School Responsibilities for children at School Action and School by BkYY6z

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									Contents – Funding

Additional support to meet Special Educational Needs within school’s AEN     2
budget

Additional ‘top up’ hours support over the threshold level for Early Years   4

Additional ‘top up’ hours support over the threshold level                   8

School request for ‘top up’ support                                          16

Strands of Action to Meet SEN                                                19

Example of a completed School request for ‘top up’ support                   20

Yearly Progress Review for School Action Plus pupil                          24

Example of a completed Yearly Progress Review for School Action Plus pupil   26




                                                                                  1
         ADDITIONAL SUPPORT TO MEET SPECIAL EDUCATIONAL
                NEEDS WITHIN SCHOOL’S AEN BUDGET



The following triangle offers
staff a broad based approach
to the graduated response for
supporting the predicted level
of SEN within individual
schools.                                    Learning behaviour
                                            and/or sensory
                                          difficulties where a
                                        pupil needs increased in
                                       class support to access the
                                      curriculum.

                                    Increased targeted adult support
                                   required to develop skills to access
                                 a range of curriculum areas.



                          Pupils require additional input in class and
                         some individual support for short periods to
                        complete language, social and medical programmes.

                      Time required by adult to adapt sensory resources to
                    allow pupil to access the curriculum and some additional
                   class support.


                   Learning or social programmes in a small group.

             Some limited targeted adult support required to develop skills to access
            a range of curriculum areas.


        Pupil requires input/support for short periods to complete language, social or medical
        programmes

     Time required by adult to adapt sensory resources to allow pupil to access the
     curriculum


                       Classroom differentiated experiences for all children.




                                                                                                 2
School Responsibilities for children at School Action and School Action Plus

      Identify all children with SEN and ensure their needs are met through a
       graduated response to level of need.
      Ensure that parents and the child are kept fully informed of and involved in the
       identification of their child’s SEN and the framing and review of Individual
       Education Plans.
      Refer to appropriate outside agencies and implement agreed strategies.
      Develop and review SEN and Behaviour Policies, ensuring they are compliant
       with the Disability Discrimination Act
      Use a transparent budget allocation system which involves the SEN governor
       and SENCO in the decision making process
      Ensure that the regular monitoring of resources and evaluation of their impact,
       fully involves Governors and the school’s SENCO
      Regularly review pupil progress within resource allocation
      Maintain school wide records of the numbers of children at the various stages of
       COP and their progress through the COP so judgements can be made at a whole
       school level of the effectiveness of the provision made
      Design and implement appropriate intervention programmes to raise
       achievement levels consistent with the SEN COP
      Use delegated resources to provide the appropriate resources and services for
       children with SEN
      Develop flexible teaching and learning environments to ensure the inclusion of all
       learners.
      Where necessary, determine the level of Teaching Assistant -TA support the
       youngster requires from the school’s own delegated resources. In doing this
       the school should determine
            o the targets the child will achieve as a result of this support
            o the tasks the TA will perform and the time commitment involved
            o how time and progress will be monitored and recorded
            o the exit strategy that will ensure the child’s level of independence will
                increase and resources can be recycled for the benefit of other children
                with SEN
      Admit children at Early Years Action Plus and where necessary determine the
       level of TA support the youngster requires from the school’s own delegated
       resource using the same methodology as laid out above.




                                                                                       3
Additional “Top-Up” Hours Support over the Threshold Level for Early Years

Enclosed are the criteria for the allocation of LA Top-up funding in excess of the
delegated 7.5 hours of support for pupils on a part time placement in nursery school or
classes and for pupils at Foundation Stage with a full time placement.

