Professional Studies Inclusion Preamble S 1 S 2

Professional Studies: Inclusion Preamble, S 1, S 2, S 3, S 4, S 5, S 6, S 7, S 8 and Part Two • The implementation of the Code Of Practice in the school • Provision for Students with EAL and more able students • The role of teaching assistants • The role of the SENCO in the school • Other professional/ colleagues who support pupils with additional needs

BESD IEP Sp. LD VA ASD EAL CLA G&T SENCo GEP ECM CAMHS FSM

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 • 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 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 Psychologist School Nurse Parent Facilitators Paediatricians GP Child and Family Guidance Outreach 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 Is this a Report to the Headteacher and governors 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 But the class teacher Liaise with outside agencies ALWAYS maintains Create resources 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

Classroom Organisation Observation / Monitoring / Marking Target Setting Broad and balanced curriculum, inc. intervention strategies Differentiation Liaison with family Assessment Personalised Learning & Inclusion Learning Opportunity Use expertise through liaison with outside agencies and experts in school Enjoyment Teaching & Behaviour Management

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 Af. L • 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… Which of these do you overuse? Underuse? Can you give an example where you differentiated well? How did you know? • Outcome • Support • Task • Dialogue • Resource • Pace • Self

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 instructions Visual reminders Learning breaks High expectations Positive role models