Inclusion and Support at Stanborough School

Access to learning

SEND

Changes to provision and expectations 2014-15 Compass

Access to Learning

 We need to ensure that all students in the class access learning and make good progress.

 As class teachers we need to track the progress of all students and intervene when progress is not being made.

Adapted documents:

Class Data sheet with an inclusion register and space to record vulnerable groups Lesson Plan with space for assessing student progress and ensuring access to learning strategies are used Mark Sheet with two columns: inclusion register and vulnerable groups Class Student Name

Inclusion Register and Vulnerable Groups:

INCLUSION REGISTER

SEN G&T (National) EAL Behavioural issues (identified by PC/JV) Social Care (looked after children / those under a social care order)

VULNERABLE GROUPS

Pupil Premium (FSM ever 6) Ethnic Minorities (not White British)

New Documents:

 Supportive seating plan  Check understanding of task and concepts at the start of activity  Differentiated questioning A2L1d: Literacy Difficulties  Display key words  Different methods of recording work   Accessible reading materials / worksheets Differentiated H/W A2L1g: Memory  Give directions in multiple formats  Use visual strategies   Teach students to over-learn material Write down tasks into small, manageable steps A2L:3a: ADHD  Supportive seating plan  Clear expectations/targets  Practical activities, where possible  Positive praise A2L3d: Confidence  Additional writing frames  Supportive seating plan  Frequent praise  Give student warning before speaking

Stanborough School Access to Learning (A2L) Provision Wall Class: Subject:

A2L1b: Processing  Repeat instructions clearly  Check understanding at the start of the task  Give students clear steps to complete task (first – next – last)  Additional time for processing information A2L1e: Numeracy Difficulties  Range of activities / link to real life  Use of calculator / counting tools  Scaffold tasks  Provide list of maths symbols A2L2a: Speech and Language Difficulties  Visual clues / signs  Display key words  Additional time for verbal contribution  Clear and precise instructions / written A2L1c: Organisation  Write / check H/W is in planner  Break work into chunks   Set targets for each piece of work Model presentation of work / layout A2Lf: EAL  Use of dictionary / bilingual dictionary  Explanations of key words  Support student with grammatical issues  Be aware of cultural understanding A2L2b: Autistic Spectrum Conditions  Give clear / precise instructions  Break tasks into chunks  Individual explanations / use of TA  Bullet point instructions  Remove known distractions A2L3b: Concentration / motivation  Seat away from distractions  Tasks broken into chunks  Bullet point instructions  Positive praise   Give short term targets for work A2L4a: Medical / physical  Supportive seating plan  Work / photocopies of notes provided when absent  Help with practical tasks (if required) A2L3c: Behavioural / emotional / social  Supportive seating plan  Positive praise  Clear expectations / targets A2L5a: G&T  Harder work including extension  Opportunities for independence / leadership  Opportunities for higher order thinking  Opportunities for application of knowledge to other subjects and/or real life situations

Provision Wall: How you will support different students with different needs in your lessons. ‘Invisible Differentiation’

Example:

Stanborough School Access to Learning (A2L) Provision Wall Class: 9G2 Subject: English

Student 1: sit near teacher and get him to explain back tasks before starting Student 6: Sit with TA for instructions, use clear wording for tasks / concepts A2L1a: Comprehension  Supportive seating plan  Check understanding of task and concepts at the start of activity  Differentiated questioning A2L1c: Organisation  Write / check H/W is in planner  Break work into chunks   Set targets for each piece of work Model presentation of work / layout Student 3: presentation reminders, first, then, last instructions A2L2b: Autistic Spectrum Conditions  Give clear / precise instructions     Break tasks into chunks Individual explanations / use of TA Bullet point instructions A2L1d: Literacy Difficulties  Display key words  Different methods of recording work   Remove known distractions Accessible reading materials / worksheets Differentiated H/W A2L3b: Concentration / motivation  Seat away from distractions  Tasks broken into chunks     Bullet point instructions Positive praise Give short term targets for work Student 2: mind-maps / diagrams for notes Use a dictionary Student 4: Sentence starters / writing frame for longer tasks Student 5: set targets for completion of work / reward points for meeting targets A2L5a: G&T  Harder work including extension  Opportunities for independence / leadership  Opportunities for higher order thinking  Opportunities for application of knowledge to other subjects and/or real life situations Student 7&8: Sit together for stretching, give GCSE style H/W and tasks where appropriate, offer ‘what if’ questions in tasks

Examples and other useful resources available on the Learning Puzzle website

G&T

Expectations:  All staff will have National students recorded on their data sheet and make reference to these in their provision wall  All staff will ensure they put in place suitable interventions when these students underachieve (with support from subject / curriculum leaders and G&T coordinator)  Good practice is to also include students on your subject specific list

The new SEND system at Stanborough School

The new SEND Code of Practice

 From 1 September 2014, we will be following a new SEND Code of Practice.

