Guidance for schools commissioning services for SLCN

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Guidance for schools commissioning services for SLCN"

Transcription

1 Guidance for schools commissioning services for SLCN

2 Guidance for schools commissioning services for SLCN Contents Introduction... 4 Commissioning Model Phase 1: Understand... 6 Phase 2: Plan... 8 Phase 3: Do Phase 4: Review Whole school approach The key to success Appendices Footnotes... 19

3 Introduction Who is this document for? Both commissioners and suppliers of services to support children s speech, language and communication needs (SLCN) in primary schools. In the main, this is likely to include: Head teachers Governing bodies Academy business leads Local authorities Learning support providers Speech and language therapy providers What is this document about? The guidance is structured around a staged model of commissioning 1 : understand; plan; do and review. The model is discussed in detail in documents which form part of the Commissioning Support Programme available on 2. It provides tools for: needs assessment; whole system mapping; user involvement; workforce and evaluating outcomes. These were produced as part of the government response to the recommendations of the Bercow Review of services to support children and young people with SLCN (2008) 3. Why commission a service for Speech, Language and Communication? SLCN continues to be the most prevalent reported SEN in primary aged children with statements or at school action plus (29.1%) 4. Supporting children s speech, language and communication is key to children s learning: the expert panel which contributed a report to the review of the National Curriculum reported: We are strongly of the view that the development of oral language should be a particular feature of the new National Curriculum 5. the extent to which pupils develop good communication skills (as well as reading, writing and maths) is recognised by Ofsted as a key factor in judging pupils achievement. It is also identified as a key feature of good quality teaching 6. Increasingly, there is recognition of the importance of spoken language underpinning written language. A recent Ofsted report 7 looking at English across primary and secondary schools stated: Focusing on developing communication skills helps raise attainment. In one Local Authority, a community wide strategy underpinned by schools focus on speaking and listening resulted in a marked rise in the percentage of pupils achieving above the expected level in reading and writing at age seven 8. During her 2 year term as Communication Champion, Jean Gross strongly recommended a model which supports children s speech, language and communication across 3 waves of support. The most effective schools are commissioning a period of enhanced support from SLCN specialists to train staff and help the school set up this three-wave model. Schools increasingly realise that speech, language and communication is an issue for them. In the A Chance to Talk project 9 issues identified by head teachers included: high numbers of children across school with poor speech, language and communication particularly on entry to school lack of access to speech and language therapy services teachers lack of confidence in their skills and knowledge of SLC/N lack of awareness of how to identify children with SLCN limited knowledge about strategies to support children concerns about attainment and behaviour of children with SLCN. teachers understandably prioritise pupils work in reading and writing because they feature more prominently in national tests and examinations. Speech comes before both reading and writing. The earlier that all children develop confidence in their speech, along with an extensive vocabulary, the more likely it is that they will be able to improve their overall competence in reading and writing. 4 Commissioning Guide for Schools: SLCN Commissioning Guide for Schools: SLCN 5

4 Commissioning model Phase 1: Understand The first activity for a school is to understand the scale of need. Figure 1 shows how the children in a school can be divided up according to their SLCN. Children may have SLCN because the environment they live in does not provide enough stimulation for their speech, language and communication skills to develop: in areas of high social deprivation children are more than twice as likely to have SLCN 10. SLCN can also form part of a wider range of needs a child may have, such as learning difficulties, autistic spectrum disorder and hearing impairment. Approximately 10% of children in the population have these long term, persistent difficulties. Children who have SLCN as their primary need form 5-7% of the population. These children have impaired speech and/or language development which is not related to their environment. (See Fig 1). Children with English as an additional language do not automatically have SLCN. However for some children, learning English in the school context can be a challenge and these children also need a skilled and confident workforce to support their learning. Next, schools need to understand what support is currently is available. This includes internal resources, i.e. what is already available within school interventions; knowledge among staff; keenness to learn. External resources include speech and language therapy, learning support, educational psychology. It also includes what these services provide: training, support for individual pupils and/or advice. Schools need to : identify the numbers of children currently seen by speech and language therapy (SLT) service (including numbers of children discharged for non attendance). link with feeder early years providers and children s centres to understand what provision is available before children start school and to estimate the need in Reception. identify the number of children on the SEN register who have SLCN. use the free school meals (FSM) information to estimate likely numbers at risk of SLCN within the school population. Children from areas of social disadvantage are more than twice as likely to have SLCN 11. estimate the number of children who are not reaching their expected attainment levels because of SLCN. This could include children who have been identified as having challenging behaviour. audit the skills and knowledge within the school what training has already been received, what areas has this covered? How confident do teachers feel about speech, language and communication? Are there staff with additional qualifications? The Speech, Language and Communication Framework has an online self audit tool which schools can use to evaluate staff confidence in speech, language and communication. See Appendices 1 and 2 for suggested tables to help with this audit. From this, schools can develop a map of speech, language and communication provision across the school, identify gaps and think about what outcomes they would want to gain from any provision or support commissioned. 1% 100% all children 7% 10% at least 50% 50% in some parts of the UK, particularly in areas of social disadvantage, upwards of 50% of children are starting school with speech, language and communication needs (SLCN). 10% I CAN estimates that 10% of all children have complex or persistent SLCN. This 10% is a mixture of: Children who have SLCN as a result of another condition such as autism, hearing impairment, general learning difficulties etc. 7% of children who have SLCN as their main or primary difficulty also referred to as specific language impairment (SLI). An estimated 1% i of children who have the most severe and complex SLCN. i Review of services for children and young people with SLCN, John Bercow MP 100% 6 Commissioning Guide for Schools: SLCN

