CHECKLIST FOR IMPLEMENTING THE 2014 SEN CODE OF PRACTICE. Our Lady s R.C. School Updated October 2015

Transcription

1 CHECKLIST FOR IMPLEMENTING THE 2014 SEN CODE OF PRACTICE Our Lady s R.C. School Updated October 2015

2 1. Ensure the school has a SENCO Governing body EK has SEN National Award. Achieved in year of who has qualified teacher status (QTS) and if they are new to the role since September 2009, that they have undertaken the National EK has attended most recent training in regard to changes in the SEN Code of practice. Award for SEN co-ordinator. Governing Time EK is non-class based. Need to stay aware of other pulls on body the time of EK. This has also recently See note to the right been affected by staff absence. 2. Ensure the SENCO is given the time and resource to undertake the role and manage the changes effectively Budget PLUS ( Red) GREEN : CH briefed the meeting on that notional budget is circa 160k. There was discussion about how this could be fine tuned even further and CH will look at this. 160k now identified to be delineated even further if possible. a detailed analysis of pupil results was done and comparison with last eyar was made which showed good progress. Main area to address next year will be Reading with SEN (and PP). Some clarification as gained in that pupil entitlement is standard 5% of budget allocated to school; IDACI relates to FSM figures; HILC relates to SEN numbers; EK has little input into the spending of this money and most is used as would be expected on staffing. Impact of specific interventions and items such as Malachi a target for the future. School has worked tirelessly to identify strands of the budget especially in regard to supporting children who have come to the school with complex needs within the past 18 months. School has secured LA funding after considerable negotiating on the school s part. EK has been given a clear budget which has helped her to be able to target resources toward areas of greatest need: spent on TA CPD and resources. School will continue to monitor the budget situation and also the impact of spending of funds. ADDITIONAL NOTE: Discussion around governors clear understanding of CRISP and Notional budget was verified. Although this is well understood it was acknowledged that there is a challenging issue with the fact that schools has some children with high needs, is expected to admit 2 more and even though the funding is technically identified as being there by Bham Local Authority in terms of the Notional Budget and CRISP top up for top end children, school

3 does not in reality have enough funding to safely respond to these children s needs. Governors understand the Assess-Plan-Do-Review process too but concern remains the time to undertake the process leaves the school, the identified children and other pupils vulnerable during the process. Action Owner Completed Notes Current Outcome / Action Senior leadership Once integrated into P.M. process and team (SLT) in consultation with working well, will be able to move to green the governing body not reviewed- target next time 3. Discuss and agree what quality first teaching looks like in the school (what do we expect every teacher to provide for every pupil every day?) SENCO (with monitoring by the SEN governor or governing body) PLUS ( RED ; ; ) Staff have all been given a recently produced statement on expectations around Good and Outstanding performance. A decision was made to clarify this further by adding into this both Threshold statements and specific subgroups such as SEND, Pupil Premium, girls/boys, EAL etc. VM to undertake this task. This is to be further underpinned within the new Performance Management process All but one class a TA in the morning but not necessarily tackling IEPs. Read, Write, Inc is successfully being taught by TAs and some progress has been made through Quality First teaching but targeting ITPs still needs addressing. A decision to talk to Colebourne Primary EK and VM in September with addressing ITPs and use of TAs- EK and VM will plan the TA September timetable together. 4. Review all the current interventions used in school- is there evidence that they are having a positive impact? Are staff effectively trained to deliver them? What happens if they are not working? TA allocation of time reviewed to ensure ITPs being tackled and overlapping targets e.g. PP and SEN pupils targeted more cohesively. Review of impact has been a matter of course and TAs also being encouraged to develop skills in measuring progress. All staff had recent training in Autism and there has been a key focus on the National Autism Standards. EK has also undertaken an audit of staff skills who are teaching those pupils with ASC. This work will have a very positive impact on both current pupils and the capacity of school to respond to a growing challenge, School will continue to develop the skills of TAs and ensuring that best value can be made of limited resources. TAs will continue to be engaged in the impact measurement process thereby making them as effective as possible.