The criteria will be used when new statements are written for pupils or where school
request further support for pupils through the Annual Review process

The criteria will be used where evidence is provided to show the pupil falls within the
bands recognised as needing further support. The range of evidence needed will
included

      Development profiles - Teaching Talking
      QCA EBD descriptors
      Foundation Stage levels
      Birth to 3 matters records
      Multi Element Plan - two previous reviewed MEP’s and current
      Behaviour plans – behaviour records of level of incidents
      Medical plans
      Personal Education Plans – PEP for Looked After Children – LAC
      Observation records
      Other professional reports linked to the child’s needs


The Special Educational Needs panel will consider the request alongside the evidence
that is provided by the school. Membership of the panel includes

      Head of Assessment and Commissioning
      Inclusion and Assessment Officers
      Educational Psychologist
      School staff representative – SENCO or Headteacher
      Parent Partnership service
      Health service representative - when appropriate

The decision will be moderated and made in line with the needs of all the pupils in the
city.




                                                                                          4
Early Years – FS1/2

For a child attending on a part time basis with an entitlement of a 12.5 hours placement

Top up - 2.5 hours from the LA - 7.5 hours school – total of 10 hours – Band 4

The panel would expect 5 out of the 6 boxes to be evidenced

From assessment evidence the child shows;

delayed cognitive skills -- half chronological age

delayed gross motor skills - half chronological age

delayed fine motor skills - half chronological age

delayed social and emotional skills – equivalent of half chronological age

limited language ability – equivalent of half chronological age

delayed self help skills – equivalent of half chronological age


Top up - 5 hours from LA – 7.5 hours school - total level of 12.5 hours - Band 5

The panel would expect 5 out of the 6 boxes to be evidenced

From assessment evidence the child shows

Substantially delayed cognitive ability – one third of chronological age

Substantially delayed gross motor skills - one third of chronological age
- unable to walk without support

Substantially delayed fine motor skills - one third of chronological age

Substantially delayed social and emotional skills – one third of chronological age

Substantially delayed language ability or language disorder – one third of chronological
age

Substantially delayed self help skills – one third of chronological age




                                                                                           5
Early Years – FS1/2

For a child attending on a full time basis

Top up - 5 hours from the LA - 15 hours school – total of 20 hours – Band 3

The panel would expect 5 out of the 6 boxes to be evidenced

From assessment evidence the child shows;

delayed cognitive skills -- half chronological age

delayed gross motor skills - half chronological age

delayed fine motor skills - half chronological age

delayed social and emotional skills – equivalent of half chronological age

limited language ability/ language disorder – equivalent of half chronological age

delayed self help skills – equivalent of half chronological age


Top up - 10 hours from LA – 15 hours school - total level of 25 hours - Band 4

The panel would expect 5 out of the 6 boxes to be evidenced

From assessment evidence the child shows

Significantly delayed cognitive ability – one third of chronological age

Significantly delayed gross motor skills - one third of chronological age
-possibility unable to walk without support

Significantly delayed fine motor skills - one third of chronological age

Significantly delayed social and emotional skills – one third of chronological age

Significantly delayed language ability – one third of chronological age

Significantly delayed self help skills – one third of chronological age


Top up - 17.5 hours LA -15 hours school - total level of 32.5 hours - Band 5

The panel would expect 5 out of the 6 boxes to be evidenced

From assessment evidence the child shows

Substantially delayed cognitive ability – one third or less than chronological age

Substantially delayed gross motor skills - one third or less than chronological age
-unable to walk without support

Substantially delayed fine motor skills - one third or less than chronological age


                                                                                      6
Substantially delayed social and emotional skills – one third or less than chronological
age

Substantially delayed language ability – one third or less than chronological age

Substantially delayed self help skills – one third or less than chronological age




                                                                                           7
Additional “Top-Up” Hours Support over Threshold Level

Enclosed are the criteria for the allocation of LA Top-up funding in excess of the
delegated 15 hours of support.

The criteria will be used when new statements are written for pupils or where school
request further support for pupils through the Annual Review process

The criteria will be used where evidence is provided to show the pupil falls within the
bands recognised as needing further support. The range of evidence needed will
included

      Assessment documentation using PIVATS
      QCA EBD descriptors
      National Curriculum levels
      Multi element IEP’s -- two previous reviewed IEP’s and current
      Behaviour plans – behaviour records of level of incidents
      Medical plans
      PEP’s (Looked After Plans)
      Observation records
      Other professional reports linked to the child’s needs


The Special Educational Needs panel will consider the request alongside the evidence
that is provided by the school. Membership of the panel includes

      Head of Assessment and Commissioning
      Inclusion and Assessment Officers
      Educational Psychologist
      School staff representative – SENCO or Headteacher
      Parent Partnership service
      Health service representative - when appropriate

The decision will be moderated and made in line with the needs of all the pupils in the
city.




