Classroom Support Staff Handbook

Transcription

1 Classroom Support Staff Hadbook Updated 2013

2 The Quality Provider of Educatio Supply Staff Are you a Qualified Teacher or Teachig Assistat? Are you seekig regular work i schools? Wouldyoubeefitfromthe assistace of a reputable supply agecy that provides staff to over 4,500 cliet schools? Teachig Persoel is curretly recruitig teachers, teachig assistats ad ursery urses for a rage of work icludig: Day-to-Day Supply Cover Permaet Positios Log-Term Supply Work Oe-to-Oe Tuitio If you would like to beefit from a service that focuses o your idividual work requiremets ad has real work opportuities available NOW, cotact us TODAY o: or register olie at: 1 teachig persoel

3 Cotets Itroductio 3 Role ad Resposibilities of the Teachig Assistat 4 Supportig the pupils 6 Supportig the teacher 7 Supportig the school 8 Supportig the curriculum 10 Workig i Schools 11 The UK School System 11 School Types 11 Structure of the school year 12 School Terms 12 Structure of the school day 13 The Natioal Curriculum 14 School Staff 16 Workig o Supply 20 How supply works withteachig Persoel 20 Workig i the classroom 23 Supportig pupils learig 23 Behaviour Maagemet 27 Persoal Social ad Health Educatio 27 Professioal Practice 29 Teamwork 29 Dress Code 29 Equal Opportuities 30 Health ad Safety 30 Child Protectio 30 Loe Workig 31 First Aid 32 Special Educatioal Needs 33 Meaig of SEN 33 SEN Code of Practice 33 Idividual Educatio Pla 35 Types of Special Educatioal Needs 38 Career Progressio 44 Educatioal Abbreviatios 46 Useful Websites 69

4 Itroductio The role of classroom support staff i schools has bee developig over may years ad the role of the teachig assistat has chaged over time. I recet decades there has bee a move towards the icreasig iclusio of pupils with additioal ad special eeds i maistream schools. This has led to a greater eed for additioal support i classrooms, a eed ofte satisfied through support staff ad teachig assistat roles. The Govermet s drive to raise stadards i schools ad tackle teacher workloads has also chaged the way support staff are beig deployed i schools ad has icreased the diversity ad rage of tasks that they carry out i order to support learig ad behaviour of studets i the classroom. At Teachig Persoel we also cotiue to experiece high demad for specific support staff from our special school ad alterative provisio cliets. Teachig Persoel strogly believe i the vital role that school support staff play i educatio. We uderstad that you ad your peers make a valuable cotributio to pupil achievemet ad attaimet withi the learig eviromet o a daily basis. So, whether you are a experieced teachig assistat or someoe just startig their career i educatio, we hope that this hadbook acts as a useful ad practical guide, providig a isight ito the roles ad resposibilities of support staff withi educatio settigs. Fioa Crowshaw SEN Director Teachig Persoel. Disclaimer: The iformatio i this documet has bee collected from Teachig Persoel resources ad a variety of public iformatio sources. This documet is a FREE resource for educatioal purposes. The material preseted i this documet caot be guarateed as to accuracy ad timeliess. Those relyig o iformatio preseted i this documet do so at their ow risk ad Teachig Persoel shall ot be liable for either the accuracy of the iformatio or ay actios take based o the iformatio. All iformatio i this documet is provided "as is" without udertakigs of ay kid, either express or implied. This documet may iclude facts, views, or opiios of idividuals or orgaisatios ot affiliated with Teachig Persoel. Teachig Persoel does ot edorse, guaratee, or warrat the accuracy, completeess, or timeliess of these facts, views, or opiios.teachig Persoel specifically disclaims ay ad all liability for ay claims or damages that may result from facts, views, or opiios of idividuals or orgaisatios ot affiliated with Teachig Persoel appearig i this documet. The documet may cotai liks to Iteret sites maitaied by third parties which Teachig Persoel believes may be of iterest or use to readers of the documet but for which Teachig Persoel has o resposibility. Teachig Persoel makes o effort to idepedetly verify iformatio o Iteret sites outside of the teachigpersoel.com, tuitio-works.com, teachigithuk.com ad educatiopersoel.org domais, or does it attempt to exert editorial cotrol over such iformatio. Teachig Persoel makes o represetatios or udertakig of ay kid as to the accuracy or ay other aspect of the iformatio cotaied o such Iteret sites. Teachig Persoel specifically disclaims ay ad all liability for ay claims or damages that may result from iformatio o Iteret sites outside its ow domais. 3 teachig persoel

5 The Role ad Resposibilities of the Teachig Assistat There are a wide rage of job titles for support staff that work alogside teachers i classrooms icludig: Classroom Assistat Teachig Assistat Learig Support Assistat Special Needs Assistat Higher Learig Teachig Assistat Learig Metor No -Teachig Assistat I geeral, the term Teachig Assistat is the most commo phrase used by schools (ad child care cetres) whe referrig to the may support staff roles i schools ad will be the term used mostly throughout this hadbook. The primary role of the Teachig Assistat is to eable access to the curriculum, to facilitate idepedet learig ad to promote iclusio. Teachig Assistats geerally carry out a variety of fuctios i support of teachers ad what they do varies betwee classes, key stages ad eve schools. Some support idividual pupils with special eeds, others support the whole class or groups withi the class, especially with literacy ad umeracy. Teachig Assistats may also provide admiistrative support, techical support or be ivolved i pastoral care. The role of the Teachig Assistat ca be crucial to pupils achievig greater autoomy, higher academic stadards, ad greater social awareess ad feel part of the whole school commuity. It is importat to ote that the teachig assistat s objective is to support the teacher ad or other school staff i providig a quality educatio to pupils. They should ot be left i sole charge of a class at ay time. All support staff should feel valued ad part of a team approach, to meet the eeds of the pupil/s i their care. Where possible support staff should be icluded i plaig meetigs ad their traiig eeds should be idetified, especially whe committig to a school log term. teachig persoel 4

6 The Role ad Resposibilities of the Teachig Assistat What skills/qualities are eeded to become a effective Teachig Assistat? Although there are a wide rage of Teachig Assistat qualificatios available it is ot compulsory ad great emphasis is placed o the skills, attributes ad qualities a Teachig Assistat eeds to be effective. These would iclude: A ability to get o with childre ad other adults a sese of humour is a asset! Flexibility thigs ca happe uexpectedly i classrooms/schools ad you eed to be able to cope with the pace. Iitiative whilst you will be workig uder the guidace of a teacher there will be occasios whe you eed to make a decisio ad use your iitiative. Patiece ad uderstadig all childre will occasioally try your patiece ad some childre eed costat uderstadig. Ability to cope with stress schools are hectic places ad you ca expect to be ivolved i hudreds of iteractios i a day, remember the teacher has the overall resposibility for the pupils, but you eed a cool head ad the ability to stay calm. A reasoable level of literacy ad umeracy. ICT skills ot essetial but icreasigly importat to support pupils learig. Tact ad sesitivity whe dealig with pupils, their parets or perhaps eve the teacher that guides you. Beig a team player i a school you will be part of a large team who eed to share ideas ad iformatio as well as acceptig advice, you will eed a good workig relatioship with the teacher ad other TAs ad be sesitive to their eeds. Teachig Assistat resposibilities ca be broke ito four mai areas: Supportig the Pupils Supportig the Teacher Supportig the School Supportig the Curriculum 5 teachig persoel

