Working Better Together - Provision Services

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Transcript Working Better Together - Provision Services

Working Better
Together: Provision
Services
Susan Marsh (FLESS Manager)
Learning outcomes
• To understand the new provision structure
• To explore integrated ways of working to
improve outcomes
• To understand the impact of SEND
reforms on provision for children with
mental health needs
Provision Structure Chart
Provision Manager
Sue Marsh
Teaching and
Learning Provision
Senior Coordinator
Chloe Cushing
Sensory Needs
Coordinator
Kate Risseeuw
(interim)
EAL Coordinator
Tanya Mason
Area Coordinator
E+H
Sonia Clarke
Area Coordinator
LWC
Jess Holiday
Area Coordinator
H+R
Sue Wilson
Lessons learned …
• Good quality teaching
based on high quality
CPD & quality assurance
in partnership with
schools
• Good assessment and
tracking recording and
reporting
• Efficient communication
processes with all key
partners
• Parents and students
involved in all planning
and review
• Other support services
possibilities and
limitations
• Persistence
• Creative, solution focused
positive team: Let’s try,
Why don’t we? We could
work together Create
traditions
• Improve outcomes
• Celebrate achievements
- HMI survey , Ofsted,
evaluations
Activity
• Discuss an intervention with a student with
SEND or vulnerable to underachievement
which involved a least one support agency
• What worked well?
• What were the key elements of success?
• Where you able to repeat the good
practice?
Recent legislation & guidance
• SEND Code of Practice June 2014
• Supporting pupils with medical conditions
April 2014
• Ensuring a good education for children
who cannot attend school because of
health needs January 2013
Social, emotional and mental health
difficulties
Children and young people may experience a wide
range of social and emotional difficulties which
manifest themselves in many ways. These may
include becoming withdrawn or isolated, as well as
displaying challenging, disruptive or disturbing
behaviour.
These behaviours may reflect underlying mental
health difficulties such as anxiety or depression,
self harming, substance misuse, eating disorders
or physical symptoms that are medically
unexplained
SEND Code of Practice
Medical Conditions
• The Children & Families Act 2014 places a
duty on schools to make arrangements to
support pupils with medical conditions.
Individual healthcare plans will normally
specify the type and level of support
required to meet the medical needs of
such pupils. Schools are required to have
regard to statutory guidance Supporting
Pupils with Medical Conditions
Activity:
Within the context of teaching children who
are not accessing education via a
mainstream school?
What do you feel are the biggest challenges
to ensuring equal opportunities for all
students
Activity:
Many students see returning to a
mainstream school as a particular
challenge.
How would you address these
concerns as the receiving school?