                                                                                          8
Learning

Top up - 5 hours LA - 15 hours school - total level of 20 hours - Band 3

Working at “P” Scale 5 or below at Key Stage 1

Working between “P” Scale 6 and 8 at Key Stage 2

Working between “P” Scale 8 and National Curriculum level 2a at the end of Key Stage 3

Working between National Curriculum 2a and 3 at the end of Key Stage 4

Delayed social skills – equivalent of half chronological age

Limited language ability – equivalent of half chronological age

Top up - 10 hours from LA - 15 hours school - total level of 25 hours - Band 4

Working at “P” Scale 4 or below at Key Stage 1

Working between “P” Scale 5 and 7 at Key Stage 2

Working between “P” Scale 7 and National Curriculum level 1c at the end of Key Stage 3

Working between National Curriculum 1c and 2c at the end of Key Stage 4

Delayed social skills – equivalent of half chronological age

Delayed self help skills – equivalent of half chronological age

Limited language ability – equivalent of half chronological age

Top up - 17.5 hours LA -15 hours school - total level of 32.5 hours - Band 5

Working at or below “P” Scale 4 at Key Stage 1

Working between “P” Scale 4 and 6 at Key Stage 2

Working between “P” Scale 6 and 8 at the end of Key Stage 3

Working between “P” Scale 8 and Level 1a National Curriculum at the end of Key Stage
4

Social skills equivalent of one third of chronological age

Self help skills equivalent to one third of chronological age

Language ability equivalent to one third of chronological age

Fine and gross motor skills equivalent to one third of chronological age




                                                                                       9
Communication and Interaction

Top up - 5 hours LA - 15 hours school - total level of 20 hours - Band 3

Medical diagnosis of Autistic Spectrum Disorder -ASD

Speech and Language Therapy involvement and language programme needed in school

Impairment of communication but can express needs

Limited response to others, possibly inappropriately

Working at two thirds chronological age

Support needed to aid communication and social skills

Impairment of social relationship

OR

Medical diagnosis of severe verbal dyspraxia

Pupil understands all instructions but impaired utterance of speech sounds renders the
Pupil’s speech unintelligible

Top up - 10 hours LA - 15 hours school - total level of 25 hours - Band 4

Medical diagnosis of ASD

Speech and Language Therapy involvement and language programme needed

Impairment of communication - unable to express needs without the use of augmented
communication system

Does not interact with others

Learning needs – attainment equivalent to half chronological age

Impaired social development, rigidity of behaviour and thought and communication are
enduring and consistently impeding his or her learning and leading to significant
difficulties
in functioning

Top up - 17.5 hours LA - 15 hours school - total level of 32.5 hours - Band 5

Medical diagnosis of ASD

Speech and Language Therapy involvement, and language programme needed

Impairment of communication - unable to express needs without the use of augmented
communication system

Intolerant to any interaction with others

Learning needs – attainments equivalent to half chronological age


                                                                                       10
Severe challenging behaviour

Impaired social development, rigidity of behaviour and thought and communication
are enduring and consistently impeding his or her learning and leading to significant
difficulties in functioning

Behaviour Emotional Social Difficulties - BESD

Top up - 5 hours LA - 15 hours school - total level of 20 hours - Band 3

Unable to access curriculum because of behaviour difficulties (50% of school day)

Inappropriate interaction with peers (50% of school day)

Inability to cooperate with adults or peers (50% of school day)

Verbally and physically aggressive towards other pupils.

Remains on task for no longer than 10 minutes at a time

Unable to follow regular instructions or reasonable requests

Has an individual behaviour support plan

Difficulties have been observed for 6 months

Top up - 10 hours LA - 15 hours schools - total level of 25 hours - Band 4

Unable to access curriculum 75% of school day because of behaviour difficulties

Inappropriate interaction with peers (75% of school day)

Inability to cooperate with adults or peers (75% of school day)

Verbally and physically aggressive towards others pupils and property.