5 Commissioning model Phase 2: Plan Universal Targeted Specialist Everyday practice from adults which develops communication skills. Communication supportive classrooms. Small group additional intervention. Enhanced knowledge and skills to support SLCN within the school. Enhanced knowledge and skills across the school. For some schools a specialist level of knowledge and skills. Individualised, specialist support for children designed and managed by a speech and language therapist. Intensive intervention on an individual or small group basis with a speech and language therapist. In this phase, schools need to define what they want the provision for SLCN to be for each level of need identified. The table above gives an illustration of what this might look like 12. The recently published Better Communication Research Programme report Understanding SLCN Profiles of need and provision provides evidence for the need for universal, quality first teaching as the first phase in a strategic approach to supporting children s language. The report makes clear that if this is in place, then there can be more cost effective allocation of specialist resources at targeted and specialist levels. Many schools are currently using their Pupil Premium funding to commission support for children s SLCN. Planning for speech, language and communication may include some or all of the following features, speech and language therapy services can be involved in providing across all three levels: All children Just below age related expectations for speech, language and communication Significantly below expected levels Lowest attaining Universal: increased awareness and knowledge of speech, language and communication among parents/carers increased skills and knowledge of all staff in modelling good communication skills increase in teachers confidence in identifying SLCN communication supportive environment established across the school access to relevant and appropriate information about SLC/N for everyone I CAN 13 defines a school at this level as: A Communication Supportive School has the resources and staff with the skills and knowledge to support all children s communication development, providing a communication supportive environment for learning and development representing quality-first teaching, and the knowledge and ability to identify children who require additional support. Targeted: evidence based interventions with small groups or individual children training to support staff to implement and evaluate interventions enhanced skills and knowledge of some or all staff in identifying and supporting SLCN an enhanced communication environment established across the school I CAN defines a school at this level as: A Communication Enhanced School meets the standards for a communication supportive environment and has the resources and staff with the skills and knowledge to provide an inclusive environment for children with a mild, moderate or transient SLCN, working collaboratively with local experts. Specialist: individualised support to meet needs which are complex and unpredictable specialist support to either: - directly deliver intervention - design and monitor intervention - work in a multidisciplinary team to assess/design/deliver intervention group or individual intervention may be a specialist pathway following a diagnosis e.g. ASD staff have specialist skills in supporting SLCN and multidisciplinary working the school has a specialist communication environment available to support children who require it I CAN defines a school at this level as: A Communication Specialist School delivers high-quality integrated education alongside speech and language therapy for children with the most severe and complex SLCN. Services at this level can demonstrate collaborative multi-disciplinary practice that benefits children with severe, complex and persistent SLCN and their parents. I CAN Primary Talk Accreditation can support schools to evaluate and evidence their SLC/N support for pupils at each of these three levels. For more information see primary As a result of the Better Communication Research Programme, there is now a database of What Works 14 in SLCN provision which has further details of effective approaches. The Communication Trust has developed this as an online tool, available at: www. thecommunicationtrust.org.uk/whatworks 8 Commissioning Guide for Schools: SLCN Commissioning Guide for Schools: SLCN 9

6 Commissioning model Phase 3: Do Inputs Outputs Outcomes Impact Staff time Specialist expertise Management time Resourcing for interventions, activities, training etc Sources of funding Wave 1 whole school training Wave 2 intervention training Wave 2 training for some staff Wave 3 Individual and small group tailored sessions Staff understand more about SLCN Able to identify children with SLCN Able to support children with language delay Classroom practice more supportive of communication Children develop speech, language and communication skills More children have language skills in typical range Children with SLCN get support they need Children are more engaged and make progress at school Fewer children needing ongoing specialist support Children who do need specialist support make good progress Parents satisfied with support Schools have systems for supporting all children s speech, language and communication Schools may find an input> output> outcome> impact model useful in deciding what support they want for each level of need in their school. The main focus should be on the outcome and eventual impact of any activity. The table on the left illustrates an action plan for a whole school approach. Outcomes and impact Outcomes focus on the immediate learning and action resulting from activities. They shift the focus from the activity itself to the results - answering the so what? question. For example, we had a training day what has changed?. For children, these will focus on changes to speech, language and communication. For teachers, this might lead to improvements in the quality of their teaching. Impacts are the longer term consequences as a result of focusing on speech, language and communication. For children, these will be about wider school and social performance and social and emotional skills. For schools they will focus on changes to systems. Schools will need to agree what outcomes they want for each level of support. Outcomes and impacts can be agreed for the 3 main stakeholders: children; staff and parents/ carers. Examples of these include: Outcomes Pupils Improvements in pupil s communication skills; vocabulary, narrative skills, conversational skills, interactions, confidence and thinking skills A greater understanding of different aspects of speech, language and communication and why they are important More constructive on-topic talk from pupils in class More positive learning dialogue between pupils and between pupils and teachers Staff and school Staff will be able to measure progress in speech, language and communication Staff will use specific strategies and approaches to support language development in both whole class and small group work In pupils with English as an Additional Language (EAL), staff will be more able to distinguish second language learning difficulties from SLCN The quality of feedback from teachers to pupils improves The school will be more communication friendly; for example, through more use of visual support alongside written material, visual time tables, promoting good questioning around the school Parent/carers Parents/carers will be more informed about speech, language and communication and know what to do if they have concerns about their child Parents/carers will understand what the school is doing to help their child and know how to support them at home Impact Pupils Raised attainment in reading, writing, speaking and listening and other subject areas Increased engagement, with resultant positive impact on behaviour for learning and attitudes to learning Improvements in behaviour and attendance Pupils with SLCN and others will gain in confidence and self esteem particularly where they are supported to learn social interaction and friendship skills Commissioning Guide for Schools: SLCN 11

