Professional Studies:Professional Studies:

InclusionInclusionProfessional Studies:Professional Studies:

InclusionInclusionPreamble, S1, S2, S3, S4, S5, S6, S7, S8 and Part Preamble, S1, S2, S3, S4, S5, S6, S7, S8 and Part

TwoTwo•The implementation of the Code Of Practice in the schoolThe implementation of the Code Of Practice in the school•Provision for Students with EAL and more able studentsProvision for Students with EAL and more able students•The role of teaching assistantsThe role of teaching assistants•The role of the SENCO in the schoolThe role of the SENCO in the school•Other professional/ colleagues who support pupils with additional needsOther professional/ colleagues who support pupils with additional needs

IEP

GEP

SpLD

EALG&T

SENCoCAMHS

ECM

ASD

FSM

CLA

VA

BESD

Inclusion is….

• SEN, inc. physical disabilities and emotional, social and / or behavioural difficulties

• EAL (Pupils with English as an Additional Language)• LAC (Children who are Looked After)• G & T (Gifted and Talented)• Pastoral (bereavement, transition, behaviour, self-esteem,

attendance etc.)• Gender • MEG (Minority Ethnic Groups), inc. travellers, asylum seekers

and refugees• other children, such as sick children; young carers; children

from families under stress; children who are at risk of disaffection and exclusion from school; children from families of extreme poverty

• FSM (Pupil Premium)

Every Child Matters• Safety & health• Pupil-performance and well-being go hand in

hand• Every child to fulfil potential• Personalisation• Multi-professional approach• Pupil voice / pupil consultation / decision making• Empowering pupils to contribute to / evaluate

own learning and identify next steps• Level playing field ‘narrowing the gap’

Every Child Matters so…

Inclusion must be seen as the most effective route to

learning for the greatest number of pupils - by

minimising barriers and maximising resources

Key Legislation

• Warnock Report - looking beyond labels at identifying need (1978)

• SEN Code of Practice• Disability Discrimination Act (2005)• Equality Act (2010)• SEND Green Paper (2011) • Children and Families Bill (draft)• ‘Support and aspiration: an new

approach to SEND – progress and next steps’ (2012)

SEN Framework

Terminology• SEN• SEND (Green Paper)• LDD (currently used post-16)

-Every child deserves a fair start in life, with the very best opportunity

-Life chances for children and young people in England who are identified as having a special educational need (SEN), or who are disabled, are disproportionately poor.

-Families have limited information about the best schools and information about care for their child

SEN

Special Educational Needs in all schools is governed by the Code of Practice.

This underpins all SEN practice in schools, ensuring inclusion and equal entitlement for all.

It considers:

–Legalities–Entitlement–Provision

Analysing Performance and Pupil Progress

Most schools take part in an exercise called Provision Mapping. This maps out the needs of each class / year group / the whole school, identifying groups, their needs and the level of support needed (linked to numbers of pupils and resources)

Consider pupil need and their self esteem / emotional needs, esp. if child wants to be part of their class and included with their peers.

Below average or SEN? To make sufficient progress, groups and

individual pupils will be identified as needing:

- Wave 1 (quality first teaching and differentiation),

- Wave 2 (quality first teaching, differentiation and some targeted intervention) or

- Wave 3 (quality first teaching, differentiation and personalisation and targeted intervention, inc. 1:1)

Pupils are then supported by an IEP, (Individual

Education Plan) , GEP (Group Educational Plan) or BLP (Behaviour and Learning Plan)

Registering Pupil Need

• Early Years / School Action - a pupil who is identified as having a specific weakness in an area, usually supported by good classroom differentiation and some intervention strategies or programmes

• School Action Plus – as above with more focused intervention strategies and personalisation, with the possibility of some withdrawal inputs. There might be some collaborative working with outside agencies and SENCo invovlement

• Statement - a pupil with an educational statement usually has a multitude of specific needs (e.g. medical, physical and learning difficulties), requiring dedicated funding and the possibility of 1:1 / small group TA support or a significantly differentiated curriculum

Areas of Need

Pupils might have one or more primary needs in any one of the following categories (c.f. SEN Code of Practice):

• Cognition and learning• Behaviour, emotional and social development• Communication and interaction• Sensory and physical

Pupils will usually have more than one recognised disorder

Outside Agencies

There are a range of agencies that are available to provide support and advice for schools, as well as specialist advice from local special schools. Within Devon/Torbay these include;

Children and Mental Health (CAMHS)Behaviour Support Team (BST)Speech and Language (S&L)Educational PsychologistSchool NurseParent FacilitatorsPaediatriciansGPChild and Family GuidanceOutreach Workers

What other groups are available in your area to support pupils learning in order to ensure total inclusion?