Remains on task for no longer than 5 minutes at a time

Unable to follow regular instructions or reasonable requests

Has an individual behaviour support plan

Difficulties have been observed for 6 months

Top up - 17.5 hours LA - 15 hours school - total level of 32.5 hours - Band 5

Unable to access curriculum 100% of school day because of behaviour difficulties

Inappropriate interaction with peers (100% of school day)

Inability to cooperate with adults or peers (100% of school day)

Verbally aggressive and physically violent towards pupils, adults and property.



                                                                                        11
Remains on task for no longer than 2 minutes at a time

Unable to follow regular instructions or reasonable requests

Has an individual behaviour support plan

Difficulties have been observed for 6 months

Sight Impairment

Top up - 5 hours LA - 15 hours school - total level of 20 hours - Band 3

Medical diagnosis of severe sight loss

Social interaction sometimes hindered in new environments

Learning attainment equivalent of two thirds chronological age

Unable to access school environment independently without school adaptations

Top up - 10 hours LA - 15 hours school - total level of 25 hours - Band 4

Medical diagnosis of severe sight loss and deteriorating

Social interaction limited within school

Learning attainment equivalent of half chronological age

Able to access suitably adapted classroom but not wider school
Environment independently

Top up - 17.5 hours - LA 15 hours schools - total level of 32.5 hours - Band 5

No functional or residual vision

Inability to interaction social

Emotional difficulties

Learning attainment one third of chronological age

Unable to access suitably adapted classroom and wider school
environment independently




                                                                                 12
Hearing Impairment

Top up - 5 hours LA - 15 hours school - total level of 20 hours - Band 3

Severe to profound hearing loss (70 – 95 dB, 95+ dB).

Learning level equivalent to two-thirds chronological age

Speech and Language Therapy Service involvement

Top up - 10 hours LA - 15 hours school - total level of 20 hours - Band 4

Severe to profound hearing loss (70 – 95 dB, 95+ dB).

Learning level below equivalent of half chronological age

Speech and Language Therapy Service involvement and school language
programme needed

Top up - 17.5 hours LA - 15 hours school - total level of 32.5 hours - Band 5

Severe to profound hearing loss (70 – 95 dB, 95+ dB).

Learning level equivalent of one third chronological age

Additional needs

               Social/emotional

               behaviour

               physical/mobility


Physical Impaired

Top up - 5 hours LA - 15 hours school - total level of 20 hours - Band 3

Wheel chair user – electric or self-propelling - can stand and assist physical
needs but requires some supervision for personal needs

Unable to access stairs

Able to weigh bear and assist in transfer

Unable to access PE curriculum without adaptation

Unable to access school environment independently without school adaptations

Difficulties with social interaction

Physical condition shows deterioration without physiotherapy input




                                                                                 13
Top up - 10 hours LA - 15 hours school - total level of 20 hours - Band 4

Full time wheelchair user (electric)

Unable to access stairs

Cannot weight bear – needs hoisting

Dependent on others for personal care and self help skill

Reduced fine and gross motor skills at a level that requires physiotherapy or OT
intervention
                                            OR

Physical needs create a barrier to learning.

Working at P 4 - 8 in all areas throughout school career

Wheel chair user but on or at an early stage of developing mobility – uses rolator /
needs teaching to be mobile

On mobility training programme, such as, Move

Dependent on others for all personal hygiene / self help skills

Reduced fine and gross motor skills at a level that requires physiotherapy or OT
intervention

Top up - 17.5 hours LA - 15 hours schools - total level of 32.5 hours - Band 5

Full time, dependent wheelchair user

Movement very restricted – hoisting/lifting regularly required during the day

Assistance for all personal care/incontinent

No fine motor skills

100% support for lessons

Supervision at all times

Chronic condition

Possible degenerative condition
                                            OR

Physical needs create a barrier to learning. Working at P 1 – 4 in all areas
throughout school career

