Let's open doors and minds. Let's throw a spotlight on the richness that people who are different bring to mainstream society. Let's talk about assets

Let's open doors and minds. Let's open doors and minds. Let's throw a spotlight on the Let's throw a spotlight on the richness that people who are richness that people who are different bring to mainstream different bring to mainstream society. Let's talk about assets society. Let's talk about assets

instead of liabilities.instead of liabilities.

Helen Henderson, Helen Henderson, “Inclusion can transform the workplace dynamic”“Inclusion can transform the workplace dynamic”

WHAT ARE:WHAT ARE:

Additional Learning Needs?

Special

Educational Needs?

PLEASE READ PAGES 6-8 OF THE BOOKLETPLEASE READ PAGES 6-8 OF THE BOOKLET

The term ALN refers to a ‘greater difficulty in learning’ to encompass all learners in Wales whose learning needs are greater than their peers of the same age and which do not necessarily amount to SEN as defined in the Education Act 1996. The term ALN is much wider in scope than the term ‘special educational needs’ in order to recognise the diverse and complex needs of learners and to reflect a more holistic approach to meeting the needs of individual learners. ALN include persons who, for whatever reason, require additional learning support because they are struggling to learn in comparison with their peers. School pupils may therefore require additional learning support if they have difficulty in learning because, for example, they have: • special educational needs• a disability• medical needs• gaps in their knowledge or skills due to prolonged absences from the education system, e.g. school refusers, school phobics or young offenders• experienced difficult family circumstances, e.g. due to bereavement• accessed education inconsistently, e.g. gypsy and traveller pupils.

http://wales.gov.uk/topics/educationandskills/publications/guidance/specialeduneedscop/?lang=en

Chapter 1: Principles and Policies

Chapter 2: Working in Partnership with Parents

Chapter 3: Pupil Participation

Chapter 4: Identification, Assessment and Provision in Early Education settings

Chapter 5: Identification, Assessment and Provision in the Primary Phase

Chapter 6: Identification, Assessment and Provision in the Secondary Sector

Chapter 7: Statutory Assessment of Special Educational Needs

Chapter 8: Statements of Special Educational Needs

Chapter 9: Annual Review

Chapter 10: Working in Partnership with Other Agencies

Normal classroom teaching which Normal classroom teaching which includes differentiated workincludes differentiated work

School ActionSchool Action

School Action+School Action+

Statement of Special Educational NeedsStatement of Special Educational Needs

Annual ReviewAnnual Review

School ActionWhen a class teacher or the SENCO identifies a child with SEN the class teacher should provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum offer and strategies (School Action).

The basis for intervention through School Action could be the teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:

• makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness

• shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas

• presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school

• has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment

• has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.

What could the teacher do to support a pupil at the School Action Stage?

i. Support and advice from the SENCO/ALENCOii. Deployment of extra staff to enable one-to-one tuitioniii. Provide different learning materials or special equipmentiv. To introduce some group or individual supportv. To devote extra adult time to devising the nature of the

planned interventionvi. To undertake staff development and training to introduce

more effective strategiesvii. Access LA support services for one-off or occasional

advice on strategies or equipment

Individual Education PlansStrategies employed to enable the child to progress should be recorded within an Individual Education Plan (IEP).

The IEP should include information about:

• the short-term targets set for or by the child• the teaching strategies to be used• the provision to be put in place• when the plan is to be reviewed• success and/or exit criteria• outcomes (to be recorded when IEP is reviewed).

The IEP should only record that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children. The IEP should be crisply written and focus on three or four individual targets, chosen from those relating to the key areas of communication, literacy, mathematics, and behaviour and social skills that match the child’s needs. The IEP should be discussed with the child and the parents.

School Action+The basis for School Action Plus could be that, despite receiving an individualised programme and/or concentrated support under School Action, the child:

1.Continues to make little or no progress in specific areas over a long period2.Continues working at National Curriculum levels substantially below that expected of children of a similar age3.Continues to have difficulty in developing literacy and numeracy skills4.Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme5.Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service6.Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

Statements of Statements of Special Educational Special Educational

NeedsNeeds

The Statutory ProcessThe Statutory Process

ALN/SEN ALN/SEN in in

CarmarthenshireCarmarthenshire

Carmarthenshire Inclusion Principles

KEY PRINCIPLES1. All have a responsibility to ensure equality of opportunity2. Believe children and young people have a right to have their education

in their local schools with their peers3. Acknowledge that inclusive learning enriches the experience of all

pupils4. Are committed to delivering teaching and learning that sets high

expectations of everyone5. Recognise that all teachers have a responsibility for all learners in

their class6. Believe that effective teaching and learning is the key to successful

inclusion7. Are committed to supporting schools through advice, guidance,

training, development, funding and resources to ensure that pupils with additional needs can make progress within their local school

8. Accept that for a very small number of pupils we may, as yet, lack the skills, facilities and resources to enable them to fulfil their potential in their local school

InclusionInclusionTHE ADDITIONAL LEARNING NEEDS

SERVICE

Manager- Margaret Denholm

To deliver the statutory process

To provide support to schools in their management of pupils with ALN

To provide advisory teaching services in specific areas of ALN

Head of Governance and Inclusion


Additional Learning Needs Manager (1)


