Transcript Development of Secondary Multi Agency Meetings

An agreed approach to:
Identification of SEN
SEN Registers/Lists
Provision Mapping
Individual Education Plans
for pupils with SEN/LDD in
Northamptonshire Schools
SEN/Disability Strategy Group
May 2011
Ofsted message is…
• At present, the term ‘special educational needs’ is used too
widely. Around half the schools and early years provision
visited used low attainment and relatively slow progress as
their principal indicators of a special educational need. In
nearly a fifth of these cases, there was very little further
assessment. Inspectors saw schools that identified pupils as
having special educational needs when, in fact, their needs
were no different from those of most other pupils. They
were underachieving but this was sometimes simply
because the school’s mainstream teaching provision was
not good enough, and expectations of the pupils were too
low. A conclusion that may be drawn from this is that many
pupils are being wrongly identified as having special
educational needs. Ofsted National SEN Review 2010
SEN Green Paper message is…
•
“we intend to tackle the practice of over‐identification by
replacing the current SEN identification levels of School
Action and School Action Plus with a new single school‐based
SEN category for children whose needs exceed what is
normally available in schools” (p10)
•
“previous measures of school performance created perverse
incentives to over‐ identify children as having SEN. There is
compelling evidence that these labels of SEN have
perpetuated a culture of low expectations and have not led
to the right support being put in place” (p9)
•
“teachers and staff in schools must be equipped to identify
correctly barriers to children’s learning and understand whether
this is a special educational need so that every child can be given
the best opportunity to succeed by professionals who know how
to support them. At present, the way that schools identify
children with SEN is not achieving this. In particular, children are
often identified as having lower‐level SEN (at School Action) when
in fact the barrier to their learning could and should be addressed
through normal day‐to‐day classroom practice” (p67)
• “we propose to replace the SEN Code of Practice
categories of School Action and School Action Plus with a
new single school‐based SEN category, providing clear
guidance to schools on the appropriate identification of
SEN” (p68). We propose to be much clearer in guidance
for professionals about how to identify SEN accurately.
Statutory guidance is set out in the SEN Code of Practice
which we will make shorter and clearer for professionals”
(p67)
• “ensuring that schools are clear about their provision that
is normally available for all children, including targeted
help routinely provided for those falling behind and the
additional provision they make for those with SEN, should
simplify the process of planning the right help at school
level” (p68)
Interpreting “Additional to” or
“different from” in current C. of P.
• The current Code of Practice states that pupils at SEN
School Action or above must be receiving support which
is “additional to” or “different from” the educational
provision made generally for children of their age in
schools maintained by the LA, other than special
schools, in their area.
• This is not “more literacy” or “more maths” but would
be interventions which address the underlying learning
needs of the pupil in order to improve his or her access
to the curriculum.
So, within their whole-school inclusion policies,
schools should be moving from :
Pupils
needing to
catch up
School
Action
School
Action
Plus
Statement
To
Underachieving
Or less-experienced
learners “target group”
Special Educational
Needs
What do schools need to do? (1)
• Ensure that there is a whole-school provision map for all
vulnerable learners having additional support of any kind (this
would include pupils who are underachieving, pupils with genuinely
identifiable SEN, pupils with English as an additional language,
pupils with persistent absence, Looked After Pupils etc).
• Ensure that under-achieving children have their needs met through
good differentiated teaching (including “Wave” interventions).
• Recognise that Wave 2/3 provision is part of the differentiation of
the main curriculum for pupils who, for whatever reason, are
underachieving or have gaps in their learning.
• Ensure that pupils identified at with special educational needs are
receiving support which is “additional to” or “different from” .
What do schools need to do? (2)
• Where schools choose to use Individual Education Plans to support
pupils with special educational needs, ensure that they are of good
quality and meet the requirements of the Code of Practice.
THEREBY ENSURING THERE IS A CONTINUUM OF PROVISION FOR
VULNERABLE LEARNERS AND THAT PUPILS WHO ARE UNDERACHIEVING OR HAVE ANOTHER NEED (eg EAL) ARE NOT
ERRONEOUSLY CATEGORISED AS HAVING A SPECIAL
EDUCATIONAL NEED AND PUT ON TO THE SCHOOL’S SEN LIST.
Waves of intervention model – Northamptonshire LA
interpretation
Wave 3
More–personalised
Interventions to enable
pupils to make
accelerated progress in
literacy and maths
Wave 2
Interventions
to enable children to work at age
related expectations or above
Provision at Wave 1 +2 + 3 (the
old national strategies model) is
part of the usual school,
differentiated, school curriculum.
It is a differentiated offer for
pupils who, for whatevver reason,
are needing to catch up with their
literacy and maths. This is not a
specific SEN provision and
IEPS will not be required
All interventions will be monitored
through a whole-school provision
map and the usual whole-school
tracking systems.
Wave 1
Inclusive quality first teaching for all
3.11
What is Whole School Provision
Mapping?
A means of documenting the range of
provision for pupils with SEN / LDD within
a school and evaluating its impact upon
progress
Shows a continuum of provision
e.g. through year groups, key stages, areas of need
Why use Provision Maps?
•Plan strategically to meet pupils’ identified needs and
track their provision.
•Audit how well provision matches need
•Recognise gaps in provision
•Highlight repetitive or ineffective use of resources
•Cost provision effectively
•Demonstrate accountability for financial efficiency
•Demonstrate to all staff how support is deployed
Why use Provision Maps?
continued.....
• Inform parents, LEA, Ofsted and parents about resource
deployment
• Focus attention on whole school issues of learning and
teaching as well as individual needs
• Reduce paperwork
• Provide a basis for evaluating and future planning –
timetable balance, class grouping, staffing
Provision mapping for individuals
• A means of documenting and tracking the range of
opportunity any vulnerable learner will receive, across a
week, month, term to meet a specific need.
• Could be in the form of an ongoing, annotated timetable
• Gives “ownership” to the pupil, who can record how
often s/he has worked on an agreed target and how
well s/he has done.
Common misconceptions.....
• More pupils on your SEN list generate more money –
not true.
• Children need an IEP to be on the SEN list – not true.
• Multi-professional input at (currently) School Action Plus
can only be triggered by IEPs at (currently) school
action – not true. (However, schools need to provide
evaluated evidence of support and intervention at
school action – hence the provision map).
Remember that...
• Good practice for all pupils is good practice for
pupils with SEN:
– Accurate, well moderated assessment
– Smart targets
– Evaluation which moves the situation forward:
• What has made a difference?
• What will make a difference?
Further guidance and materials
NCC’s Model Provision Map format
And
NCC’s Model Inclusion Policy for schools
Can be downloaded from :
http://www.northamptonshire.gov.uk/en/councilservices/E
ducationandLearning/services/sip/Pages/Inclusion.aspx
Schools are encouraged to edit, adapt, augment these to
suit their own needs.