Non ambulant – requires frequent position changes

Needs the use of physical aids, such as, spika / prone standers / lycra body suits



                                                                                       14
Time out of taught time essential for therapy and medical needs – needed regularly
during every day – crucial to avoid pressure damage and maintain joint integrity

No purposeful hand movement

Requires all hygiene/self help skills to be met by others

Needs to be fed and possible enteral feeding

Chronic condition

Possible degenerative condition




                                                                                     15
                 SCHOOL REQUEST FOR TOP-UP SUPPORT

Name of pupil:                            Area of need:
Date of birth:                            Cognition & Learning


School:                                   Communication & Interaction


Year group:                               Behaviour, Emotional, Social
                                          difficulties


Date:                                     Sensory/Medical


No. of MEPs the pupil has had:            Level on Code of Practice:

The following documents are required
                                            Enclosed
Current MEP with SMART targets
2 previous reviewed MEP

Strategies employed - Strands of Action
Provision mapping for pupil
Pupil tracking

Information from outside agencies (if
appropriate)
Specialist Teachers and Educational
Psychologist Service
Speech and Language Therapy
Others




Why are additional resources requested?




Form completed by

Please return form to Steve Parfitt / Georgina Wilkinson / Sue Birch
Inclusion and Assessment Officer, Special Educational Needs Team, Children
and Young People’s Services, Middleton House, 27 St Mary’s Gate, Derby, DE1
3NN.



                                                                          16
                                         PROGRESS TO DATE
Please complete all relevant sections
English     Speaking         Listening              Reading          Writing
Current
Previous
Comment


Maths       Using & Applying              Number                     Shape, Space & Measure
Current
Previous
Comment


Behaviour
            Social                        Emotional                  Behavioural
Current
Previous
Comment


Exclusions history




Level of top up requested: Specify hours



Current type and times of support - link to Strands of Action to meet SEN, School Provision
mapping:



Professionals involved - include any current reports
Teaching Assistant                                 YES / NO   Level of Support
Learning Mentor                                    YES / NO   Level of Support
Behaviour Support Service, Most Challenging        YES / NO   Level of Support
Pupil Service
Specialist Teacher Support                         YES / NO   Level of Support
Others                                             YES / NO   Level of Support
                                                   YES / NO   Level of Support




                                                                                     17
                                             ACTION PLAN
         for the use of additional hours in excess of the delegated 15 hours of support
                                                                                          Date
Pupil

Action                        Personnel     Resources      Timescale       Monitoring     Evaluation




Success Criteria




Review date




                                                                                             18
Strands of Action to meet Special Educational Needs

Assessment &                       Grouping for           Human                        Curriculum and
Planning                           Teaching               Resources                    Teaching Methods
                                   Purposes
Assessment by class or subject     Pupil based in the     Main provision is by class   Emphasis on differentiation for
teacher and SENCO; continuous      ordinary classroom.    or subject teacher with      curriculum access. Possibly
assessment and curriculum                                 SENCO involvement in         some specific reinforcement or
assessments may be                 Group strategies       assessment and planning      skill-development activities in
supplemented by standardised       used flexibly within   rather than teaching.        support of MEP targets.
and/or diagnostic tests.           the classroom.
                                                          Pupil support used           Emphasis on increasing
MEP setting ‘SMART’ targets -      Out-of-hours           routinely and some adult     differentiation of activities and
some may be shared with other      learning               support may be provided      materials.
pupils                             opportunities -        on an ad hoc basis - if
                                   homework clubs,        teaching assistant or        Some individual programming
Regular reviews. Parents           lunchtime clubs        parent helper already        to support specific targets.
informed & may be involved in      provided where         working in the classroom.
supporting targets in the home.    possible.                                           Access to ICT and to specialist
                                                          Specialist teachers or       equipment and materials as
External services - specialist     Pupil based            educational psychologist     necessary.
support service, educational       predominantly in       may be involved in
psychologist - undertake           the ordinary           providing advice on          Increasingly individualised
specialist assessment leading to   classroom,             strategies.                  programme - within the context
a more specifically-focused        supported through                                   of an inclusive curriculum.
MEP.                               flexible grouping      Main provision is by class
                                   strategies.            or subject teacher. Pupil    May involve the use of
Parents involved in supporting                            support used routinely in    specialist teaching and/or
targets in the home.               Access to individual   the classroom, with some     communication techniques,
                                   or small group         limited targeted adult       supported by appropriate
Involvement of both education      tuition to support     support provided by          equipment and materials.
and non-educational                MEP targets            Teaching Assistant – TA
professionals in assessment and    delivered within the   /Learning Mentor- LM.
planning.                          classroom, through
                                   limited periods of     Individual or small group
Longer-term plan for provision     withdrawal and/or      tuition provided by TA -
supported by shorter-term          through                under guidance of
MEPs. Parents involved in both                            specialist teacher and/or
long and short term planning,      Out-of-hours           SENCO.
                                   provision.
                                                          Pupil support used
                                   Pupils work            routinely in the ordinary
                                   predominantly in       classroom with sustained
                                   small groups or on     targeted support provided
                                   an individual basis    by TA or LM.
                                   in the ordinary
                                   classroom, in a
                                   withdrawal
                                   situation, in a
                                   resource base
                                   and/or through out-
                                   of-hours provision