Special Units

To ensure inclusivity and integration some schools have specialized units to help support pupils in mainstream education. These can include:

Hearing Impairment

Autism Speech and Language Visual Impairment

MIDAS

Roles in School

Three crucial roles in school to support pupils with SEN needs:

• Class teacher • Special Needs Coordinator (SENCO)• TA (Teaching Assistant)

All working closely with the pupil and the family.

SENCO

This role varies between schools, but core principles are the same. This member of staff could be class based or non-class based, full time

or part time depending on the school’s needs and budget!

• Coordinate and compile paperwork, esp. IEPs and Annual Reviews• Carry out any initial assessments, inc. classroom / playtime

observations• Organise and facilitate use of SEN resources• Oversee and monitor provision mapping• Take part in the deployment of TAs and TA Appraisals• Oversee dedicated teaching time for withdrawal groups• Coordinate the use of intervention strategies• Audit and provide / deliver CPD• Liaise with outside agencies and advisory servives• Report to the Headteacher and governors

Is this a leadership route

that would interest you?

TA / HLTA This role has changed greatly in recent years.

The role varies between schools but, in supporting pupils with SEN, they can be used to:

– Deliver SEN intervention programmes (small group or 1:1)– Support learning directly within class– Run social and communication groups, e.g. SEAL, SULP, THRIVE– Work with specific individuals on individualised learning

programmes– Monitor and assess pupils learning– Observe– Liaise with parents– Support transition– Liaise with outside agencies– Create resources

But the class teacher ALWAYS maintains

overall responsibility and accountability!

Time To Share!• Look at the roles of SENCO, Class

teacher and TA in supporting a child with SEN

• How are these roles fulfilled in your current practice school? How is information shared? How are

responsibilities / roles shared?

Parents

Parental involvement is crucial to ensuring SEN pupils are supported and make good progress and is explicitly described in the Code Of Practice, e.g.

• Involvement in reviewing and setting targets

in IEPS• Consent and involvement when referring to

outside agencies• Regular liaison / communication with class

teacher, TA and SENCO (trust and openness)• Continuation of learning at home / consistent

expectations

Gifted and Talented Pupils

• Gifted – highest achieving 10% in aspect(s) of core subjects

• Talented – exceptional attainment in music, art, PE, interpersonal skills

• Gifted and Talented• Dual Exceptionality• Gifted and Talented Coordinator (often

SENCo)• Better than expected progress

Pupils with EAL

• Termly assessments to LA• Interventions / support• Good classroom differentiation• Consider parents’ / families’ needs• Celebrate differences and own culture• Dual language resources• LA links / advice / support, e.g. translator

ECM Registers

Pupils do not fit neatly into distinct categories / labels. There are usually varying needs that need targeted support. Therefore, a personalised learning approach is key.

Example

Personalised Learning & Inclusion

Assessment

Teaching & Behaviour

ManagementLearning Opportunity

Observation / Monitoring / Marking

Enjoyment

Broad and balanced curriculum, inc.

intervention strategies

Differentiation

Classroom Organisation

Target Setting

Liaison with family

Use expertise through liaison with outside

agencies and experts in school

Class Teacher’s Responsibilities

• Effective behaviour management• Effective planning & thorough preparation• Effective teaching and range of teaching styles /

techniques / strategies / pace (quality first teaching)

• Effective use of AfL• Pupil involvement / self-review• Pupil tracking and monitoring of progress• Effective record keeping• Differentiation / personalisation• Learning styles• Early identification of need• Early intervention• Use of all data available• Innovation and creativity – adapt curriculum,

creative use of resources

Differentiation by…•Outcome•Support•Task•Dialogue•Resource•Pace•Self

Which of these do you overuse?

Underuse? Can you give an

example where you differentiated well? How did you know?

Consideration of….

• Writing frames / wordbanks / writing equipment / ICT / writing slopes / enlarged texts & screens / other specialist equipment

• Class layout and position in classroom• Learning breaks• Creative, flexible curriculum• Groupings / pairings• Range of task / resources / starting points• Flexible use of support

An inclusive classroom with good teaching and learning has far-reaching effects for pupils other than those targeted. For example……

‘Dyslexia-friendly’ classroom‘SEAL-rich’ learning environment

Effective management of physical space‘Gift creation’ rather than gift identification

Short, clear instructionsVisual remindersLearning breaks

High expectationsPositive role models