Send Supporter Calculated with airSlate SignNow

Send supporter calculated

this short video will give an overview of the process of support for pupils in schools who have special educational needs or sen we will also be referring to how this works in nurseries and further education colleges this recording will go through the fundamental principles of send support from slide four we'll look at what's called the graduated approach to send support from slide six we'll explain the send information report on slide 15 and what happens if send support isn't working from slide 16. we've created timestamps in the description under this video on youtube so if you have a computer you can click on the timestamp for a particular section and the video will open at that point this recording will refer frequently to the special educational needs and disability code of practice of 2015 you can download this statutory guidance for free if you would like to the send code of practice says that all children and young people are entitled to an education that enables them to make progress so that they achieve their best become confident individuals living fulfilling lives and make a successful transition into adulthood whether that be into employment further or higher education or training therefore all nurseries schools and colleges must use their best endeavors to make sure that a child with sen gets the support they need this means doing everything they can to meet children and young people sen best endeavors relies on high quality teaching differentiated for individual pupils differentiation is where teachers adjust their approach materials and activities to suit a range of different learning styles and abilities within each class high quality teaching is therefore personalized flexible and solution focused individual strategies however may well be different from one setting to another depending on the culture and physical environment of the nursery school or college what is key is that they are doing all they can to meet your child's needs so if a setting is unable to offer a particular strategy that you or your child requests it's important to ask what can they offer instead that will have a similar impact to meet your child's needs following the children and families act of 2014 nurseries schools and colleges are expected to follow what's known as the graduated approach to send support this involves a four stage cycle of assess plan do and review and it's important to know that schools must inform you when they are making special educational provision which means support for your child the first stage in the cycle assessing your child's needs is where the setting draws on their understanding of your child's progress and attainment the views of you and your child and if relevant the advice of external services the send code is clear that schools should take seriously any concern raised by a parent the second stage is where support for your child is planned and here the teacher often with the senko explores and agrees with you and your child what support and interventions they will offer based on what your child needs to be able to do which is often referred to as outcomes the plan can also include how parents can be involved in supporting this process it should be clear what impact is expected from the support strategies and also the date for reviewing these to check that they are working all teachers and support staff including teaching assistants and lunchtime supervisors should be made aware of this support plan and it should be recorded there is no longer a requirement for an individual education plan or iep but parents can ask for a copy of the support plan in the third stage of the graduated cycle the setting gets on and puts the agreed support in place with the support of the senko the class or subject teacher oversees the support and should work closely with teaching assistants and specialist staff to assess the impact of the support plan the final and very important stage in the cycle is the review where the setting evaluates the impact and quality of the support deciding on any changes with you and with your child so you will be looking at what has worked well what has not worked as well as expected and what the setting can do next to try and help your child make better progress the send code says that parents should have clear information about the impact of the support and interventions provided enabling them to be involved in planning next steps so just to be clear for nurseries in schools the send code says that parents and pupils should be involved in three stages of the graduated cycle in assessing your child's needs in exploring and agreeing the plan of support and at the review as the send code states parents should be fully aware of the plan's support and interventions the send code also says that parents early observations of their child are crucial it says that you know your children best and it's important that all professionals listen and understand when parents express concerns about their child's development they should also listen to and address any concerns raised by children and young people themselves in the case of further education colleges the send code says that they should involve the student and particularly for those aged 16 to 18 years their parents closely at all stages of the cycle planning around the individual the code recognizes that some students may need help with this stating that young people should be supported to participate in discussions about their aspirations their needs and the support that they think will help them best examples of send support might include extra help in class from a teacher or a teaching assistant or perhaps working with your child in a small group or creating and adapting materials used by the teacher it might involve breaking down instructions or large amounts of information or perhaps independent living training or assistive technology examples of this could include communication aids or recording devices in the case of schools they must publish a sen information report on their website which must explain how the school assesses and reviews your child's progress and evaluates how effective the support plan is it must show how the school will involve you and your child in this process and explain the approach to teaching all pupils with zen and how adaptations are made to the curriculum and environment this report is a tool for you and your child to refer to it is meant to increase your confidence and your child's confidence and understanding of the graduated cycle of sense support it should be easily accessible and written in a way that is easy for you and your child to understand sometimes despite a settings best endeavors trying different strategies of support a child or young person might still struggle with their learning the send code says that where a pupil in school continues to make less than expected progress despite evidence-based support and interventions matched to the pupils area of need the school should consider involving specialists the cent code is clear that this also applies to further education colleges in our county of suffolk there is a range of support services for supporting schools to support pupils with sen the county inclusion support service or sis is an outreach service to support pupils who have communication and interaction difficulties or social emotional and mental health needs the psychology and therapeutic service support not only learning and assessment but also emotional well-being and inclusion the dyslexia outreach service has a team of specialist teachers offering advice and training for pupils who have a dyslexic profile the sensory and communication service offers support and advice for pupils who have hearing visual or multi-sensory impairment and or a speech and language difficulty sendat stands for special educational needs and disability academy trust and they deliver outreach support based on their specialist school experience to help with the inclusion of pupils with complex learning needs suffolk has also developed a new multi-agency program of initial assessment for children with more complex needs if a pupil is still struggling despite the setting doing all it can and accessing specialist advice then the child or young person may benefit from what is called an education health and care or ehc needs assessment these assessments help identify the education health and care needs which are making it difficult for a child to learn in a nursery school or college and identify the support which may be required to meet those needs we have lots of information and videos about the ehc process on our suffolk cendias website and youtube channel which you might find helpful along with further information about inclusion and equality for pupils with special educational needs disabilities and medical conditions