                          Please highlight the current provision in each area.



                                                                                                           19
              SCHOOL REQUEST FOR TOP-UP SUPPORT

Name of pupil: John Bloggs                 Area of need:
Date of birth: 18.4.97                     Cognition & Learning


School: Derby Primary School               Communication & Interaction               


Year group: Y5                             Behaviour, Emotional, Social
                                           difficulties


Date: 10.10.06                             Sensory/Medical


No. of MEPs the pupil has had: 5           Level on Code of Practice: SA+

The following documents are required
                                              Enclosed
Current MEP with SMART targets                
2 previous reviewed MEP                       

Strategies employed - Strands of Action       
Provision mapping for pupil                   
Pupil tracking                                

Information from outside agencies (if
appropriate)
Specialist Teachers and Educational            Advisory Teacher ASD
Psychologist Service                           Educational Psychologist
Speech and Language Therapy                   
Others                                         Clinical Psychologist


Why are additional resources requested?
John has Asperger’s Syndrome. This impacts on his behaviour and his ability to cope in
class. He finds large groups and noisy environments stressful. He needs additional
support so that a desensitising programme can be implemented so that he can stay in
class for most of the lesson. He will need extra support so that he can be withdrawn
from class at times of stress, so that John can be prepared for change through the use of
social stories and so that John can be given further explanation where necessary.

Form completed by B Good, SENCO
Please return form to Steve Parfitt / Georgina Wilkinson / Sue Birch
Inclusion and Assessment Officer, Special Educational Needs Team, Children
and Young People’s Services, Middleton House, 27 St Mary’s Gate, Derby, DE1
3NN.


                                                                                      20
          .
                                          PROGRESS TO DATE
Please complete all relevant sections
English       Speaking        Listening               Reading               Writing
Current       3C              2B                      3B                    3B
Previous      2A              2C                      3A                    3A
Comment       Although John has made reasonable progress with reading accuracy, his comprehension of
              fictional material is poor.


Maths         Using & Applying              Number                          Shape, Space & Measure
Current       2A                            4C                              3B
Previous      2B                            3A                              3C
Comment       John is very good at learning facts but has trouble applying his knowledge.


Behaviour
              Social                        Emotional                       Behavioural
Current       1C                            1C                              1C
Previous      P8                            P8                              P8
Comment       John struggles socially. He misunderstands and misinterprets others intentions and this
              results in conflict.


Exclusions history                         Since the start of term John has had 5 x 1 day exclusions for
                                           hitting pupils.



Level of top up requested: Specify hours 10 hours per week
Current type and times of support - link to Strands of Action to meet SEN, School Provision
mapping: School has increased TA support to 25 hours per week as John’s behaviour has deteriorated
following the summer break.