7 Commissioning model Phase 4: Review Staff and school Staff will have increased awareness of the impact of speech, language and communication on learning and behaviour By focusing on the development of communication skills, more teaching is judged good or better Through working alongside a speech and language therapist, they will have increased confidence and competence in how to support those who have SLCN The school will have sustainable systems in place to support pupils speech, language and communication and those with needs Parent/carers Providing a focus on communication and perhaps a speech and language therapist may make the school more attractive to parents, and increase the engagement of parents who already have children at the school. Who and what to commission? Once the school has a clear idea of what outcomes and impacts it wants to aim for, the next step is to look at the resources and activities (inputs and outputs) necessary to deliver these required outcomes. Examples include: buying in training from an external provider, linking clearly to the outcomes the school requires. Any commissioning agreement needs to specify not only what outcomes and impact for children s speech, language and communication should be achieved but also how these will be measured. Schools will need to agree outcome measures with providers which they feel are robust enough to show whether input at each level has been effective. Ideally outcome measures will include a baseline (before) and after measure which is replicable so that progress over time can be measured. Appendix 3 includes some ideas of practical school-based outcome measures. For longer term measures of impact, where possible schools can use existing school data for progression, attainment and behaviour. They can then make comparisons what is different before and after introducing an intervention or initiative. This is a challenge for both schools and providers as school data does not as a matter of course include measures of speech, language and communication. Where measures do exist, such as in the EYFS profile and Speaking and Listening attainment targets, they may not provide the detailed information required. Schools may also want to look at other measures such as changes in the school development plan or parent questionnaires. purchasing an intervention. This should have a clearly researched evidence base showing that it will achieve the desired outcomes for the targeted group of children. commissioning the local speech and language therapy service, or an independent therapist to work across the levels of need. 12 Commissioning Guide for Schools: SLCN Commissioning Guide for Schools: SLCN 13

8 Whole school approach The key to success Appendices For schools with significant numbers of pupils with SLCN and where the speech, language and communication skills of children are having a significant effect on attainment, a whole school approach which supports the development of all children s SLCN may be appropriate. This approach can help to remove barriers to effective provision for children with SLCN including 15 : Lack of awareness of language development Late identification of children with SLCN Limited collaboration between health and education staff Poor integration of communicationfocused work into the curriculum Schools wanting to develop a whole school approach may want to buy in speech and language therapy to assist them in this. There are a number of ways in which schools and clusters of schools have approached this, including buying in speech and language therapy provision from their local speech and language therapy service, from an independent practitioner or from a voluntary sector organisation The Royal College of Speech and Language Therapists has produced Standards for schools as commissioners 18. This document identifies the role speech and language therapists can play at all three levels. In addition, it outlines the competencies an speech and language therapist must have and the requirements of the Health Professions Council - e.g. protected title, clinical supervision, fitness to practise requirements. Learning from the A Chance to Talk programme 19 and the emerging evidence base confirms that necessary elements are: commitment and support of the school s senior leadership team policy and practice changes to ensure a focus on speech, language and communication is firmly embedded in culture and practice across school staff in school taking responsibility for ensuring teaching and learning supports speech, language and communication deploying speech and language therapy across all three levels 14 Commissioning Guide for Schools: SLCN

9 Appendix 2: Appendix 1: Audit of speech, language and communication needs (SLCN) Reception Y1 Y2 Y3 Y4 Y5 Y6 No. FSM No. SEN register with SLCN No. at risk of under-achieving No. children referred to SLT service (inc those discharged) Total Overall staff confidence ratings on Speech, Language and Communication Framework: Online audit tool available at: Universal/ Enhanced Level Competencies: Typical speech, language and communication development and use Identifying and assessing speech, language and communication needs (SLCN) Positive practice Speech, language and communication, and behavioural, emotional & social development (BESD) Roles and responsibilities and how services are structured Special Educational Needs (SEN) in educational settings Parents, carers, families, peers and friends EYFS N (not very) F (fairly) V (very) KS 1 KS 2 KS 3 I CAN offers training and development for school staff, further details available at:

10 Appendix 3: Examples of outcome measures Footnotes Checklists or progression tools to measure children s speech and/or language skills Questionnaires or audits such as the Speech, Language and Communication Framework to measure staff confidence in their skills and knowledge Satisfaction levels of parents/carers with how their children s needs are being met Some of the assessments used by speech and language therapists can be used as pre and post intervention measures Measures of functioning in the classroom such as: - how much topic or across curriculum vocabulary a pupil understands at the beginning and end of term - the amount and complexity of language a pupil can use in a specific task before and after intervention - the number and nature of positive social interaction skills a pupil uses Curriculum and lesson plans should show increased opportunities to learn communication skills Classroom observations can identify opportunities offered for pupils to develop their communication skills and the effectiveness of strategies used Gathering pupil views on their opportunities to learn speech language and communication skills and any additional support they require Pupil self evaluation at the beginning and end of speech and language therapy intervention, or of a communication supportive classroom initiative Engagement measures to show how much pupils enjoy lessons, how often they contribute and how much on task behaviour is apparent A case study may illustrate how speech and language therapy support impacted on engagement and behaviour Focus groups to look at the change in pupils communication skills before and after interventions and how much they understand in particular lessons. 1 Gascoigne MT (ed) 2011 Better Communication: Shaping speech, language and communication services for children and young people ISBN Commissioning Support Programme (2011) speech, language and communication needs: Tools for commissioning better outcomes 3 DCSF (2008) Better Communication: an action plan to improve services for children and young people with SLCN. 4 DfE (2012) Special Educational Needs In England, January 2012 SfR Department for Education, (2011). The Framework for the National Curriculum. A report by the Expert Panel for the National Curriculum review. 6 Ofsted (2012) The Framework for School Inspection. Manchester, HMSO 7 Ofsted (2012) Moving English Forwards: Action to Raise Standards in English 8 Gross, J. (2011) Two Years On: final report of the Communication Champion for children. 9 A Chance to Talk End of project report Jan achancetotalk 10 Dockrell J, Ricketts J and Lindsay G (2012) Understanding speech, language and communication needs Profiles of need and provision 11 Dockrell J, Ricketts J and Lindsay G (2012) Understanding SLCN Profiles of need and provision DFE-RR247-BCRP4 12 A Chance to Talk End of project report Jan uk/achancetotalk 13 I CAN Primary Talk Accreditation: 14 What Works : Interventions for children and young people with speech, language and communication needs Better Communication Research Plan: DFE-RR247-BCRP 15 Leydon J; Stackhouse J; Szczebrinski M (2011) Implementing a whole school approach to support SLC Child Language Teaching and Therapy 27 (2) Talking Point 17 Association of Independent Speech and Language Therapists 18 Guidance on quality standards for local authorities and schools as commissioners of speech and language therapy services in the UK A Chance to Talk End of project report Jan uk/achancetotalk 18 Commissioning Guide for Schools: SLCN Commissioning Guide for Schools: SLCN 19

11 I CAN 8 Wakley Street London EC1V 7QE Tel or Fax I CAN relies on donations, gifts in wills and supporter fundraising to help children and families across the UK. To find out how you can make a difference visit org.uk/supportus I CAN is a member of the Fundraising Standards Board and is committed to the highest standards in fundraising practice.

Communication & Interaction Team (Autism/SLCN)

Communication & Interaction Team (Autism/SLCN) Communication & Interaction Team (Autism/SLCN) Service Design 2012/2013 Contents Introduction to the Communication & Interaction (C&I) Team 3 What Does the C&I Team Do? 4 What Do We Mean By Communication

More information

Surrey County Council policy for dyslexia

Surrey County Council policy for dyslexia www.surreycc.gov.uk Making Surrey a better place Surrey County Council policy for dyslexia Contents 1. Introduction 2. Purpose 3. Definition 4. Assessment 5. Intervention 6. Roles and responsibilities

More information

Churchill School. Job Description: Occupational therapist

Churchill School. Job Description: Occupational therapist Job Description: Occupational therapist Responsible to: Headteacher Job Purpose/ Summary of Role: To provide a high quality specialist Occupational Therapy service to a caseload of children with Autism

More information

Section two Why communication is important

Section two Why communication is important Section two Why communication is important 6 Communication is key Communication is fundamental to children s development; children need to be able to understand and be understood. Communication is the

More information

Pupil Premium 2014 2015

Pupil Premium 2014 2015 Pupil Premium 2014 2015 Pupil Premium and Narrowing Gaps in Attainment We know that Quality First Teaching can, and does, narrow gaps in attainment. At Gorse Hill Primary School, to improve outcomes for

More information

Guidance EARLY EDUCATION. Supporting children aged 0-5 with SEND to access their childcare

Guidance EARLY EDUCATION. Supporting children aged 0-5 with SEND to access their childcare This guidance has been reviewed following the publication of the Special Educational Needs and Disability Code of Practice: 0 to 25 years published by the Department for Education and Department of Health

More information

RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES

RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES Next review: July 2015 RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES Aim To assess and report on all aspects of our pupils development to facilitate consistency, progress, planning,

More information

The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton,

The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, Professional Advisor, The Communication Trust Our vision......is

More information

January 2015 Special Educational Needs Report/ Local Offer

January 2015 Special Educational Needs Report/ Local Offer January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting

More information

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from?

