Learning Support is changing at Edge GroveAn overview of SEN governmental reforms 2013 and the changes ahead for our school

Day one

lf l want to go somewhere I've never been before in my car – I get a map. A good map shows all the routes and the landscapes and the options…

Ofsted 2010

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Day one

Where is the map for teachers to use if there is a child in their class that they suspect has an SEN? Here is our chance to create a map – one that all can understand…

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Ofsted 2010

Day one

• SEN Profile at Edge Grove

– A summary

• SEN Provision

– A summary

Day one

SEN Profile at Edge Grove – summary part 1

• Most learners receiving direct 1:1 support are male.

• Dyslexia is prevalent among our SENs pupils

• The types of SENs that the school has which affect:-

– Literacy and Numeracy are Dyslexia/ Dyscalculia/ Dyspraxia and processing difficulties

– Communication and Language are speech impediments and English as Another Language

Day one

SEN Provision – summary

• At the classroom level – teachers differentiate according to need; personalised strategies for learning via Learning Programmes are part of lesson planning allowing pupil access to teaching and curriculum.

• T.A or L.S.A support pupil, as directed by lesson plan.

• Pupils have 1:1 lessons to help them acquire skills to access curriculum or to catch-up with curriculum.

• External agents will work with SEN learners on a 1:1 basis e.g. Speech and Language or Occupational Therapist.

Day three

• Increased working days (three days a week) and shortened the length of my working day.

• Acquired a better understanding of what is SEN provision in Edge Grove, and why a need for change.

Day three

• Why do we need to change?

• Internal drivers

• External drivers – (Governmental

reforms in 2013)

Day three

External drivers – Governmental reforms in 2013

Failure of current SEN systems and practices to support parents of and pupils with SEN and/or disabilities. Areas for improvement: -

• Communication with parents

• Parental confidence

• Early identification of needs

• Services that work around the family

• Joint work across professional boundaries

• Greater equity in access to additional provision

The quality of training for staff, particularly for staff educating children and young people with the most …… needs.

OFSTED, 2010: 17

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Day three

Question:

Who feels that these applies to the school? Why?

– 2 mins - thinking time

– 4 mins - suggestions

Day three

OFSTED – recommendations for change• Schools should not be the only organisations held to

account legally for the outcomes of children and young people with special educational needs and disabilities. All the services involved in any common assessment should be bound equally by its terms.

• The Code of Practice for Special Educational Needs and its statutory basis should be reviewed to reflect these recommendations.

• Any further changes to legislation or guidance should not simply add to the current arrangements but… simplify them and improve their consistency across different services and for children of different ages and levels of need.

Ofsted 2010: 14

Day four

• What changes are expected?

• SEN Development Plan – Refer to your handout

Day four

A 3 phase development programme which lays out how SEN provision in the school aims to be more effective: –

1. Supporting children, parents and teachers

2. To satisfy the criteria of inspection

3. To adhere to and incorporate the values of the new reforms

Day four

• What are these changes asking of us?

• How do we know if our change is effective?

Day five

SEN flagging procedure – a summary (walk –through of the SEN record of concern) • Identifying a struggling learner and

informing Learning Support.

• (Enter Link to the document)

Day six

• What roles and responsibilities do we have as a staff?

• What do we all have to do?

• SEN whole school approach

Day six

All teachers are teachers of SEN…

Lamb, 2009; House of commons, 2006; DfES, 2004 ; DES, 1999

“ “ SEN

Day six: Community of Practice

One where teachers participate in decision making, have a shared sense of purpose, where they engage in collaborative work and accept joint responsibility for the outcomes…

Harris, 2006: IX

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Day six: Community of Practice

• Collaboration – with parents, children

• Shared vision/principles – by all

• Collective responsibility – ethos and culture of achievement across whole school

• Communication – with/between children, their parents, staff and agents

Day six: actively reviewing / reflecting

Refer to the hand-out Appendix 2, which summarises recommendations from key reports, which identified failings of the existing SEN system: -

1. House of Commons Select Committee Report (2006);

2. Lamb lnquiry (2009);

3. OFSTED SEN and Disability Review (2010);

The table in Appendix 2 is a tool to support reflection and discussion about what the key recommendations for changes and improvements to the SEN system are, and how far the proposals from the Green Paper (DfE, 2011) actually address the concerns and recommendations that are suggested.

Day six: actively reviewing / reflecting

Look at the summaries of recommendations provided use these as tools to reflect on our own existing practice, by discussing the following.

• Do you agree or disagree with the statements in the table? Why? Give examples?

• What impact do you think that these recommendations could have on you role within the classroom? Provide examples.

• What benefits are there from applying such recommendations? What are the disadvantages?

• Select 3 recommendations from the table. How have these recommendations influenced your daily practice in the classroom?

Day six: reflection

Whose job is it anyway?

• What do we do next?

• What are my statutory responsibilities?

– How am I meeting them within the school context, and how effective are those approaches?

• Summary of school's statutory responsibilities under special educational needs (SEN) legislation

Day six: reflection

Whose job is it anyway?

• Teachers (responsibilities)

– The Code of Practice (fundamental principles)

– Statutory duty in the National Curriculum Inclusion Statement

– Disability Legislation and Equality Legislation also direct our responsibility

– Inspection requirements (a task)

Day six: roles and responsibilities

Supporting Teachers

How do you wish to be supported as a staff?

SEN as a whole school responsibility

• The development of all staff who understand their individual responsibility for meeting the needs of pupils

• Emerging government priorities include commitments to staff being trained and coherent in SEN

The effective deployment of TAs/LSAs in class

Day six: roles and responsibilities

The role of the SENCO

Whose responsibility is it to ensure that statutory responsibilities for SEN and/or disabilities are being met within the school?

Day six: requirements of inspection

Appendix 3 (inspection teaching checklist)

• Where extra adult support is available for underachieving pupils, is it used in ways that promote independence, protect-self-esteem and increase pupils' inclusion within their peer group?

• Has the teacher made arrangements (buddying, adult support, taping) where necessary to ensure that all children can access written text or instructions?

Day seven

• A discussion/ consultation what do you want from SEN or Learning Support Provision within school.

• How can we best support you and move forward?

Day seven: Reflection

A copy of the following is attached to the consultation questionnaire, please read the documents prior to completing it. I would also welcome individual, Subject or Key Stage responses:-

• Principles guiding SEN reform

• The SEN development plan

• The vision for Learning Support Provision

• A factsheet on the legislation

• Overview of inspection

Please complete the questionnaire and return it by email or to my pigeonhole. By DATE for END OF HALF TERM.

Thank You