Behaviour Support Co-ordinator (1)


Governors Support Manager (1)


STATUTORY TEAM (4)STATUTORY TEAM (4)

SUPPORT FOR PUPILS WITH ALN (4)


ADVISORY SUPPORT TEACHERS (3.6)


SCHOOL GOVERNANCE (3)SCHOOL GOVERNANCE (3)BEHAVIOUR SUPPORT COMMUNITY TEAM (6)

BEHAVIOUR SUPPORT COMMUNITY TEAM (6)

PWLL PRU / KS4 PROVISION (13)


Aalton House Tuition Centre (3.8)


METAS- EAL and Travellers Service (10)


SPECIALIST PROVISIONS in Schools


Training and SENCO FORUM


Unlocking the Potential of Special Schools Project


Home tuition service (1 FTE, 24 PT)


EXCLUSIONS (1)EXCLUSIONS (1)

ELECTIVE HOME EDUCATIONELECTIVE HOME EDUCATION

Training and DevelopmentTraining and Development

Rhydygors (Day provision)


SCHOOL ADMISSIONS AND APPEALS


SCHOOL EDUCATIONAL VISITS


Alternative to Statements Project










































Primary Specialist ProvisionPrimary Specialist ProvisionCarmarthen Dinefwr Llanelli Welsh Provision

O + A Richmond Park Bro Banw Y Felin -

Speech and Language

Infants

- Bro Banw Y Felin Nantgaredig

Speech and Language Junior

- - Brynteg Nantgaredig

Autism Myrddin Bro Banw Pwll Primary Provision

Myrddin

SLD Bro Banw Heol GoffaY Felin

-

Hearing Impairment - Parcyrhun - Parcyrhun

PMLD Myrddin Bro Banw Heol Goffa -

Behaviour/Emotional Rhydygors - - -

Secondary Specialist Provision

PRIMARY PROVISION

Carmarthen Dinefwr Llanelli Welsh Provision

Speech and Language

- Tregib - -

Autism Canolfan Elfed Garreglwyd - Maesyryrfa

SLD Canolfan Elfed Bro Banw Heol Goffa -

Hearing Impairment Canolfan Elfed - - -

PMLD Canolfan Elfed Bro Banw Heol Goffa -

Behaviour/Emotional RhydygorsAalton House

- Pwll KS3 Teaching and

Learning Centre

-

THE BEHAVIOUR SUPPORT SERVICE

Manager- Anne Harrison

To deliver the Authority's strategy for managing the behaviour of children and young people in and out of mainstream schools

To deliver the Authority's statutory duties to provide education for excluded and sick pupils unable to attend schools

To provide leadership for the managers of a range of behaviour services.

To promote the development and implementation of the Authority's behaviour management training and development programme

















































































Number of pupils in our schools26,963

Pupils on School Action 4,433 (16.4%)

Pupils on School Action+ 2,023 (7.5%)

Pupils with Statement of SEN 1,070 (3.9%)

Pupils without ALN 19,437 (72.2%)

Data for Dialogue!Data for Dialogue!

Role of School GovernorsRole of School Governors

An effective governing body helps shape the future of the school. It has a clear vision that emphasizes the school’s distinctive character

and ethos, and it engages in robust and challenging conversations about how to

deliver high standards of pupil achievement and excellence for all.

Report of the Enterprise and Learning Committee on the Role of School Governors,

June 2009.

SEN: Governing body dutiesSEN: Governing body duties

• Recommended to appoint SEN governor

• SEN governor agree SEN policy with head

• SEN governor preferably involved in any audit of provision

e.g. SEN&LAC internal audit

• Review policy annually

• Ensure SENCO/ALENCO in position

• Ensure school has school improvement objectives specifically

for SEN

The role of the SEN Governor The role of the SEN Governor

The role of the SEN governor is strategic. It does not for example involve the nominated governor in attending meetings with individual parents or discussion of individual pupils. The governing body must remember that specific information regarding SEN pupils is confidential.

It may however involve the following:

1.To champion issue of SEN in the wider business of the governing body2.Developing and maintaining an awareness of special needs provision in the school on behalf of the governing body3.Specific oversight of school’s arrangements for SEN provision including allocation of resources4.Supporting the implementation of the school’s Special Educational Needs Policy5.Meet SENCO termly to monitor and review SEN provision6.Observe SEN provision first hand, consult pupils with SEN and their parents

Develop and train staff

Communicate with other agencies

Communicate with parents

Observe teachers and support staff at

work

Monitor and evaluate

Administrative tasks

The Statutory Process- revise,

offer advice

Manage transition To manage complex cases

Asses and plan for individual pupils

Identify pupils with SEN/ALN

Manage staff

Manage SEN resources

Staff induction

Contribute to School Development Plan

Advise staff on appropriate strategies

To evaluate the school’s provision

To be aware of legislation

01267 246 506

[email protected]@sirgar.gov.uk

Inclusion is everyone’s responsibility. It is not only about where learners receive their education but about the provision of a meaningful education which will foster independence and inclusion in society as a whole.

A curriculum for all learnersGuidance to support teachers of learners with additional learning needsWAG 2010

Documents

Let's open doors and minds. Let's throw a spotlight on the richness that people who are different bring to mainstream society. Let's talk about assets