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? The Children and Families Act became law in March 2014. The Act aims to improve

More information

Easier to read summary version

Easier to read summary version Easier to read summary version Contents Introduction... 3 What we are doing well... 4 What we need to do better... 4 What young people and students have told us... 7 Our vision... 9 The aim of this strategy...10

More information

St George Catholic College. SEN Information Report 2015-2016

St George Catholic College. SEN Information Report 2015-2016 St George Catholic College SEN Information Report 2015-2016 The SEN Information Report complies with section 69(2) of the Children and Family Act 2014, regulations 51 and schedule 1 of the Special Needs

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson SEND Information Report and Policy (which is part of The Norfolk Local Offer for Learners with Special Educational Needs 2015-16) Links to the Norfolk Local Offer (website details can be found under our

More information

Special Educational Needs & Disability Policy

Special Educational Needs & Disability Policy Special Educational Needs & Disability Policy Date Review Date Special Needs Co-ordinator (SENCO) Nominated Director 23/12/15 01/12/16 Stacey White Director of Education This policy is written in line

More information

Ysgol Glan Gele Infants and Nursery School

Ysgol Glan Gele Infants and Nursery School REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT POLICY OBSERVATORY CASE STUDY 1 Name of School/Setting: Ysgol Glan Gele Local Authority: Conwy Type of School/Setting: Infants and Nursery Language

More information

Special Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs

Special Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr

More information

Pakeman Pupil Premium Grant Expenditure: Report: 2013/14

Pakeman Pupil Premium Grant Expenditure: Report: 2013/14 Pakeman Pupil Premium Grant Expenditure: Report: 2013/14 Context of School Pakeman Primary School is a one and a half form entry school in Islington. We have a Nursery and provide extended provision from

More information

RHODES AVENUE PRIMARY SCHOOL

RHODES AVENUE PRIMARY SCHOOL RHODES AVENUE PRIMARY SCHOOL HEADTEACHER CANDIDATE INFORMATION Rhodes Avenue School: A Vision for the Future Our children are at the heart of all we do. We aim to instil a love of learning in all our children

More information

SEN Information Report

SEN Information Report SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: mhull@tgs.kent.sch.uk (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs

More information

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011 A report on Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer

More information

Children & Young People s Community Speech and Language Therapy Service. Training 2015-2016

Children & Young People s Community Speech and Language Therapy Service. Training 2015-2016 Children & Young People s Community Speech and Language Therapy Service Training 2015-2016 Training is available to: Parents, Carers and Staff working with children and young people in Lambeth, Southwark

More information

DRAFT BRACKNELL FOREST POLICY for THE QUALITY ASSURANCE AND IMPROVEMENT OF SCHOOLS

DRAFT BRACKNELL FOREST POLICY for THE QUALITY ASSURANCE AND IMPROVEMENT OF SCHOOLS DRAFT BRACKNELL FOREST POLICY for THE QUALITY ASSURANCE AND IMPROVEMENT OF SCHOOLS JANUARY 2015 Version 2 Children, Young People and Learning Bracknell Forest Policy for the quality assurance and improvement

More information

School Transition Learning Mentor for Children Looked After

School Transition Learning Mentor for Children Looked After Job Title: School Transition Learning Mentor for Children Looked After Job Grade: Band 3 Directorate: Job Reference Number: Schools Children & Families P00865 The Role Working closely with Education Advisors

More information

Broomhill Bank School

Broomhill Bank School Broomhill Bank School Broomhill Road, Rustall, Kent, TN3 0TB Inspection dates 3 4 December 2013 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Achievement of pupils Good

More information

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal

More information

Mathematics Policy. Meopham Community Academy

Mathematics Policy. Meopham Community Academy Mathematics Policy Meopham Community Academy This policy was reviewed by: Emma Cook, Mathematics Subject Leader Date: February 2013 Approved by Governors: February 2013 Next review date: February 2015

More information

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles

More information

THE BLACKPOOL CHALLENGE

THE BLACKPOOL CHALLENGE 1) Why the Blackpool Challenge Exists Working in partnership Blackpool early years settings, primary and secondary schools and post 16 settings, academy sponsors, local authority, Diocesan boards, and

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Academic and financial year 2012-13 Children with special

More information

Parents views: A survey about speech and language therapy

Parents views: A survey about speech and language therapy Parents views: A survey about speech and language therapy 1 Executive summary NDCS carried out a survey to find out what parents think about the speech and language therapy services that their children

More information

Clewer Green CE Aided First School

Clewer Green CE Aided First School Clewer Green CE Aided First School Inspiring Children If my teacher believes in me I know I can do it Mia, Year 4 Hatch Lane, Windsor. SL4 3RL Tel: 01753 864544 Email: clewergreen@rbwm.org.uk Website:

More information

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign

More information

Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018)

Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018) Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018) 1 Bedford Borough English as an Additional Language (EAL) Strategy 2015-18 Vision In Bedford Borough we are ambitious for ALL