7 The Role ad Resposibilities of the Teachig Assistat Supportig the Pupils I this capacity, support staff might be required to: Atted to the pupils persoal eeds, ad implemet related persoal programmes, icludig social, health, physical, hygiee, first-aid ad welfare matters. Supervise ad support pupils esurig their safety ad access to learig. Establish good relatioships with pupils, actig as a role model ad beig aware of ad respodig appropriately to idividual eeds. Promote the iclusio ad acceptace of all pupils. Ecourage pupils to iteract with others ad egage i activities led by the teacher. Ecourage pupils to act idepedetly as appropriate. Assist with the developmet ad implemetatio of Idividual Educatio/Behaviour Plas ad Persoal Care programmes. Set challegig ad demadig expectatios that promote self-esteem ad idepedece. Provide feedback to pupils i relatio to progress ad achievemet uder guidace of the teacher. Support pupils cosistetly whilst recogisig ad respodig to their idividual eeds. Promote idepedece ad employ strategies to recogise ad reward achievemet of selfreliace. Assess the eeds of pupils ad use detailed kowledge ad specialist skills to support pupils learig. Receive ad supervise pupils excluded from, or otherwise ot workig to, a ormal timetable. Support provisio for pupils with special eeds. Develop 1:1 metorig arragemets with pupils ad provide support for distressed pupils. Promote the speedy/effective trasfer of pupils across phases/itegratio of those who have bee abset. Provide iformatio ad advice to eable pupils to make choices about their ow learig/behaviour/attedace. Challege ad motivate pupils, promote ad reiforce self-esteem. Usig equipmet as required maitaiig pupils eeds ad supportig their participatio i learig tasks ad activities. Assistig i esurig that the legth of time spet o tasks ad activities is cosistet with the idividual pupils eeds. Assistig pupils to carry out schemes of work ad programmes set by teachig staff. teachig persoel 6

8 The Role ad Resposibilities of the Teachig Assistat Supportig the Teacher As a support to the Teacher, a Teachig Assistat should: Prepare the classroom as directed for lessos, clear away afterwards ad assist with displays of pupils work. Be aware of pupil problems/progress/achievemets ad report to the teacher as agreed. Udertake pupil record keepig as requested. Support the teacher i maagig pupil behaviour, reportig difficulties as appropriate. Gather/report iformatio from/to parets/carers as directed. Provide clerical/admiistrative support e.g. photocopyig, typig, filig, collectig moey etc. Create ad maitai a purposeful, orderly ad supportive eviromet, i accordace with lesso plas. Use strategies, i liaiso with the teacher, to support pupils to achieve learig goals. Assist with the plaig of learig activities. Moitor pupils resposes to learig activities ad accurately record achievemet/progress as directed. Provide detailed ad regular feedback to teachers o pupils achievemet, progress, problems etc. Promote good pupil behaviour, dealig promptly with coflict ad icidets i lie with established policy ad ecourage pupils to take resposibility for their ow behaviour. Establish costructive relatioships with parets/carers. Work with the teacher i lesso plaig, evaluatig ad adjustig lessos/work plas as appropriate. Moitor ad evaluate pupils resposes to learig activities through observatio ad recordig of achievemet agaist pre-determied learig objectives. Provide objective ad accurate feedback ad reports as required o pupil achievemet, progress ad other matters, esurig the availability of appropriate evidece. Be resposible for keepig ad updatig records as agreed with the teacher, cotributig to reviews of systems/records as requested. Promote positive values, attitudes ad good pupil behaviour, dealig promptly with coflict ad icidets i lie with established policy ad ecourage pupils to take resposibility for their ow behaviour. Work withi a established disciplie policy to aticipate ad maage behaviour costructively, promotig self-cotrol ad idepedece. Liaise with feeder schools ad other relevat bodies to gather pupil iformatio. Support pupils access to learig usig appropriate strategies, resources etc. Work with other staff i plaig, evaluatig ad adjustig learig activities as appropriate. 7 teachig persoel

9 The Role ad Resposibilities of the Teachig Assistat Assist i the developmet ad implemetatio of appropriate behaviour maagemet strategies. Assist i the developmet, implemetatio ad moitorig of systems relatig to attedace ad itegratio. Assistig i the preparatio ad reproductio of learig materials. Assistig i the deploymet of equipmet ad resources ad makig them ready for use ad i orgaisig the teachig eviromet. Overseeig the care ad clealiess of the teachig eviromet, equipmet, apparatus ad materials. Raisig awareess of teachig staff to the stregths ad problems of idividual pupils. Liaisig with the SENCO ad teachig staff, to idetify the eeds of the pupils. Assistig i the preparatio ad review of IEPs. Supportig the School I supportig the school, a Teachig Assistat should: Be aware of ad comply with policies ad procedures relatig to child protectio, health, safety, security, cofidetiality ad data protectio, reportig all cocers to a appropriate perso. Be aware of ad support differece ad esure all pupils have equal access to opportuities to lear ad develop. Appreciate ad support the role of other professioals. Atted relevat meetigs as required. Participate i traiig ad other learig activities ad performace developmet as required. Assist with the supervisio of pupils out of lesso times, icludig before ad after school ad at luchtimes. Accompay teachig staff ad pupils o visits, trips ad out of school activities as required. Recogise ow stregths ad areas of expertise ad use these to advise ad support others. Provide appropriate guidace ad supervisio ad assist i the traiig ad developmet of staff as appropriate. Deliver learig activities to pupils withi agreed system of supervisio, adjustig activities accordig to pupil resposes/eeds. Deliver local ad atioal learig strategies e.g. literacy, umeracy, KS3, early years ad make effective use of opportuities provided by other learig activities to support the developmet of pupils skills. Use ICT effectively to support learig activities ad develop pupils competece ad idepedece i its use. teachig persoel 8