 This is statutory guidance and includes things we must do and things we should do.

Our commitments

 a whole-school approach to improving the provision for, and progress of, students with SEND.

 ensuring staff receive effective CPD to ensure they have the skills and capacity to meet the needs of students with SEND.

 ensuring students and parents are at the heart of decision-making process.

 using monitoring and evaluation effectively to evidence the impact of provision on the achievement of students with SEND.

Some important points about the new Code

It now includes ‘ disabilities ’ as well as ‘ special educational needs ’ (SEND).

It sets out ‘ four broad areas of need ’ :  Communication and interaction  Cognition and learning  Social, emotional and mental health difficulties  Sensory and/or physical needs It sets out a new system for SEND assessment and provision.

New system for making provision

 Statements will be replaced with Education Health and Care plans throughout the next four years. Students will be assessed for EHC plans at appropriate transition points, e.g. when they move up a Key Stage.

 School Action and School Action Plus will be replaced with a graduated approach and single category called “School Based Support”.

 Students will no longer have an IEP (Individual Education Plan). Instead they will have an Inclusion Profile which is available on Behaviour Watch.

 TAs/HLTAs will now be called Learning Support Assistants (LSAs).

New system for making provision

 Teachers will be responsible and accountable for the progress and development of the students in their class, including where students access support from LSAs or specialist staff.

 ‘High quality teaching, differentiated for individual students, is the first step in responding to students who have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.’

What the SEN Code of Practice 2014 says:

 We must ensure that students have ‘high quality provision to meet the needs of young people with SEN’ and there is a ‘focus on inclusive practice and removing barriers to learning’  ‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people.’  Teachers must ‘have high ambitions and set stretching targets’ and ‘track their progress towards them’  ‘Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that students with SEN and disabilities will be able to study the full national curriculum’.

 ‘Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff’.

Main changes for implementation in 2014/2015

 The replacement of School Action and School Action Plus with a new ‘ graduated approach ’ to SEND provision.

 An improved decision-making process placing parents and students at the centre.

 An expectation that all staff will be responsible and accountable for the progress of their students with SEND.

What Stanborough School has done so far

 There is a strategic plan in place reflecting the changes and linking to whole school improvement planning (including Quality First Teaching).

 We have agreed a new graduated approach to SEND provision, to replace School Action and School Action Plus.

 Time has been allocated for planned SEND CPD for all staff.

 We have written a “School Based Report” and have published this report on our website for all stakeholders.  Processes are in place and being further developed for effectively involving students and parents in making decisions.

What will happen next?

 We will re-review our SEND policy in consultation with the school community, as our provision develops under the new system.

 Parents will be involved in a brief meeting about changes we are making now, and changes that will happen soon.  Parents will also receive an information sheet about the changes including their role in decision making.  The SENCo is working with colleagues to manage and allocate funding and support.  Staff will receive details of the training programme.

Compass Changes 2014

Pathways: Behavioural and Emotional support Compass Building Progress Support: Academic Support Compass Building and L2 Compass: Support for All SEND: Special Educational Needs and Disabilities Compass Building

Student and Family Support worker Office next to L1 School Counsellor Compass Building

Compass: Support for All

Student identified as needing extra support and intervention (through PU updates, observations, exclusions, pastoral concerns, academic concerns, parental concerns etc) Concern and action discussed with curriculum leader / year leader and passed onto SLT line manager Behavioural intervention needed - referral to Pathways Student assinged to Pathways base for individual programme of support Academic intervention needed - referral to Progress Support (except maths) Student assigned to progress support base for ongoing support or in class/small group support Target report created, lesson observations completed, meetings with parents, other intervnetions discussed Targets set, work discussed with class teacher, time limit agreed Specialist one to one academic intervention needed - referral to maths / English tuition Student assigned to maths / English tutor for one to one or small group tuition Targets set, work discussed with class teacher Student completes target rerpot, reintegration programme created with relevant parties Evaulation completed at end of support, targets met, support ends Evaluation completed at end of support, targets met, support ends

Time Out Cards for Compass

Expectations of staff and students

 Students are still the responsibility of the main class teacher  Schemes of work / outlines / resources / plans for the year should be sent to the Progress Support and Pathways email  Class teachers are responsible for providing work and marking it  PUs are the responsibility of the class teacher with input from staff in Compass, where appropriate  For most students, support from Compass is targeted, tracked and time limited

Compass: Support for All

Inclusion and Support at Stanborough School

For more information: Ellen Daplyn: Assistant Head Inclusion and Support Lindsay Lakhani: SENCO Judy Winter: Deputy SENCO Tara Baskerville: Gifted and Talented coordinator Sue Rathbone: Progress Support Leader Jenny Bourn: Pathways Leader (Ellen Daplyn until November) John Mazurka: Pathways Teacher