The new legislation and SEN code of practice will change how schools support students with special educational needs. Under the new framework, classroom teachers will be directly responsible for students in their class with SEN. Schools will also need to focus on involving students and their parents in decision making, and using evidence-based interventions to support students' education and transition to adulthood. The reforms aim to improve support for all students through high-quality, differentiated teaching and ensuring equal opportunities regardless of background.

1. SEN – The new legislation
Practices and processes in
school

2. Welcome
4.00 Welcome, introduction and housekeeping – 2 Questions/issues
 Inclusion
 The Children and Families Bill – legislation changes
 The wider reform
 What does the reform mean for class teachers
 What does the reform mean for classroom support
 Assess, Plan, Do, Review
 Reforms in practice
5.00 Break – 5/10 minutes – discussion
 SEN provision
 Wave interventions
 Quality First Teaching
 School examples
5.45 Review

3. Inclusion
 What does inclusion mean?
 Every child still matters
 Inclusion is about all learners and about taking action to remove
barriers to participation and learning.
 Inclusion also involves eliminating discrimination and promoting
equality.
 Barriers to participation and learning for individuals and groups
usually involve multiple interacting factors, rather than just one. A
holistic approach is always necessary.
 2 minute discussion – what are the potential barriers?
 Inclusion debate - research

4. The new Code of Practice – the changes
Changes from the SEN Code of Practice 2001 - The Code of Practice (2014) covers
the 0-25 age range
 Teachers are directly responsible for the children in their class with SEN and must
make appropriate provision to meet those needs.
 There is a clearer focus on the views of children and young people and on their role
in decision-making
 For children and young people with more complex needs a co-ordinated
assessment process and the new 0-25 Education, Health and Care Plan (EHC
plan) replace statements and Learning Difficulty Assessments (LDAs)
 There is a greater focus on support that enables those with SEN to succeed in their
education and make a successful transition to adulthood.
 From 1 September 2014 the provisions of the Children and Families Bill, its
associated regulations and the Code of Practice will be in force. Transitional
arrangements will be in place to support the changeover from the current system to
the new system in an orderly way.
 Under the new Code of Practice, special educational needs and provision can be
considered as falling under four broad areas - Communication and interaction (CI),
Cognition and learning (CL), Social, mental and emotional health (SEMH)and
Sensory and/or physical (SP)

5. continued…
School currently has positive links and effective working relationships with stakeholders –
including parents, governors, external agencies such as attendance support, social care
and health. This will continue and be extended from September 2014.
The code of practice requires (amongst others)-
 Involving children, parents and young people in decision making
 Education, health and social care must work together to support children, young
people and their families.
 Schools should put appropriate evidence-based interventions in place and provide
high quality teaching which is differentiated and personalised and should be available
for all pupils
 Schools have a legal duty to publish information on their websites about the
implementation of the governing body’s or the proprietor’s policy for pupils with SEN –
school offer must be kept up to date and on the website
 A local authority must conduct an assessment of education, health and care needs
and prepare an Education, Health and Care (EHC) plan when it considers that it may
be necessary for special educational provision to be made for the child or young
person through an EHC plan.
 Young people and parents of children have a right to ask the local authority to prepare
a personal budget once the authority has completed the assessment and confirmed
that it will prepare an EHC plan

6. New teachers’ pay
arrangements
National
Curriculum
Assessment
SEND reforms are a vital part of the wider educational reform to ensure all
children and young people have access to high quality teaching and equal
opportunities regardless of background or circumstance.
Enabling pupils with
SEN to access the
curriculum by
understanding their
needs and adapting
teaching
approaches.
.
Standards of
teaching for pupils
with SEN and
progress made by
pupils should
considered as part
of the school’s
appraisal
arrangements.
Identification of
SEN should be
built into the
overall
approach to
monitoring the
progress and
development of
all pupils.
New floor standards
The reform vision: Wider reform
Clear focus on the
progress of all
pupils – SEN
support crucial to
school
performance.

7. External support
ec
Child or
young
Persons
with
SEN
Review
Assess
Do
Plan
The reform vision: A whole school approach
Engageparent
Engage parent
Engageparent
Engage parent

8. What the reforms mean for
classroom/subject teachers
Classroom and subject teachers are at the heart of the new SEN Support system,
driving the movement around the four stages (assess, plan, do, review) of action with
the support guidance of the SENCO and specialist staff.
The classroom teacher should:
 Focus on outcomes for the child: Be clear about the outcome wanted from any
SEN support.
 Be responsible for meeting special educational needs: Use the SENCO
strategically to support the quality of teaching, evaluate the quality of support and
contribute to school improvement.
 Have high aspirations for every pupils: Set clear progress targets for pupils and
be clear about how the full range of resources are going to help reach them.
 Involve parents and pupils in planning and reviewing progress: Seek their
views and provide regular updates on progress.

9. Classroom support
• Teaching Assistants are part of the whole school approach to SEN working in
partnership with the classroom/subject teacher and the SENCO to deliver pupil
progress and narrow gaps in performance.
• It is for schools to decide how they deploy teaching assistants depending on their
level of experience. To be most effective the support they give should be focused
on the achievement of specific outcomes within the graduated approach to SEN
support agreed with parents in the context of high quality teaching overall.
• Teaching Assistants can be part of a package of support for the individual child but
should never be a substitute for the teacher’s involvement with that child.