10 The Role ad Resposibilities of the Teachig Assistat Select ad prepare resources ecessary to lead learig activities, takig accout of pupils iterests ad laguage ad cultural backgrouds. Advise o appropriate deploymet ad use of specialist aid/resources/equipmet. Cotribute to the overall ethos/work/aims of the school. Establish costructive relatioships ad commuicate with other agecies/professioals, i liaiso with the teacher, to support achievemet ad progress of pupils. Take the iitiative as appropriate to develop appropriate multi-agecy approaches to supportig pupils. Assistig i maitaiig a safe eviromet for pupils. Assistig i the supervisio of pupils durig the day ad i the playgroud/school grouds as required. Assistig i esurig that pupils adhere to the behaviour policy of the school ad providig feedback to teachig staff ad seior colleagues o the effectiveess of strategies used. Liaisig with parets ad other parties as required. Participatio i meetigs to review pupil progress ad reportig to the meetig as required o your ivolvemet with the pupil. Assistig i the plaig ad directio of the work of other Teachig Assistats. Uder the directio of teachig staff, overseeig luchtime supervisio, moitorig the quality of luchtime support. Assistig i carryig out whole school resposibilities i.e. miibus, Health & Safety. 9 teachig persoel

11 Workig i Schools Supportig the Curriculum To support the curriculum, a Teachig Assistat should: Support pupils to uderstad istructios. Support pupils i respect of local ad atioal learig strategies e.g. literacy, umeracy, KS3, early years, as directed by the teacher. Support the use of ICT i learig activities ad develop pupils competece ad idepedece i its use. Prepare ad maitai equipmet/resources as directed by the teacher ad assist pupils i their use. Udertake structured ad agreed learig activities/teachig programmes, adjustig activities accordig to pupil resposes. Udertake programmes liked to local ad atioal learig strategies e.g. literacy, umeracy, KS3, early years, recordig achievemet ad progress ad feedig back to the teacher. Implemet agreed learig activities/teachig programmes, adjustig activities accordig to pupil resposes/eeds. Determie the eed for, prepare ad maitai geeral ad specialist equipmet ad resources. Select ad prepare resources ecessary to lead learig activities, takig accout of pupils iterests ad laguage ad cultural backgrouds. Be aware of ad appreciate a rage of activities, courses, orgaisatios ad idividuals to provide support for pupils to broade ad erich their learig. Assistig i the preparatio of work ad other activities for pupils i accordace with objectives set by teachig staff. Uder guidace ad directio of teachig staff, plaig ad deliverig activities. teachig persoel 10

12 Workig i Schools As a Teachig Assistat, the majority of your work will take place i school classrooms at ursery, primary or secodary level. You may also have a opportuity to work i a private ursery or a crèche with preschool childre. The UK School System I Eglad childre must atted school from the age of 5 to 16 ad legislatio will require all youg people to stay i a desigated learig eviromet util the age of 17 from 2013 ad the age of 18 from 2015 owards. This ca iclude further educatio, traiig ad work based traiig. From the age of 5 to 11, childre atted primary schools ad at 11 they the trasfer to secodary schools. School Types Nursery Schools Ifat Schools Juior Schools Primary Schools Secodary Schools Sixth Form Colleges Special Schools PRU 3-4 year olds (EYFS) Receptio classes for 4-5 year olds Ifat classes for 5-7 year olds (KS1) Most Ifat schools also have a Nursery class Juior classes for 8-11 year olds (KS2) Ifat ad Juior classes withi the oe school year olds (ca cater for up to 18 years old) (KS3 / KS4) year olds Pupils who have special educatioal eeds Pupil Referral Uits for excluded pupils Primary Pre-school educatio is available for ages two to four/five through playgroups ad ursery schools. The emphasis is o group work, creative activity ad guided play. Compulsory educatio begis at five i Eglad ad Wales. At primary level, there is little or o specialist subject teachig ad there is great emphasis o Literacy (Eglish) ad Numeracy. Secodary Compulsory educatio eds at age sixtee, though may pupils stay o beyod the miimum leavig age. 11 teachig persoel

13 Workig i Schools The majority of state secodary school pupils i Eglad ad Wales atted comprehesive or academy schools. These provide a wide rage of secodary educatio for most childre of all abilities from a particular district, i the eleve to eightee age rages. At secodary school, teachers teach specialist subjects i additio to may cross curricular subjects such as Literacy, Numeracy, Citizeship, ICT ad Persoal, Social ad Health Educatio (PSHE). Special Schools Childre who have special educatioal eeds which caot be met i maistream school are taught i special schools. The age rage of pupils i special schools ca be very varied with may providig educatio from pre-school level to 18 years. The atioal curriculum is taught i special schools although the levels may vary depedat o the particular eeds of pupils. Schools ca be categorised by a particular type of special eed so that they have access to specialist teachig ad resources. Structure of the school year Most schools operate o a 39 week school year broke ito three terms startig i September ad fiishig i July. Each term is made up of approximately 12 teachig weeks with a half term break of oe week after 6 weeks. School Terms Autum Term: Sprig Term: Summer Term: First week i September to third week i December First week of Jauary util Easter Two weeks after Easter util third week i July The usual patter for school holidays is two weeks at Christmas, two weeks at Easter ad six weeks i the summer. teachig persoel 12

14 Workig i Schools Structure of the school day Primary School All schools have cotrol over the structure of their ow school day although most will fiish at 3.30pm. The statutory Literacy Hour ad Numeracy Hour will be a feature of all state school timetables. The example below illustrates what you will typically fid i a primary school. Teachig Persoel cosultats will be able to provide you with further details of the exact timetable i your assiged school for log term placemets. Sample breakdow of a day at a primary school: 9.00am 9.10am 9.30am 10.30am 10.45am 11.45am 12.15pm 13.30pm 13.35pm 14.45pm 15.00pm 15.30pm Registratio School Assembly Literacy Hour Breaktime Numeracy Hour Subject class Luch Afteroo Registratio Classes Breaktime Classes Ed of school day 13 teachig persoel

15 Workig i Schools Secodary School A typical day is show below. However, there is much variatio withi secodary schools ad you will eed to speak to your cosultat to obtai timetable iformatio for schools. Some secodary schools operate a two-week timetable, which meas that if you are i the school for more tha oe week you may ot be workig with the same class at the same period each week. Sample breakdow of a day at a secodary school: 09.00am Registratio 09.20am Period am Period am Break 11.00am Period am Period pm Luch 13.20pm Registratio 13.40pm Period pm Period pm Period pm School eds The Natioal Curriculum I Eglad there is a Natioal Curriculum for all pupils. It sets out a clear, full ad statutory etitlemet to learig for all pupils. It determies the cotet of what will be taught, ad sets attaimet targets for learig. It also determies how performace will be assessed ad reported. From September 2002, the Natioal Curriculum icluded citizeship as part of the statutory curriculum for secodary schools. I the late 1990s, the Govermet lauched Natioal Numeracy ad Literacy strategies. The aim of these strategies is to raise stadards of primary school pupils i these key skill areas. If you ited to teach primary school pupils you will eed to esure that you are familiar with the requiremets of the strategies. teachig persoel 14