4 SLT and SENCO 5. Review any work on the new National Curriculum to ensure that it is accessible for all pupils (red ) EK is about to undertake differentiation training and VM is organising similar for SR. Some children have TA support focusing on targets. Next step will be to produce a strategy for target setting and looking at best practice for using tas in the classroom to support access to the new National Curriculum. EK has undertaken CPD with A2E on Individual Target Plans (Leader Training). Good progress EK had training, Groups of children with TA support. Best practice for using TAs in classroom has been a focus. New curriculum is accessible for all pupils. EK works with TAs to support children with greater needs e.g. Rory / Reception- autism/ ear defenders maintained GREEN Autism training as in 4. Has also contributed to this target Ensure any development of assessment, tracking and monitoring processes clearly indicates the progress pupils are making SLT and SENCO PLUS A detailed system has been in place for the last 12 months that tracks progress of each pupil. EK and VM will investigate how this can now be adapted to measure progress along the continuum and impact of any interventions. There is a challenge in regard to how the 2 systems can integrate well together. EK has managed to monitor progress with the language toolkit. This item links into target 4. Further progress can be made when staff more suitably deployed to address ITPs. Dedicated time for EK and VM needs to be set aside to do this

5 SLT and SENCO Teachers have SEN folders and pupil profiles. )RED PLUS However, there is not full confidence that all teachers understand the needs of all pupils. EK will undertake a skills audit that will then highlight appropriate CPD and there will be a focus on ensuring that teachers do understand how the needs of all pupils can/must be 6,2,15 meet. At meeting of EK reported there had been some improvement here. 7. Decide about the management of all pupils who will be covered by a single SEN category (currently School Action and School Action Plus) - do all teachers understand the needs of all their pupils and understand how to support their needs? ) teachers had a spelling and writing strategies in relation to the language toolkit CPD session from PSS. not fully reviewed on but changed to Amber following Autism training. EK is about to undertake a skills audit with TAs using the AfA self-evaluation tool. This will inform next steps re CPD. it is hope the meeting with Colebourne will help with this. Part of schools 2 nd INSET day in September will be allocated to EK to lead some CPD. An intention to try and arrange focus monitoring of each child s progress between EK and TAs on a rota- would need timetabling but tracking fo targets and progress would be a positive step to managing this situation 8. Conduct a whole school audit of professional development needs SENCO (Red ) Amber As above. EK will undertake this and complete the analysis. A CPD plan will then be produced where group and bespoke training can be undertaken. Recent Autism training has been undertaken by most staff. not reviewed in this meeting Linked to above target. EK is currently undertaking this will continue with in Autumn EK has had reduced non-contact time due to covering long term staff absence.

6 SENCO Plan has arrived today. EK will analyse this - EK to share with LE in Sept so LE (Red ) and investigate any potential impacts on also familiar. 9. Find out from the local authority school provision.. One plan has been done (LA) what its Education, Health and (Amber Care (EHC) plan is going to look ) and another is underway. EK much more familiar with process. like- how will it differ from the Green current statement? EK completely secure with this 10. Find out from the LA what s in its local offer SENCO (Amber ) Green process EK aware of this and to ensure the link is added to the website. EK has completed this research Develop the schools local offer- what does the school provide for pupils with SEN and their parents, carers and families? 12. How will the school prepare parents and carers for the change? SENCO (with monitoring from the SEN governor/governing body) SENCO/SLT (with monitoring by the governing body) (Amber ) (PLUS ) Green This has been done and is on the website in the form of the school s SEN report. This mainly impacts on those who were formerly AS+ and statemented. This amount to 3 pupils/parents. Plan is that this will be integrated into the usual review meetings with these families. Outside agencies will be included. Next review of this document can identify how many pupils this has been undertaken with. School has started to introduce EHC plans (1 done and 1 happening) and also use AfA. Parents are being offered 1-1 sessions School allocates most of their PSS time to Annual Reviews, SEN and EHC plans and has been able to deal with this change very effectively- especially in light of the constraints on SENCO time and limited budget.

