Special Educational Needs and Disabilities the role of the school - PowerPoint PPT Presentation

School Improvement Special Educational Needs and Disabilities – the role of the school governor

What’s on the Essex SEND agenda? School Led SEND A mainstream SEND strategy • Outcomes and Assessment Framework • Workforce development- partnership SENCOs • Peer Review • Good Practice Mapping • School Leader Engagement • Agreed definition of Inclusion and minimum expected of all schools

The school governing body should : • Review the school’s SEN Policy with head teacher. • Ensure that the SEN information report is in place and published on the school’s website from and is reviewed at least yearly . • Considered how the SENCO fits into strategic management of the school. • Ensure that the school meets its duties under the Equality Act 2010- is making reasonable adjustments . • Review staff training to ensure that there is a fit between children’s needs and staff competence.

The school governing body should Ensure that the head teacher has: • Reviewed pupils currently on SEN Support and with EHCPs and is engaging the child and parent in decision making- one planning process. • Reviewed how the schools support pupils with their transition at any point in their school career including to post-16 education and preparing for adult life. • Has an arrangement in place to support pupils with medical conditions.

The SENCO can be involved in supporting this by : • Overseeing the day-to- day operation of the school’s SEN policy • Co-ordinating provision for children with SEN • Leading the development of the policies and practices within the school for children with SEND • Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively • Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements • Ensuring that the school keeps th e records of all pupils with SEN up to date

Activity

Layering Assessment Information Historical information • ASP • FFT • Attainment and progress against national Whole comparators School Current information • Attendance information • Behaviour and exclusion information • Academic attainment and progress Accurate baselines Attendance information So SEN cohort Behaviour and exclusion information what…? Academic attainment and progress – What is (compared against non the gap between SEN and non SEN? Is this SEN in school and diminishing? nationally) Intervention data (exit and entry data) Compare to pupils with similar starting points Linked to EHCP/one plan targets Evidence of progress overtime Individual Specialised assessments linked to pupils needs Case studies pupil level Impact of interventions (entry and exit data) Parent and pupil views