16 Workig i Schools Early Years Foudatio Stage The Early Years Foudatio Stage (EYFS) is the statutory framework that sets the stadards that all Early Years providers must meet to esure that childre lear ad develop well ad are kept healthy ad safe. It promotes teachig ad learig to esure childre are ready for school ad gives childre the broad rage of kowledge ad skills that provide the right foudatio for good future progress through school ad life. The curriculum defies four key stages, ad te statutory subjects: key stage 1: up to age seve key stage 2: seve to eleve key stage 3: eleve to fourtee (pre-gcse) key stage 4: fourtee to sixtee (preparatio for GCSE ad equivalet vocatioal qualificatios). Key stages oe ad two are the primary phase, ad key stages three ad four costitute the secodary phase. There are three core subjects, which are: Eglish Mathematics Sciece (I Wales Welsh is a core subject i Welsh speakig schools). There are seve other foudatio subjects which are: Desig Techology History Geography Music Art ad Desig Physical Educatio A Moder Foreig Laguage Frech, Spaish, Germa, Italia I Wales (Welsh is a foudatio subject i o-welsh speakig schools). All childre i key stages oe to three must study the first ie of these subjects. I key stage three, they must also study a moder foreig laguage. Pupils aged fourtee to sixtee must study the core subjects, techology, a moder foreig laguage ad physical educatio, plus either history or geography or short courses i both. For more iformatio please visit the Natioal Curriculum olie at or the Natioal Curriculum i Wales olie at 15 teachig persoel

17 Workig i Schools School Staff Headteacher The headteacher is the perso with overall resposibility for how a school rus. Some may actually teach but this is ot always possible due the amout of admiistratio work ivolved i the positio. Deputy Head The Deputy head works closely with the headteacher ad the seior school maagemet team i ruig the school. The deputy head will geerally be a experieced teacher ad the majority cotiue to teach alogside this role. Special Educatioal Needs Co-ordiator The Special Educatioal Needs Co-ordiator has day-to-day resposibility for the operatio of a maistream school s SEN policy ad for co-ordiatig provisio for pupils with SEN. The SENCO gives SEN staff valuable iformatio ad support, helpig with the school s SEN procedures, policy ad support timetables. They should also provide staff with a list of childre o the SEN register, icludig their teachig programme ad idividual educatio plas (see p26 for additioal iformatio o a IEP). Class Teacher I primary schools, a class teacher will teach all subjects to a class all day. The classteacher deals will all aspects of disciplie, pastoral ad everyday welfare of the childre. Subject Teacher I secodary schools, teachers teach a specific subject rather tha workig as a class teacher. Subject teachers will be teach a rage of year groups durig a day ad will work with the subject departmet to develop the subject curriculum i the school. School Goveror All schools have a goverig body that is made up of represetatives from the school, teachig staff, support staff, parets ad exteral iterested parties. The body works closely with the head ad makes key decisios for the school such as maagig the school budget, reviewig staffig levels, iterviewig ew staff ad maagig the school facilities. The goverig body do have legal obligatios ad resposibilities but servig as a goveror is etirely volutary. teachig persoel 16

18 Workig i Schools EAL/ESL/TESL Teachers Childre who do ot have Eglish as a first laguage may be assisted by teachers specialised i teachig Eglish to o-speakers. These teachers are called Eglish as a additioal laguage teachers (EAL), Eglish as a secod laguage teachers (ESL) ad Teachig Eglish as a secod laguage teachers (TESL). EMTAG Teachers Teachers teachig ethic miority or traveller childre are called EMTAG teachers. This stads for Ethic Miority ad Traveller Achievemet Grat. The grat is give to schools to help maage pupils from these backgrouds ad EMTAG teachers are employed to assist these pupils i their learig. Peripatetic Teachers Peripatetic literally meas waderig ad the term peripatetic teachers is used to describe teachers that work for more tha oe school i their day to day role. Where a school does ot have sufficiet pupils to warrat a permaet teacher of a specific subject i.e. music or hearig impaired teacher, they may collectively use a peripatetic teacher who travels amog the schools teachig the pupils. Support Staff Schools employ a wide rage of support staff to maage importat tasks withi the school. The class room support staff ca iclude teachig assistats, learig support assistats, learig metors, itervetio support, 1 to 1 subject specialists ad may others. Support staff play a vital role i assistig teachers to raise attaimet ad achievemet. Support staff also icludes o-classroom based staff like secretarial ad admiistrative staff, dier ladies, caretakers, groudsme, school urse, chaplai, librarias, cleaers ad others. 17 teachig persoel

19 Workig i Schools Plaig Preparatio ad Assessmet (PPA) Time PPA time was itroduced i schools as part of the govermet s workforce agreemet i September PPA time is time set aside for teachers durig their timetabled day for plaig, preparatio ad assessmet activities. It s purpose is to relieve some of the workload pressures o teachers. PPA time must be a miimum of 10% of a teacher s timetabled teachig time. The itroductio of PPA time has put pressure o schools with regards to staffig arragemets ad this i tur has led to the itroductio of the term cover supervisor. Cover Supervisor is the job title give to o-teachig staff who have bee chose by the headteacher of a school to supervise a whole class of childre. However, it is also possible for other o-teachig staff, such as Higher Level Teachig Assistats to supervise whole classes too. Cover supervisors are usually deemed suitable if they have the ecessary traiig ad skills to fulfil the task of whole class supervisio (ot teachig). The headteacher of the school will ormally be the perso who decides if, i their professioal judgemet a idividual is suitable to be a cover supervisor. This perso could be a Teachig Assistat i the school. Routie ad Clerical Tasks The agreemet idetified activities that do ot require the professioal expertise of a teacher ad could be delegated. Admiistrative ad clerical activities are ow more ofte carried out more effectively by members of support staff ad this may form part of your role as a Teachig Assistat. The list of tasks icluded is: 1. Collectig moey 2. Chasig abseces (teachers are to pass o iformatio to the relevat staff member regardig abseces) 3. Bulk photocopyig 4. Copy typig 5. Producig stadard letters (teachers may be required to cotribute as appropriate i formulatig the cotet of stadard letters) 6. Producig class lists (teachers may be required to be ivolved as appropriate i allocatig studets to a particular class) 7. Record keepig ad filig (teachers may be required to cotribute to the cotet of records) 8. Classroom display (teachers will make professioal decisios i determiig what material is displayed i ad aroud their classroom) 9. Aalysig attedace figures 10. Processig exam results (teachers will eed to use the aalysis of exam results) 11. Collatig pupil reports teachig persoel 18

