Pheasey Park Farm and Childrens Centre Special Educational
Needs and Disability Code of Practice: 0 25 years Monday 23rd March
2015
Slide 2
New code of practice Assessment and Tracking Graduated response
Ofsted feedback and guidance Current initiatives and long term
goals Showcase of interventions offered at Pheasey Park Farm
Slide 3
Whole School Approach All Staff must ensure the needs of all
learners are met All Staff provide high quality teaching which is
inclusive for all children Mrs. S. Nation Inclusion Supervisor Mrs.
S. Morgan SEN / SEND Coordinator Mrs. J. Colman Speech and Language
Coordinator
Slide 4
Special Educational Needs and Disability Code of Practice: 0 25
years A delay in learning and development may or may not indicate
that a child has SEN, equally, difficult or with-drawn behaviour
does not necessarily mean a child has SEN either
Slide 5
A child or young person has SEN if they have a learning
difficulty or disability which calls for special educational
provision to be made for them. A child of compulsory school age or
a young person has a learning difficulty or disability if they:
Have a significantly greater difficulty in learning than the
majority of others of the same age: or have a disability which
prevents or hinders them from making use of educational facilities
of a kind generally provided for others of the same age in
mainstream school or mainstream post-16 institutes.
Slide 6
All children are entitled to an education that enables them to:
Achieve the best possible educational and other outcomes, and
Become confident young children with a growing ability to
communicate their own views and be ready to make the transition
through compulsory education.
Slide 7
Look at each child as an individual with individual needs.
Arrangements are put in place to support children with SEN or
disabilities. Has a clear approach to identifying and responding to
SEN. Recognise the benefit of early identification and provide
effective provision ensuring that childrens long-term outcomes are
improved. We regularly review and evaluate the quality and breadth
of support that is available for children with SEN or
disabilities.
Slide 8
A diagnosis doesnt take the tendencies away equally a child
still shows traits without a diagnosis we cater for each child
individually for their needs. Examples Autism subtle social cues
such as a smile, wave or grimace convey little meaning ADD
(attention deficit disorder) has trouble staying focused; is easily
distracted Dyslexia difficulty remembering short lists of
instructions
Slide 9
Parents voice is vitally important if a child has been
identified as having additional needs It is more productive if a
partnership between school and parents is created and both are kept
informed of the childs learning journey at all stages Parents and
school must work together implementing the graduated approach with
4 stages of action Assess, Plan, Do and Review. Times of transition
(Childrens Centre and school, KS1-KS2 and KS2-KS3) as well as Year
Group change can be key times for all children
Slide 10
Assess (Practitioner led) Plan Do (1 Term) Review Plan Do (1
Term) Review Transition SENCO involvement Do Review Plan Do Review
Transition Healthcare Plan (old Statement) Initial / Early Response
2 Cycles needed 1 cycle = 1 term Individual Action Plan 2 Cycles
needed 1 cycle = 1 term Other agencies become involved
Slide 11
At Pheasey Park Farm we maintain a record of childrens progress
(how your child improved since last time they were assessed)
Attainment must be measured on what each child can do independently
(child achievement ) We aim for parents to be kept up to date with
a true reflection of what their child can do nothing should come as
a shock Progress check at age two (Health Visitor) will initially
highlight any concerns this can then be passed onto the Childrens
Centre to start a graduated response if needed
Slide 12
The most effective schools understand the importance of high
expectations and the use of accurate data. Practice in effective
schools indicates that the progress of all pupils is tracked and
pupil progress data is analysed on a regular basis. Good analysis
of progress data should identify the pupils making less than
expected progress given their age and individual circumstances.
This can be characterised by progress which: Is significantly
slower than that of their peers starting from the same baseline.
Fails to match or better the childs previous rate of progress.
Fails to close the attainment gap between the child and their
peers. Widens the attainment gap.
Slide 13
We strive to ensure that every practitioner understands their
role and responsibility to SEN children. Reflection process before
labelling any child as SEN, practitioners have been asked to
evaluate their own practice. High quality teaching takes into
account different learning styles and different needs of all
children. Responsibility of all learners, including SEN children,
is that of the class teacher some decisions can easily be made by
practitioner without SENCO having to be involved such as pencil
grip, wearing glasses, location in classroom.
Slide 14
Pheasey Park Farm have a duty of care under the Equality Act
The safety and care of all children at Pheasey Park Farm is
paramount Reasonable adjustments are made for individuals when
appropriate Children with any medical conditions get the support
they require to meet their needs
Slide 15
SDP Priorities for Improvement To improve the progress of all
pupil groups including SEN pupils A recent pre-Ofsted Inspection
(March 2015) said TAs and teachers have extensive understanding of
SEN pupils learning needs. Teachers and TAs work closely together
to plan work for their pupils TA support is skilled and
effective.
Slide 16
Teachers and teaching assistants are provided with vast
opportunities for continued professional development including SEN
focus All teachers and TAs are regularly observed both formally and
informally - their provision for SEN children is monitored Senior
Management Team monitor SEN childrens books and lesson plans to
ensure provision is pitched correctly All Teaching Assistants
across the school will have undertaken accredited training with
Edge Hill University and Every Child Counts by the end of this
academic year Mrs. S Morgan to undertake SENCO Accreditation
Starting September 2015
Slide 17
Available under the local offer Wordshark Numbershark Focus
group support Toe by Toe 1stClass@Number 1stClass@Number2
Success@Arithmetic Pragmatics Speech and Language Handwriting
Booster Focus child support Please note other interventions and
support are available to support children though these are not
available under the local offer and are implemented with top up
money
Slide 18
A massive thank you to the teaching assistants and teachers who
have volunteered and given their time to showcase some of the
interventions that have just been mentioned. Please take time to
look at the different interventions and ask any questions about
them Staff are happy to help.
Slide 19
Parents Feedback Questionnaires have been given out with pens
please fill them in If you have any questions please ask any of the
Staff or equally speak to your childs class teacher Parent and
Pheasey Partnership working together can create a better future for
your child.