Special Educational Needs and Disabilities the role of the school - - PowerPoint PPT Presentation

Special Educational Needs and Disabilities – the role of the school governor

School Improvement

School Led SEND A mainstream SEND strategy

• Outcomes and Assessment Framework
• Workforce development- partnership SENCOs
• Peer Review
• Good Practice Mapping
• School Leader Engagement
• Agreed definition of Inclusion and minimum expected of

all schools

What’s on the Essex SEND agenda?

• Review the school’s SEN Policy with head teacher.
• Ensure that the SEN information report is in place

and published on the school’s website from and is reviewed at least yearly.

• Considered how the SENCO fits into strategic

management of the school.

• Ensure that the school meets its duties under the

Equality Act 2010- is making reasonable adjustments .

• Review staff training to ensure that there is a fit

between children’s needs and staff competence.

The school governing body should:

Ensure that the head teacher has:

• Reviewed pupils currently on SEN Support and

with EHCPs and is engaging the child and parent in decision making- one planning process.

• Reviewed how the schools support pupils with their

transition at any point in their school career including to post-16 education and preparing for adult life.

• Has an arrangement in place to support pupils

with medical conditions.

The school governing body should

• Overseeing the day-to-day operation of the school’s SEN policy
• Co-ordinating provision for children with SEN
• Leading the development of the policies and practices within the

school for children with SEND

• Advising on the deployment of the school’s delegated budget and
• ther resources to meet pupils’ needs effectively
• Working with the head teacher and school governors to ensure that

the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements

• Ensuring that the school keeps the records of all pupils with SEN up

to date

The SENCO can be involved in supporting this by:

Activity

Whole School

Historical information

• ASP
• FFT
• Attainment and progress against national

comparators Current information

• Attendance information
• Behaviour and exclusion information
• Academic attainment and progress

SEN cohort

(compared against non SEN in school and nationally)

Accurate baselines Attendance information Behaviour and exclusion information Academic attainment and progress – What is the gap between SEN and non SEN? Is this diminishing? Intervention data (exit and entry data) Compare to pupils with similar starting points

Individual pupil level

Linked to EHCP/one plan targets Evidence of progress overtime Specialised assessments linked to pupils needs Impact of interventions (entry and exit data) Parent and pupil views

So what…?

Layering Assessment Information

Case studies