20 Workig i Schools 12. Admiisterig work experiece (teachers may be required to support pupils o work experiece through advice ad visits) 13. Admiisterig examiatios (teachers have a professioal resposibility for idetifyig appropriate examiatios for their pupils) 14. Admiisterig teacher cover 15. ICT trouble shootig ad mior repairs 16. Commissioig ew ICT equipmet 17. Orderig supplies ad equipmet (teachers may be ivolved i idetifyig eeds) 18. Stocktakig 19. Cataloguig, preparig, issuig ad maitaiig equipmet ad materials 20. Miutig meetigs (teachers may be required to commuicate actio poits from meetigs) 21. Co-ordiatig ad submittig bids (teachers may be required to make a professioal iput ito the cotet of bids) 22. Seekig ad givig persoel advice 23. Maagig pupil data (teachers will eed to make use of the aalysis of pupil data) 24. Iputtig pupil data (teachers will eed to make the iitial etry of pupil data ito school maagemet systems) 19 teachig persoel

21 Workig o Supply Both special ad maistream schools use supply agecies to fid cover staff icludig Teachers, Teachig Assistats ad Nursery Nurses. The majority of positios for Teachig Assistats are o a log term basis due to the ature of the work ad the importace of cotiuity to schools ad pupils. The demad is icreasig cotiuously ad the eed for Teachig Assistats to provide pupils with safe, quality ad relevat support has ever bee greater. The ature of supply meas you decide whe ad where to work, while expadig your rage of hads-o experiece, ad cofidetly developig your log-term career. I additio, supply work offers you the opportuity to experiece a variety of schools before decidig o a permaet post. Workig with Teachig Persoel Your agecy s role is to actively fid you work i schools i your local area, relevat to your experiece. You may be asked to work i special schools, pupil referral uits, maistream schools/academies, ursery schools ad alterative provisio. Your recruitmet cosultat will call you o a regular basis with work. Sometimes this happes the ight before had but i other cases you may have oe/two weeks otice. Whe beig offered a bookig, your cosultat should give you the school address, telephoe umber, cotact ame, subject that you will be coverig, age rage you will be work ad ay other details that may be relevat. For morig bookigs you should be up ad ready to go by 7.15am. Oce you fid your way to your school, you will eed to ask for the school cotact give to you earlier by the cosultat. Your cotact should give you your timetable for the day (or loger if applicable), map of the school ad i may cases a school hadbook which will detail all relevat iformatio about the school s policies ad procedures. Be wared that this may ot be available i all cases so be ready to ask ay questios at this stage! At the ed of the day (or week if the bookig is for loger) you will eed to have a timesheet siged by a perso at the school who ca verify that you were there o the days highlighted. This is the faxed/posted back to the agecy to process your paymet o a weekly basis. Without this, you will ot be paid! Phoig i for work Although we will be proactively tryig to fid you work, it is always helpful to keep us updated o your availability at all times. You ca do this by callig the brach directly or by updatig your availability through our website teachig persoel 20

22 Workig o Supply New Timesheets Timesheets ca be dowloaded from the website ad a hardcopy will also be posted to you with your weekly payslip. Gettig to a Bookig O acceptig a bookig, it is importat that you ascertai your route ad jourey time ad pla accordigly. A local A-Z is a essetial tool i additio to usig our website ) which will give you specific directios to your school via multimap. Always try to arrive at least a half hour before the start of the school day to get yourself familiar with your ew surroudigs. A mobile phoe is recommeded as a very useful piece of equipmet for supply teachers especially whe tryig to avigate your way to a ew school however whe you do arrive make sure that these are always tured off whe you re i a classroom. Arrivig Late/Uable to Work If you are goig to be late or you are uable to make a bookig, please cotact the school ad/or your cosultat as soo as possible. We do operate a out of hours service so you should be able to cotact us at ay time. Arrivig at school Oce you arrive, itroduce yourself ad ask for the school cotact. The school will be expectig you so they should itroduce you to the right perso. This perso will be able to supply you with iformatio, particularly regardig the school s disciplie policy ad the ames of seior members of staff from whom you will be able to seek advice ad assistace. If this perso is ot forthcomig, ask. Luch Brig moey for luch or take your ow as it may ot always be possible to purchase food at the school. It is also a good idea to take your ow tea/coffee/sugar/milk as this may ot be available. School Duties You may be asked to do a duty whilst o supply. This is a whole school task such as supervisig the playgroud at luch time or the bus queues at the ed of the school day. You will have a qualified teacher with you durig this task. 21 teachig persoel

23 Workig o Supply Before you leave the school After the pupils have goe home, you should esure that the classroom is tidy ad assist the class teacher i ay additioal tasks required (this may be admiistratio work like photocopyig for the ext day s lessos). If you are oly at a school for oe day you must remember to get your timesheet siged at the ed of the day. If you ejoy a school it is always a good to let the school cotact kow. This ca icrease your profile with the school ad may lead to you beig rebooked back to that school. Staffroom Politics Staffroom politics ca be a sesitive area ad discussios/commets about particular members of staff or about the orgaisatio of the school should be avoided where possible. Persoal Coduct Teachig Persoel strogly advocate a hads off policy whilst i schools. Eve the most iocet actios ca be miscostrued ad may schools do ot codoe physical cotact of ay kid. If ay icidets do occur, be sure to report it immediately to a seior member of staff. Social Media ad Commuicatio Although this may seem like commo sese, it is vital that you do ot commuicate with school childre via social media or through ay social commuicatio chaels. Your Pay Timesheets should be submitted by the Moday of the week after you have worked i order for your pay to be processed. These sheets are your resposibility ad determie whether you will get paid. Leavig them with secretaries at schools will ot guaratee that they will get to us o time ad may eve get mislaid uder other office paperwork! You will be paid directly ito your bak accout (or by cheque if you do ot have a bak accout) ad this will be available every Friday morig. All the relevat deductios will be made ad outlied o your payslip which are available olie ad set to you by post. Holiday pay is icluded i your daily rate ad itemised o your payslip. teachig persoel 22

24 Workig i the classroom Supportig pupils learig Childre ad adults have differet ways of processig iformatio. People use the skills of lookig, touchig or listeig i varyig amouts depedig o their learig style. I additio differet times of the day affect idividual levels of cocetratio; some pupils work better i the morig, others i the afteroo. As a Teachig Assistat, you will eed to be aware of the stages i the developmet of pupils ad their idividual learig styles. The pupils you will be workig with will be costatly thikig ad learig; gatherig ew iformatio ad formulatig ew ideas about themselves, other people ad the world aroud them. Durig learig activities, pupils eed: to explore their eviromet ad or ivestigate ew iformatio/ideas to discover thigs for themselves through a wide variety of experieces to feel free to make mistakes i a safe ad secure eviromet usig trial ad error appropriate support from adults (ad other pupils) to ecourage ad exted their kowledge ad skills to develop autoomy through icreased resposibility ad workig idepedetly a appropriate learig framework i which to make sese of ew iformatio ad ideas The Teachig Assistat s role i supportig learig activities ivolves: providig learig activities as directed by the teacher usig appropriate materials ad support strategies for each pupil s eeds ad abilities modifyig or adaptig learig activities to meet iteded learig goals/objectives providig assistace at a appropriate level for each pupil ecouragig pupils to make choices about their ow learig promotig idepedet learig To esure you ca effectively assist i the classroom i terms of learig ad developmet, you will eed to be familiar with educatioal terms ad activities that are used o a daily basis. 23 teachig persoel

