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Both. Newly Qualified Teachers Induction Programme S pecial Educational Needs Furthering Inclusive Practice Clare Dorothy Primary SEN Advisory Teacher Redbridge LA Parminder Kambo Acting Deputy and SENCO Redbridge Primary School . Aims of Session.

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  1. Both Newly Qualified TeachersInduction ProgrammeSpecial Educational NeedsFurthering Inclusive Practice Clare Dorothy Primary SEN Advisory Teacher Redbridge LAParminder Kambo Acting Deputy and SENCO Redbridge Primary School

  2. Aims of Session • To further your understanding of special educational needs locally and nationally, including reference to the SEN Code of Practice and Disability Discrimination Act. • To look at some of the key areas in the assess, plan, do, cycle of teaching for pupils with SEN. • To sign post you to other sources of support and information. • What it can’t be is a toolkit to deal with every aspect of SEN

  3. Introduce yourself to someone you don’t know. Obvious stuff - name, where you work now 1) What experience of SEN you had during your initial teaching training e.g. a special school, children in your classes. Who is the SENCO in your school? 2) On a post it (one each) write one thing you feel knowledgeable about /confident about SEN And one thing you find challenging about SEN • 10 minutes I

  4. Legislation Children and Families Act 2014 SEN Code of Practice January 2015 Equalities Act and Schools 2010 Statutory Guidance on Supporting Pupils at school with Medical Conditions April 2014

  5. T The Responsibility of the Teacher SEN Code of Practice (6.52) • Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. • The class or subject teacher should remain responsible for working with the child on a daily bias .Where interventions involve group or one-to one teaching away from the main class or subject teacher, they should still retain responsibility for the pupils, working closely with any teaching assistants or specialist staff involved , to plan and asses the impact of support and interventions and how they can be linked to classroom teaching. T

  6. Definition of SEN: A child of 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 (b) 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 schools or mainstream post-16 institutions.

  7. Definition of Disability SEN Code of Practice

  8. Categories of SEN Special educational needs and provision are still seen as falling under four broad areas: • Communication and interaction • Cognition and learning • Social, emotional and mental health • Sensory and/or physical

  9. National Statistics 2015 (England and Redbridge ) 14% 2.5% SLC MLD • Percentage of pupils that have identified special educational needs (includes statements and EHC plans) • Percentage of pupils with statements or EHC plans • Main category of Primary need (EHC plans • Secondary main category of Primary need(EHC Plans) 15.4% 2.8% SLC 27.7% MLD 24.6%

  10. PK Standards for the Induction Support Program for those awarded Qualified Teacher Status require: • The head teacher to ensure that all Newly Qualified Teachers (NQTs) understand the duties and responsibilities schools have under the Disability Discrimination Act 1995 to prevent discrimination against disabled pupils • The Induction Tutor to arrange for NQTs to spend time with the school’s SENCO to focus on specific and general SEN matters • The NQT to demonstrate that they plan effectively to meet the needs of pupils in their classes with SEN, with or without statements/EHC plans • The Teachers Standards in particular Standards 2, 5 and 7 are especially relevant

  11. Children in your class and the adults who work with them In pairs or groups Who are the children in your class with: a) EHC plans/statements b) SEND support c) What are the needs of these children? d) Who else besides you , teaches, and supports the learning, of these children – when, how often? e) How do you know all of the support is having a positive impact? I

  12. Key points of guidance on provision for SEN pupils • Quality First Teaching • Assess, Plan, Do, Review for each pupil • Early identification and intervention • A graduated approach to meeting needs • Ensure the support meets the needs and if it isn’t working, change it!

  13. Key points of guidance on provision for SEN pupils –continued • Work closely with the SENCO • Work in partnership with other professionals • Fully involve young people and their parents • Keep high expectations for all pupils • Ensure that teachers remain responsible for the progress of all their pupils

  14. SEND Support and Educational Health Care Plans . Assess Assess Plan Do Review • SEND Support - fully involve parents and pupil, SENCO aware and involved • Gather information and advice (range of professionals but must include Educational Psychologist) • With parental consent request that the Local Authority make an assessment of need for an EHC plan.

  15. SEND Support and Educational Health Care Plans - continued • If agreed a formal consultation is started to gather views and draft a plan. (20 weeks) • A multi-agency meeting is convened usually at the school led by SENCO where a LA representative (Co-coordinator) drafts a plan. Parents and pupil should be fully involved . In groups Look at the example of an EHC plan you have been given. What are the implications for curriculum planning for this child and how would you ensure that they are fully included in your class? 20 minutes

  16. Think of a child in your class who has been identified with SEN – what do you know about them Who else knows them – have you shared information? How is there a shared view and a shared plan? 20 minutes Clare Dorothy SEN Primary Advisory Teacher 17

  17. Where to find out more • Yourself, colleagues • Your induction tutor and SENCO • http://find.redbridge.gov.uk/justforsencos • redbridgeserc.org  • www.redbridge.gov.uk/localoffer • www.caf.org • www.rtweb.info www.afa3as.org.uk • www.sendgateway.org.uk

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