTMENTS INVOLVED

SENCO TUTUTOR

Start date: Reviewed:

Summary of concerns

Summary of Provision:-

Areas where pupil will experience most difficulty

o o o o o o

Long term targets:

o o o o o o Exit criteria – targets achieved.ooo

Suggested strategies for the classroom

TEACHERS INITIALS / DATE WHEN READ. Mat Eng Biol Phys Che Dra Fren Ger Geog His RE PE Mus Art TERM

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STRATEGIES/TARGETS AGREED & MONITORED BY SENCO, DEPARTMENTS, PUPIL & PARENT.Name Tutor group

ReviewDate

Achievement Þ

Autumn Term – short term targets linked to extra provision 4 3 2 1

Spring Term – short term targets linked to extra provision 4 3 2 1

Summer Term – short term targets linked to extra provision 4 3 2 1

How parents/guardians can help

IEP School Action LEARNING DIFFICULTIES COPPUPIL TUTOR GROUP DOB


SENCO TUTUTOR


Summary of concerns


Areas where pupil will experience most difficultyo Remembering spoken instructionso Slow reading speedo Comprehending text/questiono Reluctant to read aloudo Research/study skillso Spelling Long term targets:

o Taking dictationo Handwriting/presentationo Copying, particularly from boardo Co-ordination/handling equipmento Organising/structuring written worko Lack of confidence & self esteem Exit criteria – targets achieved.ooo



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IEP School Action Specific Learning difficultiesPUPIL TUTOR GROUP DOB


SENCO TUTUTOR


Summary of concerns



o organisation of equipment and worko demonstrating real abilityo reading, especially at speedo remembering and following instructionso spelling – keeps to words can spell – limits vocabulary in written worko copying, especially from the board

Long term targets:

o writing legibly o setting out worko recording h/w accuratelyo self image pooro anxious, frustratedo Exit criteria – targets achieved.ooo



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ReviewDate

Achievement Þ







ReviewDate

Achievement Þ






IEP School Action PLUS COP PUPIL TUTOR GROUP DOB

OUTSIDE AGENCY INVOLVED NAMED CONTACT

SENCO: Head of Year/House:

TUTUTOR


Summary of concerns:


Areas where pupil will experience most difficultyo o o o o o o o Long term targets:

o o o o o o o oExit criteria – targets achieved.ooo




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STRATEGIES/TARGETS AGREED & MONITORED BY HOH, SENCO, DEPARTMENTS, PUPIL, PARENT & OUTSIDE AGENCYName: Tutor Group:

ReviewDate

Achievement Þ



Summer Term – short term targets linked to extra provision. 4 3 2 1



IEP School Action PLUS EMOTIONAL/BEHAVIOURAL DIFFICULTIES COP PUPIL TUTOR GROUP DOB

OUTSIDE AGENCY INVOLVED NAMED CONTACT

SENCO: Head of House:

TUTUTOR




Areas where pupil will experience most difficultyo Keeping on tasko Not shouting outo Working independentlyo Working in groupso Telling the trutho Easily distracted by peerso Being safe using equipmentoLong term targets:

o Making friendso Coming to schoolo Poor social skillso Showing feelingso Getting into the class roomo Lack of confidence & self esteemo Being depressedoExit criteria – targets achieved.ooo



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STRATEGIES/TARGETS AGREED & MONITORED BY SENCO, DEPARTMENTS, PUPIL, PARENT & OUTSIDE AGENCYName Tutor group

ReviewDate

Achievement Þ






IEP School Action Plus LEARNING DIFFICULTIES COPPUPIL TUTOR GROUP DOB


SENCO:Head of House:

TUTUTOR




Areas where pupil will experience most difficultyo Remembering spoken instructionso Slow reading speedo Comprehending text/questiono Reluctant to read aloudo Research/study skillso SpellingoLong term targets:

o Taking dictationo Handwriting/presentationo Copying, particularly from boardo Co-ordination/handling equipmento Organising/structuring written worko Lack of confidence & self esteemoExit criteria – targets achieved.ooo



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3


STRATEGIES/TARGETS AGREED & MONITORED BY HOH, SENCO, DEPARTMENTS, PUPIL, PARENT & OUTSIDE AGENCYName: Tutor Group:

ReviewDate

Achievement Þ



Summer Term – short term targets linked to extra provision. 4 3 2 1



IEP StatementPUPIL TUTOR GROUP DOB


SENCO TUTUTOR


Summary of Statement



o o o o o o Annual Review targets:

o o o o o o Exit criteria – targets achieved.ooo



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ReviewDate

Achievement Þ

Autumn Term – short term targets linked to AR targets and extra provision

4 3 2 1

Spring Term – short term targets linked to AR targets and extra provision 4 3 2 1

Summer Term – short term targets linked to AR targets and extra provision

4 3 2 1

How parents/carers can help


Documents

1EDSPEC404 - Web viewExamples of good practice in ... either by telephone or letter. ... This additional guidance is intended to support special needs co-ordinators in