Questions On Senior Management Team

School governors- work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils.

Explain the strategic purpose of: School Governors, Senior Management Team, other statutory role e.g. Senco, Teachers and Support staff roles.

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

2.1 – explain the strategic purpose of a) school governors, b) senior management team, c) other statutory roles e.g. SENCO, d) teachers and e) support staff roles.

Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life

Teaching Assistant’s goal is to work with classroom teachers and support them and their responsibilities for the development and education of pupils, including pupils with special needs (physical, emotional, educational). Teaching assistant should be involved in the planning cycle and might contribute to it by providing ideas, materials and learning strategies for lessons, organising and managing learning experiences, recording the achievements and more. Teaching assistant should always make sure that she/he understands what the learning objectives of activities are and how the success of the activities is going to be measured. If teaching assistant has any concerns regarding the planning, he/she should share it with the teacher by giving constructive

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

The role of a teacher is to take in to consideration the length of the course the sessions available and plan what will be taught and when and to prepare the teaching and learning syllabus and activities.

The superintendent must help board members, district staff, principals and teachers understand their important roles in the evaluation of curriculum. The superintendent’s role is to empower central office and school staff to use data as effectively as possible to meet the board’s mandates.

Special Educational Needs Co-ordinator. These look into what support and resources children and young people with special educational needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may need. They also set out Provision maps (formally known as IEPs - Individual Educations Plans) with help from the class teacher and if available one to one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the outcome of doing this should be. The child will also be asked to sign

In the early 1990’s there was an introduction to the intricate code of practice, in which they propose children in mainstream schools must ideally have their needs assessed in multiple stages and be provided with extra help from the following; ordinary resources of the school, outside and be provided with statements if their needs appeared to permit it. In order to ensure all procedures of assessment were be followed through correctly, it was the responsibility of the school to appoint someone as the special educational needs coordinator. Schools implemented an appeal system in which parents could comply their complaints and disputes with Local Education Authorities. In was the belief of the code, children with SEND were granted the option

The team will usually be made up of experienced staff who have a management position: the deputy head, the business manager, Foundation Stage manager, Key stage leaders and Special Educational Needs Coordinator. They should meet on a regular basis (e.g. once a week) to discuss issues that have come up and make strategies regarding the school improvement plan and decisions made at governing meetings and discuss how this information will be spread to teachers and support staff. SENCO, Special Educational Needs Coordinator: This person is responsible for the pupils with special educational needs in the school, their role includes: 1 Liaising with parents of SEN pupils and other professionals who interact with them.

SEN Assignment a) According to the NCSE (2014) ‘A whole-school approach is adopted by schools to the education of students with special educational needs, including programme planning and the implementation of early intervention and prevention programmes’ (p. 5) The whole school approach to interventions is very important in addressing and supporting Aoife’s needs. Aoife’s individual case would be categorised under school support (For some). ‘School Support (for some) is an assessment and intervention process which is directed to some students, or groups of students who require some additional input (NEPS, 2006, p.4).