Slide 1

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 2

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 3

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 4

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 5

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 6

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 7

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 8

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 9

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 10

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 11

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 12

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 13

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 14

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 15

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 16

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 17

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 18

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 19

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN


Slide 20

SEN in England
Tuesday 19th March 2013
Mr Ashley Izzard
Headteacher
Loatlands Primary School

What

are

Special

Educational

Needs?

The government produced the SEN Code of Practice, which became
effective from 1st January 2002 and “Local Education Authorities (LEA’s),
schools, early education settings and health and social services must have
regard to it. These bodies must fulfil their statutory duties towards
children with SEN, and use the Code of Practice to make effective
decisions about what to do in each individual case” (Department for
Children,
Schools
and
Families
(DFES),
2001,
p3).
A child is defined as having special educational needs “if they have a
learning difficulty which calls for special educational provision to be made
for them” (DFES,2001,p7).The SEN Code of Practice states that “children
have a learning difficulty if they: have a significantly greater difficulty in
learning than most children of the same age, or have a disability that
prevents or hinders them from making use of educational facilities
generally provided for children of the same age” (DFES , 2001, p7).

Sue York and Dani Ward co-ordinate SEN at
Loatlands school.
Every school has a
requirement to have a qualified teacher trained
as a Special Educational Needs and Disability
Coordinator.
They must undertake a
qualification at University and complete an
action
research
project.
Alison Ball co-ordinates the Early Years SEN .

Ashley Izzard as Headteacher has overall
responsibility for SEN.

What do we do?
O Help staff to identify children with SEN school;
O Support staff in having realistic yet challenging
O
O
O
O

expectations of pupils
Provide guidance and support in meeting the
needs of SEN pupils
Classroom arrangements to support individuals
Links with other schools at transfer (different
aspect of support)
Identification of staff training needs

Supporting Colleagues Managing resources
O Deploying and managing staff effectively
O Flexible use of the team
O Providing quality information to staff –

quickly
O Using yourself as a resource
O Effectively using external resources

Supporting colleagues
(using data)
O Using data to inform practice
O Moderating levels of work with staff;
O Analysing data to inform weaknesses or

areas for development in teaching
O Using local (school knowledge ) to identify
immediate and future training needs

Identification, Assessment
and
Provision in the Primary
Phase

Working with others - who
can help?
O Other

colleagues in the same/similar
situation – SENCO networks
O Key people attached to the school – EPs;
EWO; SALTs etc
O Using the systems available to you –pastoral
workers, EP; Support Teams (Additional
Needs teams); Local special schools

Most children admitted to an infant or primary school
will already have attended an early education setting.
Some will not. Children with special educational needs
who have attended a nursery class, playgroup or other
early education setting should have had their needs
identified
already.
Others
may
not.
Schools should therefore be aware that any child
admitted to the reception class might have unidentified
special educational needs. The same applies to children
who transfer from one school to another during the
primary
phase.

Provision for children with special educational
needs is a matter for the school as a whole.
In addition to the governing body, the school’s head
teacher, the SENCO and all other members of staff have
important day-to-day responsibilities. All teachers are
teachers of children with special educational needs.
Teaching such children is therefore a whole
school responsibility. In practice, the way in which this
responsibility is exercised by individual staff is a matter
for schools, to be decided in the light of a school’s
circumstances and size, priorities and ethos.

At the heart of the work of every
primary school class is a
continuous cycle of planning,
teaching and assessing which takes
account of the wide range of abilities,
aptitudes and interests of children.
The majority of children will learn and
progress within these arrangements.

School
Action
When a class teacher or the SENCO identifies a child with SEN the class
teacher should provide interventions that are additional to or different from those
provided as part of the school’s usual differentiated curriculum offer and strategies
(School
Action).
The triggers for intervention through School Action could be the teacher’s or
others’ concern, underpinned by evidence, about a child who despite receiving
differentiated
learning
opportunities:
makes little or no progress even when teaching approaches are targeted particularly
in
a
child’s
identified
area
of
weakness.
The school has a duty to inform the child’s parents that special educational
provision is being made for the child because the child has SEN.
Identification, Assessment and Provision in the Primary Phase shows signs of
difficulty in developing literacy or mathematics skills which result in poor attainment
in some curriculum areas presents persistent emotional or behavioural difficulties
which are not ameliorated by the behaviour management techniques usually
employed in the school has sensory or physical problems, and continues to make
little or no progress despite the provision of specialist equipment has communication
and/or interaction difficulties, and continues to make little or no progress despite the
provision of a differentiated curriculum.

Individual

Education

Plans

Strategies employed to enable the child to progress should be
recorded within an Individual Education Plan (IEP). Further information
on managing IEPs and Group Education Plans can be found in the SEN
Toolkit.
The
IEP
should
include
information
about:
the
short-term
targets
set
for
or
by
the
child
the
teaching
strategies
to
be
used
the
provision
to
be
put
in
place
when
the
plan
is
to
be
reviewed
success
and/or
exit
criteria
outcomes
(to
be
recorded
when
IEP
is
reviewed).
The IEP should only record that which is additional to or different
from the differentiated curriculum plan, which is in place as part of
provision for all children. The IEP should be crisply written and focus on
three or four individual targets, chosen from those relating to the key areas
of communication, literacy, mathematics, and behaviour and social skills
that match the child’s needs. The IEP should be discussed with the child and
the parents.

Reviewing
IEPs
IEPs should be reviewed at least twice a year. Ideally
they should be reviewed termly, or possibly more
frequently for some children. (At Loatlands, we review
them three times a year.) Reviews need not be unduly
formal, but parents’ views on the child’s progress should
be sought and they should be consulted as part of the
review process. Wherever possible, the child should also
take part in the review process and be involved in setting
the targets. It is always important to gather the views of
the child. (See Have My say Booklet)

School

Action

Plus

A request for help from external services is likely to follow a
decision taken by the SEN Team and colleagues, in consultation
with parents, at a meeting to review the child’s IEP.
Schools should always consult specialists when they take action on
behalf of a child through School Action Plus. But the involvement of
specialists need not be limited to such children. Outside specialists
can play an important part in the very early identification of special
educational needs and in advising schools on effective provision
designed to prevent the development of more significant needs.
They can act as consultants and be a source for in-service advice on
learning and behaviour management strategies for all
teachers.

School request for a statutory assessment
Where a request for a statutory assessment is
made by a school to an LEA, the child will
have demonstrated significant cause for concern.
What is a Statutory Assessment?

Funding for Statutory Assessment was held by
the Local Education Authorities. This has now
been devolved to all schools to provide a nominal
amount of £6000 per statement. England will be
moving towards a national funding formula for
school and SEN funding will be part of this.

The future of SEN in England?
Government plans to move from
statements to Education and Health
Care plans. Parents to have more
control over these and the funding
linked to it.
New SEN code of practice coming in
future to reflect changes

Resources
http://www.northamptonshire.gov.uk/en/councilservices/EducationandLear
ning/sen/shoebox/Pages/default.aspx

The Northamptonshire Shoebox resource helps support children with social,
emotional, behavioural and mental health issues.
https://www.education.gov.uk/publications/standard/publicationDetail/Pag
e1/DfES%200558%202001
SEN Toolkit-older but useful resource
http://www.gl-assessment.co.uk/
Assessments that can be purchased to empower school staff to diagnose
needs

http://www.senteacher.org
Useful website with worksheets and other useful links for SEN