Capacity Building GILLIAN BOYD. Numbers of children with statements in mainstream schools. 1996/7 2.5% of total school population statemented 2.65% 3.9% 2009/10 4.1% .
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1996/7 2.5% of total school population statemented
The findings indicated -
‘ The provision of good support for those pupils with special educational needs is improving but in the majority of schools inspected it is not good enough.’
‘Schools need to further their capacity to identify and meet needs early and to monitor and track the pupils’ progress over time.’
A significant capacity-building programme is planned for all school staff; development of this is currently being planned and carried out.
ETI has been commissioned to develop SEN standards and indicators and whole school guidance.
Behaviour, speech and language, ADHD, ASD, specific learning difficulties, dyslexia, following instructions, social skills, fine and gross motor skills, lack of parental support.
Different types of SEN impact on each other, non-SEN children affected, difficult classroom management, support for behaviour needed, a classroom assistant is essential.
Standardised tests, class tests, teacher observations, SENCO expertise, outside agencies
Class teacher, teacher with advice from SENCO, parental views, withdrawal support, consultations with EP,
Evidence from tests (standardised and class), IEP a working document, discussion of progress with teacher, parents, children, Annual reviews, meetings with outside agencies.
MASTS, Behaviour Support Team, EP, CAHMS, ASD Support Service, ELB outreach.
Effective teaching strategies, experience, patience and understanding, empathy, good time management skills, flexible, differentiation skills.
Coherent training/PD opportunities, IEP writing, effective strategies for teaching reading, (particularly phonics), examples of good classroom practice, managing differentiation, skilled SENCO, time to work with C/A, knowledge of medical/SEN conditions.
Dissemination of good practice –within and beyond school, cluster groups, free training – NI based, knowledge of effective practical strategies, free resources, need for whole school approach.
Increasing numbers, wide variety and complexity of SEN needs, more work with outside agencies, need for the school to be strategic in planning for SEN, bigger administrative workload, time, implementing a whole school approach, monitoring and evaluating SEN practice school wide, organising safe handling training (must be accredited).
Professional development of school workforce so they are: