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Mickseller@derbygovuk

By Melvin Garcia,2014-08-30 05:34
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Mickseller@derbygovuk

Contents General Information

    Key Contacts 2

    SENCO dates for the diary 4

    Possible contents of SEN Handbook 5

    Disability Discrimination Act and the Disability Equality Duty 6

    Essential documents 9

    Three Waves Model of Intervention 11 Suggested Resources

    Inclusion Development Plan IDP 21

    SEN List Code of Practice 22

    SEN List by Area of Need 24

    Inclusion Information 26

    Completing a Multi Element Plan 27

    Multi Element Plan Standards 29

    Education of Children in Care - CIC 30

     The SEN Governor 31

    Assessments of young people with learning difficulties 32

    Toileting and Continence 33

     1

Key Contacts

    Assistant Director - Learning

    Mick Seller 01332 716853 Mick.seller@derby.gov.uk

Head of Social Development and Inclusion

    Angela Cole 01332 256753 Angela.cole@derby.gov.uk

Inclusion Consultant

    Vanda Vickers 01332 256790 Vanda.vickers@derby.gov.uk

Inclusion Consultant

    Marsha 01332 256788 Marsha.ragsdell@derby.gov.uk Ragsdell

Head of Kingsmead School

    Sue Bradley 01332 715970 Sue.bradley@derby.gov.uk

    Primary Coordinator of Behaviour Provision and Resources Shally Saleri-01332 717997 Shally.saleri-palmer@derby.gov.uk Palmer

    Head of Service and Principal Educational Psychologist Mick Pitchford 01332 641394 Mick.pitchford@derby.gov.uk

    Specialist Teaching and Psychology Service STePS 01332 641377

Early Intervention Team

    Jane Cockcroft 01332 641408 Jane.cockcroft@derby.gov.uk Claire Duncan 01332 641358 Claire.duncan@derby.gov.uk

Head of Service Educational Welfare Officer

    Kevin Murphy 01332 641442 Kevin.murphy@derby.gov.uk

Head of Assessment and Commissioning

    Liz Beswick 01332 716943 Liz.beswick@derby.gov.uk

Head of Primary Learning

    Simon Griffiths 01332 256742 Simon.griffiths@derby.gov.uk

Primary Teaching and Learning Manager

    Fiona Lingard 01332 256319 Fiona.lingard@derby.gov.uk

     2

Head of Secondary Learning

    Paul Davies 01332 256318 Paul.davies@derby.gov.uk

Secondary Strategy Manager

    Steve Long 013332 256344 Steve.long@derby.gov.uk

    Secondary Teaching, Learning, Behaviour and Attendance Consultant Linda Gill 01332 256343 Linda.gill@derby.gov.uk

    Support worker for Derbyshire & Derby Parent Partnership Service Middleton House

    27 St Mary‟s Gate

    Derby DE1 3NN

    Carolyn Maw 01332 641414 Carolyn.maw@derby.gov.uk

Speech & Language Therapy Service

    Roe Farm Clinic

    Jo Flannagan 01332 349312 Jo.flanagan@derbyshirecountypct.nhs.uk NHS website www.southernderbyshire.nhs.uk/speech

Principal Officer, Education Looked After Children

    Pauline Inwood 01332 711262 Pauline.inwood@derby.gov.uk

Advisory Teacher for Children in Care

    Olwyn Mills 01332 256737 Olwyn.mills@derby.gov.uk

Access Team

    Rajesh Lall 01332 256731 Rajesh.lall@derby.gov.uk

Travellers

    Nigel Groom 01332 256740 Nigel.groom @derby.gov.uk

PCAS

    Graham Falgate 01332 256327 Graham.falgate@derby.gov.uk

Common Assessment Framework Training

    Sue Leyland 01332 711243 Sue.leyland@derby.gov.uk

     3

    SENCO dates for the diary

    2009 - 2010

    Training programmes Sept Oct Nov Dec Jan Feb March SENCO Conference 20 New in Post SENCO 18 & 3 & 10

    25

    Understanding Secondary SEN 18 Management of SEN 2 Reducing the Workload through 19 Efficient SEN Provision

    Resources for Wave 3 Groups 12 Supporting Secondary Teaching 30 Assistants

    Inclusion development 24 Programme

    Supporting New Arrivals in the 21 Primary Phase

    EAL Advanced Bilingual Learners 2 Raising Standards through 8 Effective Race Equality

    Role of the SEN Governor 4 18 Promoting Positive behaviour 1 11 17 Promoting Positive behaviour 2 18 24 Nonviolent Crisis Intervention 23 20 Introduction to Counselling 29 Supporting Pupils who have 3 Suffered a Bereavement

    The use of Play to meet the needs 7 of children with BESD

    Behaviour Management Network 13 9 meetings

    Circle of Friends 21 Toileting & Continence for pupils 16 22 staff training

    1 & 4 & Primary Network meeting

    21 10 Secondary Network meeting 21 10

    Further Information is available in the

    School Development Programme 2009 20010

    Telephone 01332 256316

    Email: Schooldevelopment@derby.gov.uk

     4

    Possible Contents

    SEN HANDBOOK

     SEN/Inclusion Policy

     Staffing - job descriptions for SENCO and SEN team

     Names & roles of all involved in SEN provision & their

    timetables

     SEN List

    Details of all pupils totals

    Areas of need, Code of practice stage, gender, vulnerable

    groups

     Access Plan

     Pupil tracking information on attainment and progress

     Provision Mapping

     MEP standards audit

     Monitoring and evaluation

    School & SENCO self-evaluation analysis

    SENCO Action Plan

    previous Ofsted action plan

     SEN Budget and how it is spent

     SEN INSET records

    attended by SENCO

    delivered by SENCO

     Action Points from meetings

    SEN team

    SMT

    Governors

    Teaching assistants

     Reference to other school policies relevant for example:

    equal opportunities, assessment, behaviour, subject policies,

    risk assessment forms, medical policy

     5

Disability Equality Duty DED

Disability Discrimination Act

As you will be aware the Disability Discrimination Act DDA now applies to

    Education Services.

    It is now illegal for schools to deny a child access to school because of their disability.

    Schools have a duty to

    ; conform to the requirements of the Disability Discrimination Act. It is illegal

    for schools to deny a child access to school because of their disability.

    ; make reasonable adjustments for all pupils with a disability as defined by

    the Act

    ; be anticipatory in their duty in terms of the pupils that might attend the

    school at a later date. To do this a school must consider all its‟ policies with

    regard to these requirements.

Schools are required to have Access Plans. They have a three-year life span but

    should be reviewed and revised as necessary. The time related plan should detail the school‟s intention to

    ; increase access for disabled pupils to the curriculum

    ; improve access to the physical environment of the schools

    ; improve delivery of written information to disabled pupils.

Increasing access for disabled pupils to the curriculum

    Access to the curriculum covers not only teaching and learning but the wider curriculum of the school including after school activities, leisure, sporting, cultural activities or school visits. Schools have a key role in planning to increase access

    to the curriculum for disabled pupils. The following tools are useful:

    ; the Inclusion statement in National Curriculum 2000 suggests ways to plan

    classroom organisation and how teaching and learning can address the

    needs of disabled pupils;

    ; the QCA general and subject guidelines, planning, teaching and assessing

    the curriculum for pupils with learning difficulties, help schools to

    differentiate the curriculum;

    ; „Supporting the target setting process‟, published by the DfES and QCA,

    provides advice on target setting for pupils with special educational needs.

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    These documents help develop the use of curriculum audits to review patterns of achievement and participation of disabled pupils in different areas of the curriculum.

Improving the physical environment of schools

    This strand of the planning duty includes improvements to the physical environment of the school and physical aids to access education. Examples of physical aids given in the guidance include ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills.

    All new school buildings have to comply with the Building Regulations and the Education (School Premises) Regulations 1999 and should be physically accessible to disabled pupils. Much of the work in improving the physical environment will involve improving access to existing buildings.

    Schools are advised that they should consider what they can do to improve the physical environment within the resources available to them and should consider accessibility in all purchasing decisions.

Improving the delivery of information to disabled pupils

    This part of the duty covers providing written information from the school to all pupils. The information should take account of pupils‟ disabilities and parents‟

    preferred formats and be made available within a reasonable timescale. LEAs should also encourage schools to share information and expertise. LEA strategies should outline their plans for developing and improving the provision of information in different formats.

A guidance pack is available from the DfCSF

    Implementing the Disability Discrimination Act in Schools and Early Years Settings

    Reference DfES 0160 2006

     (tel: 0845 60 222 60) or from their website at: www.DfCSF.gov.uk

Disability Equality Duty DED

    Disability Equality Scheme DES

    All Schools are required to have a Disability Equality Scheme in place by December 2007.

It requires schools to;

    ; eliminate discrimination;

    ; eliminate harassment related to a disability

    ; promote equality of opportunity between disabled people and other

    people;

    ; promote positive attitudes towards disabled people;

    ; encourage participation by disabled people in public life

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    ; take steps to take account of disabled people‟s disabilities even

    where that involves treating disabled people more favourably than

    other people.

    The duty requires schools to promote equality of opportunity for disabled people.

    The plan requires schools to gather information consulting with students, parents and the local community

The Scheme should include a statement of:

    ; the way in which duties apply to disabled pupils, disabled parents,

    disabled staff and disabled people who use services provided by

    schools.

     which disabled people have been involved in the development of the ;

    Scheme

    ; the school‟s methods for impact assessment

    ; steps which the school will take towards fulfilling its general duty - the

    “action plan”

    ; the school‟s arrangements for gathering information in relation to

    employment, and, its delivery of education and its functions

    ; the school‟s arrangements for putting the information gathered to use,

    in particular in reviewing the effectiveness of its action plan and in

    preparing subsequent Disability Equality Schemes

    ; a school must, within three years of the Scheme being published, take

    the steps set out in its action plan (unless it is unreasonable or

    impracticable for it to d o so) and put into effect the arrangements for

    gathering and making use of information

    ; a school must publish a report containing a summary of the steps taken

    under the action plan, the results of its information gathering and the

    use to which it has put the information.

     8

    Essential Documents

    New Titles Available from and reference SEN Policy Template www.derby .gov.uk EYFS Inclusion Development www.standards .dcsf.gov.uk Programme 00041-2009DVD-EN Supporting children on the autism spectrum guidance for practitioners in the Early Years Foundation Stage

    Inclusion Development programme www.standards .dcsf.gov.uk Primary and Secondary Supporting 00041-2009DVD-EN Pupils on the autism spectrum

    Using the P Scales DVD www.qca.org.uk/ld

    QCA/09/4060

    General guidance P scales www.qca.org.uk

    QCA/09/4020

    Developing Skills P Scales www.qca.org.uk

    QCA/09/4029

    Individual P Scale booklets for each www.qca.org.uk subject area QCA/09/4021 to 4036 Narrowing the Gaps A priority for www.teachernet.gov.uk national, local and school action 03-2009

    Existing Titles Available from and reference Inclusion Development Programme www.teachernet.gov.uk Primary/Secondary dyslexia, Speech &

    Language & communication needs DCSF 00070-2008 DVD-EN Inclusion Development Programme www.teachernet.gov.uk Supporting children with Speech &

    Language & communication needs: DCSF 00215-2008BKT-EN guidance for practitioners in the Early

    Years Foundation Stage

    SEN Code of Practice 2001 www.teachernet.gov.uk

    DfES- 0581-2001 SEN Code of Practice 2001 Toolkit www.teachernet.gov.uk

    DfES 0558-2001 Implementing the Disability www.teachernet.gov.uk Discrimination Act in Schools and Early DfES 0160 2006 Years Settings

    Promoting the Disability Equality Duty www.teachernet.gov.uk Removing Barriers to achievement www.teachernet.gov.uk The Governments Strategy for SEN DfES 0117 2004 Learning and Teaching for Children with www.teachernet.gov.uk

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    Special Needs in the Primary School DfES 0321 2004 DVD

    Index for Inclusion www.inclusion.uwe.ac.uk/csie

    ISBN 872001 45 9 Improving behaviour and attendance www.teachernet.gov.uk

    DCSF-00611-2007 Autistic Spectrum Disorders-Good www.teachernet.gov.uk Practice Guidance DfES 0597 2007 Data collection by type of SEN www.teachernet.gov.uk (Schools) DfES 1889-2005 Aiming High : Meeting the needs of www.dfes.gov.uk newly arrived learners of EAL DfES 0183-2003 NNS: Supporting children with EAL www.standards.dfes.gov.uk

     DfES 1438WO Bullying involving pupils with SEN & www.teachernet.gov.uk Disabilities DCSF 00372-2008 Revised Guidance for the education of www.teachernet.gov.uk pupils with BESD

    Safe to Learn : Embedding anti www.teachernet.gov.uk bullying in schools

    DCSF 00656-2007 Homophobic Bullying www.teachernet.gov.uk

    DCSF - 00668-2007 Cyber bullying www.teachernet.gov.uk

    DCSF 00658 2007 Improving B&A , guidance on exclusion www.teachernet.gov.uk from schools 00611-2007 BKT-EN See the Light guide to secondary Derby City Council CYPS differentiation 01332 256720

    Sue.kirkley@derby.gov.uk Learning Matters Derby City Council CYPS

     01332 256720

    Sue.kirkley@derby.gov.uk Care Matters time for change TSO publication working with Looked After Children 0870 600 5522

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