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Training: SEND Transformation

Training: SEND Transformation. Jackie Ross SEN Consultant. Agenda: Questions for working together:. What has your school done to be ready for the new ‘Special educational needs and disability code of practice 0-25 years’ (SEND code)? -Group discussions and feedback

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Training: SEND Transformation

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  1. Training: SEND Transformation Jackie RossSEN Consultant

  2. Agenda: Questions for working together: • What has your school done to be ready for the new ‘Special educational needs and disability code of practice 0-25 years’ (SEND code)? -Group discussions and feedback 2.How does the new SEND code relate to overall school provision for all children/young people? - Group discussion and feedback 3. Is your SEN Information report Complete, Robust and Compliant? - Discussion in groups relating to individual schools SEN Information Reports. Feedback and questions. 4. The EHC Assessment Process What do you understand by this? -Discussion in groups and feedback. Study of Education, Health and Care Template and case study. Summary (power-point just 10 minutes is then shown)

  3. Are we ready? • Implement SEN Code of Practice: • Review provision for pupils on school action/school action plus, put in place new SEN Support for them and for pupils with newly identified SEN • Implement SEN information requirements on school website. • Understand new process for statutory assessment (Education, Health and Care Plans) • Develop partnerships with post-16 providers to support transition planning. • January 2015 school census: record all pupils receiving SEN support, both those who have an EHC Plan and those who do not. • See SEND Gateway, NASEN for support

  4. Key questions: • Is our provision for pupils based on a careful analysis of needs and a monitoring of their progress in relation opportunities and outcomes? • Do we evaluate the effectiveness of all our provision to meet a wide range of pupil needs? • Does our school leadership team consider how to make the best provision for a wide range of pupils needs? • Do we make timely changes to provision for pupils where evaluation indicates this is required?

  5. Effective Whole School Provision is characterised by: • high aspirations for the achievement of all pupils • good teaching and learning for all pupils • provision based on careful analysis of need, close monitoring of each individual’s progress and a shared perception of desired outcomes • evaluation of the effectiveness of provision at all levels  in helping to improve opportunities and progress • leaders who looked to improve general provision to meet a wider range of need rather than always increasing additional provision • swift changes to provision, in and by individual providers and local areas, as a result of evaluating achievement and well-being

  6. Statutory guidance for supporting pupils at school with medical conditions. Section 100 of the Children and Families Act 2014 places a duty on governing bodies of maintained schools, proprietors of academies and management committees of PRUs to make arrangements for supporting pupils at their school with medical conditions. (By September 1st 2014) In meeting the duty, the governing body, proprietor or management committee must have regard to (this) guidance ‘Pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education’. • Governing bodies must ensure that arrangements are in place in schools to support pupils at school with medical conditions. • Governing bodies should ensure that school leaders consult health and social care professionals, pupils and parents to ensure that the needs of children with medical conditions are effectively supported.

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