25 Workig i the classroom The Natioal Literacy Strategy Primary School - The Literacy Hour The literacy hour forms part of pupils daily structure i schools. As the ame suggests, the literacy hour is oe where the activities i the classroom are focused o improvig the pupils literacy skills through high quality oral work, structured teachig of phoics, spellig ad grammar, guided/shared readig ad writig activities. I geeral the literacy hour is coducted as part of the morig s lessos i primary school. The Literacy Hour was itroduced as part of the govermet s Natioal Literacy Strategy ad the way the hour is structured is prescribed by the govermet. There are four sectios to the hour which last 15, 15, 20 ad 10 miutes. The first two 15 miute periods ad the last 10 miutes are dedicated to whole class teachig. The twety miute period is dedicated to group ad idepedet work. Secodary School Key Stage 3 Literacy Strategy The key stage 3 literacy strategy aims to improve the achievemets of year olds. Support is offered to 11 year olds i the trasitio from primary school ad booster classes are also offered to pupils experiecig difficulty with readig ad writig. Helpig pupils to develop their literacy skills The Teachig Assistat plays a key role i supportig the teacher ad the pupils durig literacy activities. You will eed to work with the teacher ad fid out how the literacy activities are to be orgaised ad your specific role i supportig various activities icludig class discussios, group activities ad tasks for idividuals. To support primary pupils you will help them to: read ad write cofidetly ad fluetly check their readig ad correct their ow mistakes kow ad uderstad the spellig system use this spellig system to read ad spell accurately develop fluet ad legible hadwritig be iterested i words ad their meaigs develop ad use a ever icreasig vocabulary kow about ad be able to write stories, poems ad factual accouts pla, draft ad revise their ow writig be iterested i books ad read for pleasure assess ad give reasos for their literacy prefereces develop their imagiatio, creativity ad critical awareess teachig persoel 24

26 Workig i the classroom To support secodary pupils you will help them to: read ad appreciate a wide rage of plays, poems ad books, both fictio ad o-fictio, icludig classic ad cotemporary writers lear to get more from readig ad discover differet layers of meaig uderstad there ca be differet iterpretatios of writig explore how writers compose characters ad plots look at differet ways of presetig writig use their experieces of fictio ad o-fictio to create their ow stories, poems, plays, articles ad reviews exted their kowledge of grammar, spellig ad puctuatio lear how to proof read their writte work, assess its cotet ad edit it as ecessary write quickly ad fluetly with eat ad legible presetatio The Natioal Numeracy Strategy Primary School - The Numeracy Hour The umeracy hour follows a similar format to the literacy hour above but it focuses o developig the pupils umeracy skills. The umeracy hour geerally takes place i the afteroo ad is less rigidly structured tha the literacy hour. The hour is made up of three parts icludig a 10 miute oral ad metal starter, a 40 miute mai teachig activity ad the a pleary sessio. Secodary School Sprigboard 7 To provide a smoother trasitio i terms of learig mathematics, the Sprigboard 7 maths programme cosolidates what pupils have already leared i year 6 before proceedig with the curriculum requiremets for year 7. Helpig pupils to develop their umeracy skills I providig effective assistace to a teacher durig umeracy activities you will eed to kow ad uderstad: what the pupils have to do the learig goals/objectives for the pupils the level of support pupils require how to report ay difficulties experieced by the pupils to the teacher 25 teachig persoel

27 Workig i the classroom Whe supportig pupils i primary school with their umeracy skills you will help them to: kow ad uderstad umbers ad the umber system cout, calculate ad solve simple maths problems ad make simple lists, tables ad charts use ad apply mathematics to tackle ad solve practical mathematical problems commuicate their reasoig about problems ad explai their solutios usig objects, pictures, diagrams, umbers, symbols ad relevat mathematical laguage make metal calculatios by imagiig umbers ad the relatioships betwee them select, collect, orgaise ad preset appropriate data usig graphs ad diagrams Whe supportig pupils i secodary schools, you will be helpig them to: kow ad uderstad umbers ad the umber system icludig positive ad egative umbers, factors ad prime umbers, equivalet fractios, how fractios, decimals ad percetages relate to each other, ratio ad proportio employ stadard methods to perform metal ad writte calculatios icludig additio, subtractio, multiplicatio ad divisio usig whole umbers, fractios, decimals ad percetages use calculator fuctios to complete complex calculatios ad uderstad the aswers calculators give i relatio to the iitial mathematical problems develop efficiet problem solvig skills kow ad uderstad how to use letter symbols i algebra set up ad use simple equatios to solve problems select, collect ad orgaise appropriate data usig tables, surveys, questioaires, ad CD ROMs presetig results usig graphs, pie charts ad diagrams relatig these to the origial problem solve icreasigly demadig mathematical problems by breakig the problem dow ito smaller more maageable tasks ad developig deductive reasoig teachig persoel 26

28 Workig i the classroom Behaviour Maagemet Part of your role as a Teachig Assistat will be promotig the school s policies regardig pupil behaviour by cosistetly ad effectively implemetig agreed behaviour strategies as directed by the class teacher. You will help pupils follow the school rules ad also work towards specific goals ad expectatios as prescribed by the class teacher icludig idividual, group or class targets. You ca promote positive behaviour ad so help to prevet or reduce disruptive behaviour by: learig ad usig pupils ames usig effective commuicatio skills ad ecouragig the use of these i pupils idetifyig pupils eeds ad iterests to help develop effective learig activities helpig to orgaise a stimulatig workig eviromet to ecourage learig havig well prepared learig materials ecourage pupils to take appropriate resposibilities helpig to ecourage paretal ivolvemet Persoal Social ad Health Educatio (PSHE) PSHE ca be defied as the plaed provisio i schools to ecourage ad support the persoal ad social developmet of all pupils. PSHE helps pupils to: develop ad maitai positive self esteem develop self-reliace take resposibility for their ow actios have cofidece i themselves ad others make ad keep meaigful ad rewardig relatioships be aware of their ow feeligs ad those of others cosider ad respect the differeces of other people be active participats as citizes of a democratic society develop ad sustai healthy lifestyles keep safe ad maitai the safety of others 27 teachig persoel