10. Reform in practice: The Graduated Response
– in class

11. Reform in practice: Assessing and
reviewing progress
Classroom or subject teacher working with the SENCO should assess where a
child is not making adequate progress, despite high quality teaching targeted at an
area of weakness.
They should draw on evidence from a clear analysis of pupil’s need such as:
• teacher’s assessment and experience of the pupil;
• information on pupil progress, attainment, and behaviour;
• individual’s development in comparison to their peers;
• the views and experience of parents;
• the child’s own views; and
• advice from external support services.

13. SEN Provision
There are two key elements of school based provision for children and young people
with SEN: Quality First Teaching and SEN Support.

14. Teachers complete cause for concern slip or
Concerns identified through termly pupil progress
monitoring
EHCP support
• Differentiation
• Teachers teaching children not lessons
(personalising learning)
• Effective Assessment for learning
• Monitoring and tracking progress
• Multi sensory approaches
• Targeted questioning
• Addressing misconceptions
• Circle Time
• PSHCE
Catch up programmes
Time limited focused interventions
Need to ensure impact
Clear communication of learning fed back to class teacher
Under achievers
Special Educational
Needs
Teachers complete
Pupil helpful
learning guide
All children - Quality First Teaching
Diagnostic testing
PHAB test
GL Dyslexia
Screening
• Focused groups (dynamic to meet needs across subjects and
aspects)
• Setting/environment
• Phased phonic Teaching
• Effective use of ETA support
• Positive behaviour systems (Tailored to each Key Stage)
• Dyslexia friendly classrooms (visual timetables / coloured
whiteboard screens / appropriate fonts / visual displays to support
phonics / alphabet and number across all classes)
MathsLiteracy Other
Bespoke Individual programmes
SEN Register
(no longer SA / SA+
/ Statement
New framework =
SEN support and
EHCP
Involve parent and
child at all stages of
support plan
Provision map
records
information at a
school / group
and individual
level
Clear targets
and impact
evaluation

15. Quality First Teaching
 High expectations and aspirations; for all children and young people with SEN, whatever
their prior attainment
 Differentiation; planned and targeted to address weaknesses, overcome barriers to
learning and reduce the need for ‘additional’ or ‘different’ interventions. This should include
provision of extra processing time and recording time and special arrangements for exam
access.
 Opportunities for collaboration; the curriculum provides opportunities for the development
of collaborative working skills for children and young people
 Rewards: consistent systems in place across whole school, classes and specific groups
 Understanding; planning is informed by and understanding of child development and
reflects opportunities across different learning styles (including play) and sensory
preferences
 Enjoyment: teaching is planned in a way which imparts enjoyment and enthusiasm to learn
and progress whilst being able to take learning risks

16. Continued…
 Small groups and collective learning: targeting specific areas of weakness or
developing certain skills
 Understanding, reinforcement and memory aids; e.g. use of visual timetables,
checklists, to do list, word maps and reinforcement strategies
 Expectations; clear expectations in relation to work and behaviour
 Peer support and buddying; to support learning and peer relationships
 Self-confidence and independent learning skills; through opportunities,
recognition, modelled self-reflection and carefully managed support
 Regular movement breaks; for children and young people when they are sat for
an extended period of time
 Responsive one to one support; should be made available for all children and
young people as they require it.

17. SEN support replaces School Action / School Action Plus. It is the category of support
for children with SEN but not on EHC plans.
 It focuses the system on the impact of the support provided to that individual
child, rather than how children access support according to the category they fit
into.
 It places emphasises on a graduated approach (assess, plan, do and review).
 The aim is to improve the experience and outcomes within schools for all
pupils, ensuring high quality teaching and learning.
 Any children needing EHC plans should be the responsibility of the school
SENCo using information provided by the class teacher
SEN Support

18. Pupil Helpful Learning Guide – SEN Support
Name:
Insert Photo
SEN Support EHC Plan
Date began:
DoB: Gender: PP: EAL:
Area of Need: C&I, C&L, SEMH, SP Class/Year group: Teacher:
SENCO: Date Updated: Date of Planned Review:
I would like you to know that This means that
My targets at the moment are I will know I can do this when How did I do? (to be filled in at the review meeting)
Teachers will help me by I will help myself by My parent will help by

19. Effective Targeted Intervention
 Is not used as a substitute for properly differentiated quality first teaching (QFT)
 Feeds back into QFT
 Targets the right children through data tracking
 Has clear entry and exit criteria and regularly reviews children’s progress
 Involves children so they understand the purpose and intended outcomes and involves parents
and lets them know how they can support children at home
 Is generally time limited and is delivered by someone with appropriate training, knowledge and
support
 Is monitored regularly by the class teacher and the SENCo
 Is jointly planned by the class teacher and the person delivering.
 Is reinforced in class and is jointly reviewed by the class teacher and the person delivering
 Is evaluated in terms of impact – both short and long term – using this information to decide
whether it should continue to run
 Includes strategies for the children to identify and monitor their own progress
 Helps children become more independent learners.

20. Key Stage Unit provision Map – SEN Support
Intervention Group
Size
Frequency/
Duration/Staff
Pupils Entry
Data
Targets/Objectives Exit
Data
Outcomes

21. Review
Final discussion
Have questions been addressed?
Thank you for listening