Professionals involved - include any current reports
Teaching Assistant                                    YES             Level of Support 25 hrs per wk
Learning Mentor                                       NO              Level of Support
Behaviour Support Service, Most Challenging           NO              Level of Support
Pupil Service
Specialist Teacher Support                            YES             Level of Support 1 hour per wk
Others – Educational Psychologist                     NO              Level of Support Assessment
                                                      YES / NO        Level of Support




                                                                                               21
                                             ACTION PLAN
         for the use of additional hours in excess of the delegated 15 hours of support
                                                                                           Date 10.10.06
Pupil John Bloggs

Action                         Personnel    Resources      Timescale       Monitoring      Evaluation

To implement a                 TA,          Social         6 months        Weekly by       Weekly by
desensitising programme        SENCO        Stories,                       TA & SENCO      Specialist
                               Advisory     Reward                                         Support
                               Teacher      stickers.                                      Teacher for
                               for ASD      Time out                                       ASD
                                            room


To provide 1:1 support out     TA           Time out       2 months             “                     “
of the classroom to                         room
implement the strategies
provided by the Advisory
Teacher for ASD



To provide support for small   TA           Initially -    3 months             “                 “
group work out of the                       Time out
classroom                                   room.

                                            Secondly –
                                            space
                                            outside the
                                            classroom.

To provide 1:1 support in      TA           Time out       1 month              “                “
class and some small group                  room for
work in class                               times of
                                            stress.



Success Criteria

At the end of the process John should be able to stay in the classroom for the majority of lessons.




Review date 10.4.07


                                                                                                22
Strands of Action to meet Special Educational Needs

Assessment &                          Grouping for           Human                        Curriculum and
Planning                              Teaching               Resources                    Teaching Methods
                                      Purposes
Assessment by class or subject        Pupil based in the     Main provision is by class   Emphasis on differentiation for
teacher and SENCO; continuous         ordinary classroom.    or subject teacher with      curriculum access. Possibly
assessment and curriculum                                    SENCO involvement in         some specific reinforcement or
assessments may be                    Group strategies       assessment and planning      skill-development activities in
supplemented by standardised          used flexibly within   rather than teaching.        support of MEP targets.
and/or diagnostic tests.              the classroom.
                                                             Pupil support used           Emphasis on increasing
MEP setting ‘SMART’ targets -         Out-of-hours           routinely and some adult     differentiation of activities and
some may be shared with other         learning               support may be provided      materials.
pupils                                opportunities -        on an ad hoc basis - if
                                      homework clubs,        teaching assistant or        Some individual programming
Regular reviews. Parents              lunchtime clubs        parent helper already        to support specific targets.
informed & may be involved in         provided where         working in the classroom.
supporting targets in the home.       possible.                                           Access to ICT and to specialist
                                                             Specialist teachers or       equipment and materials as
External services - specialist        Pupil based            educational psychologist     necessary.
support service, educational          predominantly in       may be involved in
psychologist - undertake specialist   the ordinary           providing advice on          Increasingly individualised
assessment leading to a more          classroom,             strategies.                  programme - within the context
specifically-focused MEP.             supported through                                   of an inclusive curriculum.
                                      flexible grouping      Main provision is by class
Parents involved in supporting        strategies.            or subject teacher. Pupil    May involve the use of
targets in the home.                                         support used routinely in    specialist teaching and/or
                                      Access to individual   the classroom, with some     communication techniques,
Involvement of both education and     or small group         limited targeted adult       supported by appropriate
non-educational professionals in      tuition to support     support provided by          equipment and materials.
assessment and planning.              MEP targets            Teaching Assistant – TA
                                      delivered within the   /Learning Mentor- LM.
Longer-term plan for provision        classroom, through
supported by shorter-term MEPs.       limited periods of     Individual or small group
Parents involved in both long and     withdrawal and/or      tuition provided by TA -
short term planning,                  through                under guidance of
                                                             specialist teacher and/or
                                      Out-of-hours           SENCO.
                                      provision.
                                                             Pupil support used
                                      Pupils work            routinely in the ordinary
                                      predominantly in       classroom with sustained
                                      small groups or on     targeted support provided
                                      an individual basis    by TA or LM.
                                      in the ordinary
                                      classroom, in a
                                      withdrawal
                                      situation, in a
                                      resource base
                                      and/or through out-
                                      of-hours provision



                           Please highlight the current provision in each area.