29 Workig i the classroom As a Teachig Assistat, you ca play a key role i the PSHE of your pupils by: providig freedom for pupils to become idepedet beig patiet ad providig time for pupils to do thigs for themselves listeig calmly ad attetively to pupils takig a iterest i pupils drawigs, paitigs, stories ad other activities lettig pupils talk to you about their worries or problems be hoest ad ope about fears developig ad maitaiig basic hygiee skills (washig hads, blowig oses, etc.) ecouragig respect for ow ad others health ad hygiee eeds beig cosistet with limits ad boudaries askig pupils for their ideas ad opiios ad listeig to those with respect ad iterest beig a positive role model ecouragig positive social play teachig persoel 28

30 Professioal Practice Team work As a Teachig Assistat your role will ivolve workig with a wide rage of teachig ad oteachig staff i a school. You will eed to kow ad uderstad the differet roles of the team members i your school ad the process of decisio makig withi the team: The team will iclude all the followig: Other Teachig Assistats Class or subject teachers Headteacher Deputy headteacher Special Educatioal Needs Co-ordiator (SENCO) Specialist teachers i.e. hearig impaired or ESL teachers Paret helpers or voluteers Studets o placemet from college/uiversity Teamwork is essetial whe workig closely ad regularly with other people over a log time. To be a effective part of the team you should esure that you are aware of: the orgaisatioal structure of your school your role ad resposibilities withi the team the roles ad resposibilities of other team members how to cotribute to effective team practice how to participate i team meetigs key school policies icludig equal opportuities, health ad safety, child protectio, cofidetiality your role ad resposibilities i relatio to these policies Dress Code All staff workig i schools should esure that they are dressed smartly ad professioally. Although as a Teachig Assistat you are ot required to wear formal clothes such as a suit or shirt ad tie, you should esure that you are dressed appropriately. 29 teachig persoel

31 Professioal Practice Equal Opportuities It is importat to show sesitivity to the eeds of all childre. All pupils eed to feel valued ad accepted by others especially if they might feel differet from the rest of the class as a result of a disability/ learig difficulty or because of their race/culture. As a Teachig Assistat you must have a positive attitude ad be able to lear how to maximise all pupils potetial. Pupils special educatioal eeds should be cosidered withi the cotext of their overall developmet learig difficulties as part of their itellectual developmet. I additio to this, you will be expected to otice, challege ad report ay racist, sexist or derogatory remarks made by pupils towards other childre. Health ad Safety As a Teachig Assistat, you must kow ad uderstad the school s health ad safety policy icludig who is resposible for health ad safety as well as the procedures for reportig ay cocers or problems to the appropriate perso. I your daily role you should also be aware of: locatio of safety equipmet i differet learig areas positio of fire exits, extiguishers, blaket, first-aid boxes, your role durig fire drills, what to do i case of fire or other emergecies ad escape routes local ad atioal requiremets regardig health, hygiee, safety ad supervisio i school Oe of your resposibilities may be to esure all equipmet ad surfaces i the classroom are safe, hygieic ad usable. Child Protectio Teachig Assistats that have cotact with idividual pupils o a day to day basis have a essetial role to play i detectig idicators of possible abuse ad eglect such as: outward sigs of physical abuse ucharacteristic behaviour patters failure to develop i the expected ways If you have cocers that a pupil at your school may be experiecig possible abuse, eglect or bullyig the you must report these cocers to the relevat perso. It is the the school s resposibility to refer ay cocers to the appropriate agecy, usually the social services departmet. teachig persoel 30

32 Professioal Practice As a Teachig Assistat, you will eed to be aware of: possible sigs of abuse, eglect ad bullyig who you should report your cocers to the school s child protectio policy ad procedures the school ati bullyig policy school policy o use of restrait procedures to be followed if a member of staff is abused Remember that school staff are permitted to use reasoable force to cotrol or restrai pupils uder certai circumstaces. Teachig Persoel advise that as a Teachig Assistat you should follow a o cotact policy at all times uless you have received approved traiig o physical restrait or if you specifically istructed by a seior member of school staff. Some special schools or pupil referral uits may eed Teachig Assistats to assist with physical restrait more ofte tha i a maistream school. If this is the case, you should discuss the school policies ad procedures o restrait i detail with your lie maager. Geeral Guidelies for Loe Workig Dress appropriately for the eviromet Respect persoal space Be aware of body laguage both of self ad others Be prepared ad avoid uecessary risks Trust your ituitio Look cofidet ad project a air of cotrol Maitai a professioal relatioship with carers Be aware of persoal stress levels ad the effect of health ad fatigue o decisio-makig Take assertive actio whe dager threates shout for help or usig a persoal alarm Do ot divulge persoal iformatio such as your private address ad phoe umber to ay child Do ot agree to keep i cofidece aythig you are told. If you thik a child or carer may wat to make a disclosure, war them that you will be duty boud to pass o ay iformatio. I the evet of a disclosure, please cotact the Cliet orgaisatio immediately ad follow Teachig Persoel s Safeguardig policy. 31 teachig persoel

33 Professioal Practice First Aid Staff workig with pupils i schools must use their best efforts to maitai the safety ad welfare of pupils at their school ad these actios should be i lie with that of a resposible paret especially i emergecies. There is o legal obligatio to give first aid but staff ca voluteer to take o first aid resposibilities ad must receive the relevat traiig to udertake these duties correctly. As a Teachig Assistat, you should familiarise yourself with the first aid arragemets that apply i your areas of work icludig the locatio of first aid equipmet ad facilities ad the locatio of the omiated first aider. If a child does eed attetio, you should ot persoally admiister first aid uless you are traied to do so sed a resposible pupil to fetch the omiated first-aider for that area of the school. teachig persoel 32

34 Special Educatio Needs As 21% of pupils i the UK (approx. 1.7M childre) have bee idetified as havig special educatioal eeds ad the majority of these pupils are withi maistream educatio. Learig support ad iclusive teachig eables the childre to access the curriculum. Support staff ca provide more itesive support for a idividual or small group of pupils which allows the teacher to cocetrate o the rest of the class. This esures that the eeds of all pupils ca be met i a iclusive way. What does SEN mea? The 1996 Educatio Act defies a child as havig Special Educatioal Needs if they have a learig difficulty which calls for special educatioal provisio to be made for them. Childre have a learig difficulty if they: a) have a sigificatly greater difficulty i learig tha the majority of childre of the same age b) have a disability which prevets or hiders them from makig use of educatioal facilities of a kid geerally provided for childre of the same age i schools withi the area of the local authority c) are uder compulsory school age ad fall withi the defiitio at a. or b. above or would do so if special educatioal provisio was ot made for them. The SEN Code of Practice To provide practical advice ad a framework for schools ad LEAs to carry out their statutory duties, the SEN Code of Practice was itroduced (origially i 1994 ad the a revised versio was issued i 2002). The Code of Practice provides a framework for developig strog parterships betwee parets, schools, local educatio authorities (LEAs) ad health ad social services. It promotes a cosistet approach to meetig childre s Special Educatioal Needs ad places the rights of childre at the heart of the process, allowig them to be heard ad to take part i the decisio makig process wheever possible. The focus is o esurig that special educatio eeds are idetified as quickly as possible. All schools ad SEN providers have bee give a SEN Toolkit, which is desiged to provide practical Statemet of SEN Statutory Assessmet School Actio Plus School Actio Pre SEN: Teacher Cocers 33 teachig persoel