More information

Navigate the changes in special educational needs and disability (SEND) provision

Navigate the changes in special educational needs and disability (SEND) provision How to Navigate the changes in special educational needs and disability (SEND) provision For parents and carers supporting children affected by literacy difficulties including dyslexia. www.dyslexiaaction.org.uk

More information

Queensmill School Occupational Therapy Service Job Description

Queensmill School Occupational Therapy Service Job Description Queensmill School Job Description and Person Specification Queensmill School Occupational Therapy Service Job Description Job Title: Grade: Base: Hours: Pay: Responsible to: Occupational Therapist Band

More information

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Personalised Learning component A - Effective teaching and learning strategies IQS generic Target Action

More information

Early Years Foundation Stage Policy and Guidelines

Early Years Foundation Stage Policy and Guidelines St. James Primary School Church of England Academy Early Years Foundation Stage Policy and Guidelines Revised by: Head, Staff & Governors Date: September 2013 Next Review: July 2015 or sooner if regulations/circumstances

More information

Planning and funding extended schools: local authorities and their partner organisations. supporting school improvement

Planning and funding extended schools: local authorities and their partner organisations. supporting school improvement Planning and funding extended schools: Extended a guide for services: schools, local authorities and their partner organisations supporting school improvement Extended services This brochure aims to encourage

More information

Manchester City Council Report for Resolution

Manchester City Council Report for Resolution Manchester City Council Report for Resolution Report to: Subject: Report of: Young People and Children Scrutiny Committee 4 September 2012 Impact of the proposals outlined in the Special Educational Needs

More information

POLICY ON ASSESSMENT OF AND PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

POLICY ON ASSESSMENT OF AND PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS ARTHUR MELLOWS VILLAGE COLLEGE POLICY ON ASSESSMENT OF AND PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS Presented to: Governors Students and Safeguarding Committee 24 March 2015 Consultation Process

More information

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths St Ignatius College HOW WE SUPPORT CHILDREN/YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES What is the school s vision and mission statement? At St Ignatius College, we aim to find God in

More information

TRUMPS GREEN INFANT SCHOOL SEN Information report

TRUMPS GREEN INFANT SCHOOL SEN Information report Questions Which kinds of special educational needs are provided for and what are the school s admission arrangements for pupils with SEN or disabilities? TRUMPS GREEN INFANT SCHOOL SEN Information report

More information

PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY

PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY 2 WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY 3 Contents CEM... 4 FAQs, computer-adaptive assessments

More information

Special Educational Needs Information

Special Educational Needs Information Special Educational Needs Information At Staplehurst School we aim to support ALL children to enable them to achieve in school. Quality First Teaching is the key to this, however some children at some

More information

Job Description. Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust

Job Description. Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust Job Description Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust Service Area Children s Trust SEN/Disability Function

More information

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted

More information

From the parent carer s point of view:

From the parent carer s point of view: SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young

More information

MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report

MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report MORTIMER COMMUNITY COLLEGE Special Educational Needs Information Report At Mortimer Community College we strive to support all students to ensure they realise their full potential. In order to achieve

More information

Minsthorpe Community College Local Offer

Minsthorpe Community College Local Offer Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective

More information

KS2 Phase Lead. Oasis Academy Don Valley

KS2 Phase Lead. Oasis Academy Don Valley KS2 Phase Lead Oasis Academy Don Valley Oasis Oasis was established in 1985 and has now grown into a group of charities working to deliver housing, training, youth work, health care, family support and

More information

Mathematics Policy. Mathematics Policy

Mathematics Policy. Mathematics Policy Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand

More information

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

More information

South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16

South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16 South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16 Part of the Devon Local Offer for Learners with Special Educational Needs (SEN) The SEN Faculty have written

More information

Children s Mental Health Matters. Provision of Primary School Counselling

Children s Mental Health Matters. Provision of Primary School Counselling Children s Mental Health Matters Provision of Primary School Counselling Place2Be is the UK's leading children's mental health charity providing in-school support and expert training to improve the emotional

More information

Evaluation Case Study. Leadership development in special schools

Evaluation Case Study. Leadership development in special schools Australian Government Department of Education and Training More Support for Students with Disabilities 2012-2014 Evaluation Case Study Leadership development in special schools Output 7: Supporting school

More information

WELFORD ON AVON PRIMARY SCHOOL

WELFORD ON AVON PRIMARY SCHOOL WELFORD ON AVON PRIMARY SCHOOL Pupil Premium 2015-2016 Welford on Avon Pupil Premium Policy A summary of WOAPS effective use of pupil premium money for the disadvantaged pupils. Pupil Premium November

More information

Sure Start children s centres statutory guidance. For local authorities, commissioners of local health services and Jobcentre Plus

Sure Start children s centres statutory guidance. For local authorities, commissioners of local health services and Jobcentre Plus Sure Start children s centres statutory guidance For local authorities, commissioners of local health services and Jobcentre Plus April 2013 Contents Summary 3 Sure Start children s centres statutory guidance

