1. Learning Support is
changing at Edge Grove
An overview of SEN governmental reforms 2013
and the changes ahead for our school

3. Day one
lf l want to go somewhere I've never
been before in my car – I get a map.
A good map shows all the routes and
the landscapes and the options…
Ofsted 2010
“ “

4. Day one
Where is the map for teachers to use
if there is a child in their class that
they suspect has an SEN? Here is our
chance to create a map – one that
all can understand…
“
“
Ofsted 2010

5. Day one
• SEN Profile at Edge Grove
– A summary
• SEN Provision
– A summary

6. Day one
SEN Profile at Edge Grove – summary part 1
• Most learners receiving direct 1:1 support are male.
• Dyslexia is prevalent among our SENs pupils
• The types of SENs that the school has which affect:-
– Literacy and Numeracy are Dyslexia/ Dyscalculia/
Dyspraxia and processing difficulties
– Communication and Language are speech
impediments and English as Another Language

8. Day one
SEN Provision – summary
• At the classroom level – teachers differentiate according to need;
personalised strategies for learning via Learning Programmes
are part of lesson planning allowing pupil access to teaching and
curriculum.
• T.A or L.S.A support pupil, as directed by lesson plan.
• Pupils have 1:1 lessons to help them acquire skills to access
curriculum or to catch-up with curriculum.
• External agents will work with SEN learners on a 1:1 basis e.g.
Speech and Language or Occupational Therapist.

10. Day three
• Increased working days (three days a
week) and shortened the length of my
working day.
• Acquired a better understanding of what
is SEN provision in Edge Grove, and why a
need for change.

11. Day three
• Why do we need to change?
• Internal drivers
• External drivers
– (Governmental
reforms in 2013)

12. Day three
External drivers – Governmental reforms in 2013
Failure of current SEN systems and practices to support parents of
and pupils with SEN and/or disabilities. Areas for improvement: -
• Communication with parents
• Parental confidence
• Early identification of needs
• Services that work around the family
• Joint work across professional boundaries
• Greater equity in access to additional
provision
The quality of training
for staff, particularly for
staff educating children
and young people with
the most …… needs.
OFSTED, 2010: 17
“ “

13. Day three
Question:
Who feels that these applies to the school? Why?
– 2 mins - thinking time
– 4 mins - suggestions

14. Day three
OFSTED – recommendations for change
• Schools should not be the only organisations held to account legally
for the outcomes of children and young people with special
educational needs and disabilities. All the services involved in any
common assessment should be bound equally by its terms.
• The Code of Practice for Special Educational Needs and its
statutory basis should be reviewed to reflect these
recommendations.
• Any further changes to legislation or guidance should not simply add
to the current arrangements but… simplify them and improve their
consistency across different services and for children of different
ages and levels of need.
Ofsted 2010: 14

17. Day four
• What changes are expected?
• SEN Development Plan
– Refer to your handout

18. Day four
A 3 phase development programme which lays
out how SEN provision in the school aims to be
more effective: –
1. Supporting children, parents and teachers
2. To satisfy the criteria of inspection
3. To adhere to and incorporate the
values of the new reforms

19. Day four
• What are these changes asking of us?
• How do we know if our change is
effective?

20. Day five
SEN flagging procedure – a summary
(walk –through of the SEN record of concern)
• Identifying a struggling learner and informing
Learning Support.
• (Enter Link to the document)

22. Day six
• What roles and responsibilities do we have as a
staff?
• What do we all have to do?
• SEN whole school approach

23. Day six
All teachers are
teachers of SEN…
Lamb, 2009; House of commons, 2006;
DfES, 2004 ; DES, 1999
“ “
SEN

24. Day six: Community of Practice
One where teachers participate in
decision making, have a shared sense
of purpose, where they engage in
collaborative work and accept joint
responsibility for the outcomes…
Harris, 2006: IX
“
“

25. Day six: Community of Practice
• Collaboration – with parents, children
• Shared vision/principles – by all
• Collective responsibility – ethos and culture
of achievement across whole school
• Communication – with/between children,
their parents, staff and agents

26. Day six: actively reviewing / reflecting
Refer to the hand-out Appendix 2, which summarises recommendations
from key reports, which identified failings of the existing SEN system: -
1. House of Commons Select Committee Report (2006);
2. Lamb lnquiry (2009);
3. OFSTED SEN and Disability Review (2010);
The table in Appendix 2 is a tool to support reflection and discussion about
what the key recommendations for changes and improvements to the
SEN system are, and how far the proposals from the Green Paper (DfE,
2011) actually address the concerns and recommendations that are
suggested.

27. Day six: actively reviewing / reflecting
Look at the summaries of recommendations provided use these as
tools to reflect on our own existing practice, by discussing the
following.
• Do you agree or disagree with the statements in the table? Why?
Give examples?
• What impact do you think that these recommendations could have
on you role within the classroom? Provide examples.
• What benefits are there from applying such recommendations?
What are the disadvantages?
• Select 3 recommendations from the table. How have these
recommendations influenced your daily practice in the classroom?

28. Day six: reflection
Whose job is it anyway?
• What do we do next?
• What are my statutory responsibilities?
– How am I meeting them within the school context, and how
effective are those approaches?
• Summary of school's statutory responsibilities
under special educational needs (SEN) legislation

29. Day six: reflection
Whose job is it anyway?
• Teachers (responsibilities)
– The Code of Practice (fundamental principles)
– Statutory duty in the National Curriculum Inclusion
Statement
– Disability Legislation and Equality Legislation also direct
our responsibility
– Inspection requirements (a task)

30. Day six: roles and responsibilities
Supporting Teachers
How do you wish to be supported as a staff?
SEN as a whole school responsibility
• The development of all staff who understand their
individual responsibility for meeting the needs of pupils
• Emerging government priorities include commitments to
staff being trained and coherent in SEN
The effective deployment of TAs/LSAs in class

31. Day six: roles and responsibilities
The role of the SENCO
Whose responsibility is it to ensure that statutory
responsibilities for SEN and/or disabilities are being
met within the school?

32. Day six: requirements of inspection
Appendix 3 (inspection teaching checklist)
• Where extra adult support is available for underachieving
pupils, is it used in ways that promote independence, protect-
self-esteem and increase pupils' inclusion within their peer
group?
• Has the teacher made arrangements (buddying, adult support,
taping) where necessary to ensure that all children can access
written text or instructions?

33. Day seven
• A discussion/ consultation what do you want
from SEN or Learning Support Provision within
school.
• How can we best support you and move
forward?

34. Day seven: Reflection
A copy of the following is attached to the consultation questionnaire, please
read the documents prior to completing it. I would also welcome individual,
Subject or Key Stage responses:-
• Principles guiding SEN reform
• The SEN development plan
• The vision for Learning Support Provision
• A factsheet on the legislation
• Overview of inspection
Please complete the questionnaire and return it by email or to my pigeonhole.
By DATE for END OF HALF TERM.

35. Thank
You