                                                                                                             23
                  Yearly Progress Review for School Action Plus Pupil
There is no requirement to submit the paperwork to the Local Authority
Name
School
Date of Meeting

           Please record all those involved / invited / attended the Review meeting.

Position / Relationship          Name                Involved   Invited   Attended     Report
                                                                                       Written
Pupil

Parents/Carers

SENCO

Class Teacher

Specialist Teacher Support

Teaching Assistant

Learning Mentor

Psychologist (Ed)

Physiotherapist

Occupational Therapist

Speech Therapist

School Nurse

Behaviour Support Service

Sensory Service

Social Worker

Connexions

CAMHS




                                                                                            24
Progress
Date
English     Speaking          Listening               Reading   Writing
Current
Previous
Comment




Maths       Using & Applying              Number                Shape, Space &
                                                                Measure
Current
Previous
Comment




            (if applicable)
            Social                        Emotional             Behavioural
Current
Previous
Comment




Parents’ views of progress




Child or young person’s view of progress




Recommendations from meeting




                                                                                 25
                  Yearly Progress Review for School Action Plus Pupil
There is no requirement to submit the paperwork to the Local Authority
Name                           John Smythe

School                           Brockstone Infants

Date of Meeting                  23.6.05
           Please record all those involved / invited / attended the Review meeting.

Position / Relationship          Name                 Involved   Invited   Attended    Report
                                                                                       Written
Pupil

Parents/Carers                   Ms Smythe                       x         x

SENCO                            Mrs White                                 x

Class Teacher                    Mr Johnston                     x         x

Specialist Teacher Support

Teaching Assistant               Mrs Green                       x         x

Learning Mentor

Psychologist (Ed)                Mrs Black                       x         x           x

Physiotherapist

Occupational Therapist

Speech Therapist

School Nurse                                                     x         x           To be sent

Behaviour Support

Sensory Service

Social Worker

Connexions

CAMHS




                                                                                            26
Progress
 Date       23/6/05
 English    Speaking         Listening             Reading            Writing
 Current    P6/7             P6/7                  P8                 P7
 Previous                                          #8                 #8
 Comment    # Later Foundation Assessments showing John as having a high ability at the end of
            Foundation Stage. P Levels indicate John has regressed.




 Maths      Using & Applying             Number                           Shape, Space & Measure
 Current    P7/8                         P7/8                             P8
 Previous   #9                           #8                               #9
 Comment    # Later Foundation Assessments.
            P Levels indicate John has regressed.



            (if applicable)
 SEBS       Social                        Emotional                       Behavioural
 Current    P4
 Previous   #8                            #9
 Comment    # Later Foundation Assessments.
            John has regressed in all areas & wont interact with peers.

Parents’ views of progress

Concerns about safety in school due to seizures and recovery time following a seizure,
needs support in aspects of learning, PE and during lunchtimes




Child or young person’s view of progress




Recommendations from meeting

Forward reports and complete Statutory Assessment Forms.
John requires a higher level of support.




                                                                                        27
Relevant supportive documentation:

      Previous reviewed and current MEP
      Views of pupil or young person
      Views of parents/carers
      Reports from School Staff & Outside agencies
      Provision mapping
      Data from Pupil Achievement Tracker
      Test results

Monitoring and evaluating the progress of School Action Plus pupils enables the SENCO
to link progress with current provisions made by school. Monitoring provision versus
outcomes enables school to evaluate the impact of the learning experience for the pupil.
This may result in the need to change the type of provision but will also be a justification
of the methods currently in place if progress can be shown at whatever level.

The Yearly Progress Review can be carried out at any time during the academic year to
suit the school. It tracks individual pupil progress outcomes and informs future MEP and
curriculum planning.

There is no requirement to submit the paperwork to the Local Authority




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