More information

Blackpool School Improvement Plan Steps to Outstanding 2014-2016

Blackpool School Improvement Plan Steps to Outstanding 2014-2016 Blackpool School Improvement Action Plan Steps to Blackpool School Improvement Plan Steps to 2014-2016 Page 1 of 6 Introduction Raising the educational achievements of our children and young people is

More information

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION July 2011 1 CONTENTS 1.0 Introduction 3 Page 2.0 Definition 3 3.0 Perspectives on Reading and Spelling 4 4.0

More information

St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy

St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy St Matthew s Church of England Primary School With God nothing is impossible. Maths Policy OUR VALUES St Matthew s CE School is a caring community, whose values are built on Christian foundations; encouraging

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Aims and Objectives of this Policy The aims of SEND policy and practice in this College are: to enable all students to fulfil their potential to work

More information

Idsall School. Special Educational Needs. and. Disability (SEND) Policy. Oct 2015. C. Cork

Idsall School. Special Educational Needs. and. Disability (SEND) Policy. Oct 2015. C. Cork Idsall School Special Educational Needs and Disability (SEND) Policy Oct 2015 C. Cork IDSALL SCHOOL SEND PRINCIPLES As defined in the SEND Code of Practice 2014, a pupil has SEND Where their learning or

More information

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary)

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Trainee Class Teacher (Primary)

More information

SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY

SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY Approved by P & P Committee Approval Date Review Period 3 years Review Date July 2015 SEND reform (including reduction in funding) The Government

More information

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim SEND Policy Sponsorship & Review 1 Sponsor Curriculum Leader Inclusion D Walker 2 Reviewed January 2015 3 Revised January 2015 References Disability Discrimination Act Introduction Principles of SEN at

More information

THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY

THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY Policy Name: Gifted and Talented Policy G Hutchence Date: October 2009 Submission Date Summary of Changes Required Draft 1 October 09 Draft 2 Draft

More information

GUIDANCE ON QUALITY STANDARDS FOR LOCAL AUTHORITIES AND SCHOOLS AS COMMISSIONERS OF SPEECH AND LANGUAGE THERAPY SERVICES IN THE UK

GUIDANCE ON QUALITY STANDARDS FOR LOCAL AUTHORITIES AND SCHOOLS AS COMMISSIONERS OF SPEECH AND LANGUAGE THERAPY SERVICES IN THE UK GUIDANCE ON QUALITY STANDARDS FOR LOCAL AUTHORITIES AND SCHOOLS AS COMMISSIONERS OF SPEECH AND LANGUAGE THERAPY SERVICES IN THE UK The Royal College of Speech and Language Therapists 2 White Hart Yard

More information

Stages of the Code of Practice

Stages of the Code of Practice www.neelb.org.uk Web Site Download CASS Special Educational Needs (SEN) May 2012 Stages of the Code of Practice The Five Stage Approach In recognising that there is a continuum of needs, the Code sets

More information

Section 1 Becoming a Dyslexia Friendly School

Section 1 Becoming a Dyslexia Friendly School Section 1 Becoming a Dyslexia Friendly School Equalities Statement SBC welcomes and values the diversity of Swindon communities, and commits itself to ensuring that no one will receive less favourable

More information

Mathematics Policy. Policy Updated: Summer 2015 Date for Review: Autumn Brookside Primary School Mathematics Policy

Mathematics Policy. Policy Updated: Summer 2015 Date for Review: Autumn Brookside Primary School Mathematics Policy Mathematics Policy Policy Updated: Summer 2015 Date for Review: Autumn 2018 1 Mathematics Policy Contents 1 Aims and Objectives... 3 2 Teaching and Learning Styles... 3 3 Mathematics Curriculum Planning...

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

Children, Families and Learning

Children, Families and Learning Children, Families and Learning Dyslexia Policy April 2009 (revised) HH/HS Dyslexia Policy 1 Introduction Middlesbrough s Dyslexia Policy has been developed through a working party of senior staff within

More information

Nazeing Primary School Hyde Mead, Nazeing, Waltham Abbey, EN9 2HS

Nazeing Primary School Hyde Mead, Nazeing, Waltham Abbey, EN9 2HS School report Nazeing Primary School Hyde Mead, Nazeing, Waltham Abbey, EN9 2HS Inspection dates 27 28 February 2014 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement

More information

Ashleigh C OF E (VC) Primary School Maintained

Ashleigh C OF E (VC) Primary School Maintained TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)

More information

SEND Information Report

SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL: AN EXCEPTIONAL LEARNING EXPERIENCE. SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL IS COMMITTED TO: High quality teaching that engages and challenges all students to become

More information

Chamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer

Chamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer Chamberlayne College for the Arts Tickleford Drive, Weston, Southampton, SO19 9QP SEN and Disability Local Offer September 2014 Tel: 023 8044 7820 Web: www.chamberlayne.org School Ethos Statement At Chamberlayne

More information

Abbey College Cambridge

Abbey College Cambridge S c h o o l r e p o r t Abbey College Cambridge 17 Station Road, Cambridge, CB1 2JB Inspection dates 28 30 January 2014 Overall effectiveness 1 Pupils achievement 1 Pupils behaviour and personal development