7 SENCO (with it was discussed that the notional monitoring from the RED PLUS budget is 160k. the figures for those SEN pupils who are both PP and SEN are not governor/governing (RED ) delineated yet and so CH and EK will find body) out how many. SEE RIGHT 13. Have a good understanding of the notional SEN budget and any additional funding (for example, pupil premium) that may support SEN pupils 14. Produce well-costed provision maps to ensure the school is using the funding in the most effective way SENCO (with monitoring from the SEN governor/governing body) PLUS PLUS changed to amber due to the progress in identifying and campaigning for /missing/ LA funds. The picture has become much clearer and EK has been able to have a defined budget area for spending on identified SEN resources and CPD. EK has produced very detailed provision maps. These have been costed in terms of time but not money as this was the only former requirement. The maps can be amended and costs added in once the work on knowing the notional budget has been undertaken and also identification of the costs of individual TAs who will be on varying salary points. VM and CH to assist EK. Not reviewed at in this meeting but this has been an ongoing piece of work and progress has been made, Difficulties have lain in obtaining information (and allocated funding) from L.A. but progress has been made with the efforts of MJ EK and CH will work on a more accurate break down in terms of those pupils who get SEN and PP funding and how this looks per child. This will then identify how schools needs to account or each spend. 11,7,15 This remains a challenge and will be assisted with the visited to Colebournefunding used on staffing direct back in budget planning phase for staffing. Just moved to Amber so schools will continue to ensure that this area is closely monitored. Cannot progress until meeting re funding occurs ; ; school will continue to work on this

8 SEN governor/governing body 15. Monitor if the school is being clear and transparent about how it is funding SEN support and the effectiveness of that spending 7, Targets 2 green 6 amber 7 red LE to update checklist, EK/VM to target specific actions. 7 green 2 Amber plus 6Amber 5 progressed since last meeting All progressing No red Reviewed 5 targets Targets 4 green 7 amber 4 red 5 progressed since last meeting 1 progressed from red-> green 2 require meeting with other persons to progress from red LE to update checklist, LE to organise meetings above. 24 children on SEN register of which 13 also Pupil Premium LE to investigate if the information about spend and impact needs publishing on the school s website.. Information is being reported to Governing Body. not reviewed Targets 4 green 7 amber 2 red 2 red plus 2 progressed since last meeting 2 progressed from red-> red plus LE to update checklist, Worked on targets 2,4,7,13 Cannot progress until meeting re funding occurs ; ; review next time green 2 Amber plus 3Amber 1 Amber minus ( 4 progressed since last meeting 2 slow progress 2 consistently red Reviewed all targets

9 Meetings and Full Governing Body Updates undertaken to assess progress against checklist Persons Present at SEND Link Governor Meeting Eimear Keating (SENCO) Viv McDonald (DHT) Louise Edwards (SEND Link Governor) Eimear Keating (SENCO) Louise Edwards (SEND Link Governor) Mary Johnson (HT) Eimear Keating (SENCO) Viv McDonald (DHT) Louise Edwards (SEND Link Governor) Meeting cancelled by school Eimear Keating (SENCO) Viv McDonald (DHT) Louise Edwards (SEND Link Governor) Eimear Keating (SENCO) Viv McDonald (DHT) Louise Edwards (SEND Link Governor) Date Of Meeting with SEND Link Governor 7 th November :00-11:20 6 th February :00-12:00 9 th March :00-11:30 Worked on targets 2,4,7,13 11 th July :30-4:00 Worked on all targets 14 th October :30-4:00 Focused on SEN and PP link today Date Progress Reported To Full Governing Body Presented to Curriculum Committee Presented to Curriculum Committee

10 Additional Notes : This meeting was a joint SEN /PP meeting as there are 13 children of the 25 SEN who cross the 2 groups. 1 x EHC plan is in plan and 2 more are likely to progress to EHC. All ITps had been reviewed and school was hoping to use the first 5-10 minutes of the day to focus on some key areas of the ITPs in order to be able to provide the frequency of daily practise.