More information

Summary of Educational Attainment and Progress 2015

Summary of Educational Attainment and Progress 2015 REPORT: Children Young People and Families Policy and Performance Board DATE: 19th October 2015 REPORTING OFFICER: SUBJECT: WARDS: Strategic Director People & Economy Summary of Educational Attainment

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014 Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Monitoring & Evaluation Policy Co-ordinator: Policy Produced by: Mrs K Brooks Mrs K Brooks Adopted by staff: Autumn

More information

Job Description and Person Specification Learning Support Assistant (Primary)

Job Description and Person Specification Learning Support Assistant (Primary) Job Description and Person Specification Learning Support Assistant (Primary) The Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Main Purpose: Key Functions: Specific

More information

Section 139A Learning Difficulty Assessments Statutory Guidance. For local authorities

Section 139A Learning Difficulty Assessments Statutory Guidance. For local authorities Section 139A Learning Difficulty Assessments Statutory Guidance For local authorities April 2013 Contents Summary 3 1 About this guidance 3 2 Expiry or review date 3 3 What legislation does this guidance

More information

Highwood Primary School Fairwater Drive, Woodley, Reading, RG5 3JE

Highwood Primary School Fairwater Drive, Woodley, Reading, RG5 3JE School report Highwood Primary School Fairwater Drive, Woodley, Reading, RG5 3JE Inspection dates 5 6 February 2014 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement

More information

SPORTS PARTNERSHIP PE and Sport Premium Offer 2015 to 2016

SPORTS PARTNERSHIP PE and Sport Premium Offer 2015 to 2016 SPORTS PARTNERSHIP PE and Sport Premium Offer 2015 to 2016 Government - primary school sports funding The Chancellor of the Exchequer s autumn statement revealed that the sport premium will now be extended

More information

A Generation Adrift. The case for speech, language and communication to take a central role in schools policy and practice

A Generation Adrift. The case for speech, language and communication to take a central role in schools policy and practice A Generation Adrift The case for speech, language and communication to take a central role in schools policy and practice A Generation Adrift The case for speech, language and communication to take a

More information

GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT

GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT Children, Schools & Families Directorate Tel 020 7974 6500 Fax 020 7974 6501 Email SEN.Enquiries@camden.gov.uk GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT FOR CHILDREN AND YOUNG PEOPLE

More information

CA/13/1/14 GIFTED AND TALENTED POLICY (REVISED JAN 2013)

CA/13/1/14 GIFTED AND TALENTED POLICY (REVISED JAN 2013) CA/13/1/14 GIFTED AND TALENTED POLICY (REVISED JAN 2013) Approved by Governors 27 March 2013 Review Date Spring 2016 Colchester Academy Preface to all policies and procedures Colchester Academy aims to

More information

Achievement Review and Target Setting Report 2015

Achievement Review and Target Setting Report 2015 Achievement Review and Target Setting Report 2015 School Date of visit from to Present Actions What? By Whom? By when? Safeguarding o Are you confident that your school meets the statutory requirements

More information

Educational Psychology for Schools

Educational Psychology for Schools Educational Psychology for Schools An introduction to FocusPsychology & our services 0845 130 5837 Company Background Formed in 2006 as FocusPsychology Ltd Provided psychological assessment reports to

More information

International Experience in the Provision of. Individual Education Plans for Children with Disabilities. Summary Report

International Experience in the Provision of. Individual Education Plans for Children with Disabilities. Summary Report International Experience in the Provision of Individual Education Plans for Children with Disabilities Summary Report International Experience in the Provision of Individual Education Plans for Children

More information

William Law C E Primary School. Early Years Foundation Policy

William Law C E Primary School. Early Years Foundation Policy William Law C E Primary School Early Years Foundation Policy Policy shared with staff on Intranet [by email/staff briefing] Policy confirmed by the Governing Body of William Law CE Primary School on: Date:

More information

Reculver Church of England Primary School

Reculver Church of England Primary School those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 connect nurture aspire learn excel

More information

St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better

St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better St Mary s C of E Primary School, Chiddingfold Key Issue 1 : Improve the quality of teaching to consistently good or better Improve the quality of teaching, by: Teaching and learning review focusing on

More information

Da Vinci Community School

Da Vinci Community School School report Da Vinci Community School St Andrew's View, Breadsall, Derby, DE21 4ET Inspection dates 5 6 November 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:

More information

The Sholing Technology College

The Sholing Technology College The Sholing Technology College Inspection report Unique Reference Number 116451 Local Authority Southampton Inspection number 37960 Inspection dates 05 06 October 011 Reporting inspector Christopher Russell

More information

Dyslexia Friendly Statement

Dyslexia Friendly Statement Dyslexia Friendly Statement The Small Schools Multi Academy Trust Dyslexia friendly statement Being an effective school and being dyslexia friendly are two sides of the same coin. Effective schools enjoy

More information

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

More information

St Nicholas Catholic Primary School

St Nicholas Catholic Primary School SEND Information report St Nicholas Catholic Primary School 1. Provision for children with special educational needs St Nicholas Catholic Primary School is a fully inclusive mainstream setting. It currently

More information