35 Special Educatio Needs day-to-day guidace o the same matters as the SEN Code of Practice ad should be read i cojuctio with it. How does it work? The Code of Practice works to a Graduated Respose process. I order to help childre who have SEN, schools should make full use of available classroom ad school resources, before callig upo outside resources ad specialist expertise. This is a graduated approach, with the teacher usig a array of strategies to support the child s special eed before cosultig the SENCO or before cosideratio is give to movig o to the register at School Actio or School Actio Plus. Pre-SEN: Teacher cocers (previously Stage 1) I order to meet the eeds of idividual childre ad gai additioal support from other agecies, the class teacher should moitor the progress of the pupil closely i the first istace, providig a rage of itervetio strategies ad differetiated work. Detailed records of observatios, childre s stregths ad weakesses, itervetio strategies used ad cocers must be maitaied. Usig this evidece, you might decide that the strategies used are ot allowig the child to lear as effectively as possible ad to make sufficiet progress. I these circumstaces, the SENCO may be cosulted. The startig poit will be a review of the strategies used ad the way they might be developed. I some schools, a Idividual Educatio Pla (IEP) may be itroduced at this stage. The review could lead to the coclusio that the pupil requires help over ad above that which is ormally available withi the class. Cosideratio should the be give to puttig the child s ame o the school s Special Educatioal Needs Register at School Actio. At this poit, the school has a duty to iform the child s parets that special educatioal provisio is beig sought for the child, because the child might have SEN. School Actio (previously Stage 2) Whe the class teacher or the SENCO idetifies a child with SEN, itervetios are provided which are additioal to or differet from those provided as part of the school s usual differetiated curriculum. If this is the case, the child should move to School Actio. At this stage, it is the resposibility of the school to provide ay support. The SENCO ad the class teacher should decide o the actio eeded to help the child to progress, cosultig the head teacher should extra resources be required. teachig persoel 34

36 Special Educatio Needs SEN Chagig Ladscapes Although most schools still follow the SEN Graduated Respose o the page before, there are may chages comig through i the SEN over the comig years, some of which will replace School Actio, School Actio Plus ad a Educatio Statemet. The SEN & Disabilities sector is goig through the biggest shake up i the past 30 year which will chage the way i which SEN fudig ad levels of support are triggered. The mai aspiratio of the SEND paper is to better support life outcomes for childre ad youg people ad to achieve this it is proposed: a ew approach to idetifyig special educatioal eeds to challege a culture of low expectatios for disabled childre ad youg people ad those with SEN ad give them effective support to succeed A ew assessmet process ad sigle Educatio, Health ad Care Pla by 2014 to replace the statutory SEN assessmet ad statemet, brigig together the support o which childre, youg people ad their families rely across educatio, health ad social care. As support staff it is importat that you utilise your skills ad resources available to best ehace the life outcomes of the youg people you work with. Idividual Educatio Pla All childre o the register at the School Actio stage are etitled to a Idividual Educatio Pla (IEP). GEPs (Group Educatio Pla) are draw up where several pupils i the class have commo targets for which commo strategies are appropriate. It is the resposibility of the child s class teacher to draw up ad review a IEP at this stage. Strategies employed to eable the child to progress should iclude iformatio about: the short-term targets set for, or by, the child the teachig strategies to be used the provisio to be put i place the review date success ad/or exit criteria outcomes (recorded at the review) The IEP should oly record what is differet from, or additioal to, those i place for the rest of the group or class. It should be writte crisply ad focus o three or four targets that match the child s eeds. Targets should relate to key areas i commuicatio, literacy, mathematics ad aspects of behaviour or physical skills. 35 teachig persoel

37 Special Educatio Needs The pupils stregths ad successes should uderpi the targets set ad the strategies used. IEP review: IEPs should be reviewed at least twice a year. Reviews are arraged by the class teacher. Certai childre might beefit from more frequet reviews. Parets views o the child s progress must be sought. Parets will be ivited to the IEP reviews. Oe review may coicide with the Parets Eveig. Where possible the child should also take part i the review process ad be ivolved i settig targets. If a child is ot at the review, their views should be cosidered i ay discussio. teachig persoel 36

38 Special Educatio Needs School Actio Plus (previously Stage 3) School Actio Plus is the ext stage i the SEN support ad assessmet process, whe exteral services are ivolved. At this stage, the school SENCO will become more ivolved, arragig meetigs, exteral ivolvemet ad assessmet, ad will write the IEP. At a IEP review meetig, the school ad parets might decide to request help from exteral services. The school will cosult specialists whe they take actio o behalf of a child through School Actio Plus. These cosultats will usually see the child i school if that is practicable so that they ca give advice to teachers o ew IEPs with fresh targets ad accompayig strategies. The support may also iclude assessmet ad writig reports or advice. The kids of advice ad support will vary accordig to the eeds of the child. Statutory Assessmet The special educatioal eeds of the majority of childre should be met effectively through School Actio ad School Actio Plus. However, i a small umber of cases, where the child is still a sigificat cause for cocer after itervetio i School Actio Plus, the school will ask the LEA for a Statutory Assessmet. Statutory Assessmet ivolves the LEA, workig co-operatively with parets, the child s school ad other agecies, as appropriate, decidig whether a statutory assessmet of the child s educatioal eeds is ecessary. If so, the assessmet is coducted i close collaboratio with the parets, schools ad other agecies. Statutory assessmet does ot always lead to a statemet. The LEA will seek evidece from the school that strategies ad programmes implemeted over a period of time have bee usuccessful. The LEA will eed iformatio about the child s progress over time ad clear documetatio o the child s SEN ad the actio take to deal with these eeds. The descriptio of the child s learig difficulty ad progress, with iformatio about ay specialist provisio made, will form the basis o which the LEA cosiders the ecessity of a statutory assessmet. If the LEA support services, i particular the educatioal psychologist, have bee ivolved, the LEA should be able to make a decisio relatively quickly as to whether a statutory assessmet is ecessary. I the meatime, ad while ay assessmet is beig made, the child should be supported through School Actio Plus. 37 teachig persoel

39 Special Educatio Needs Statemet of Special Educatio Needs Whe the LEA has completed its assessmet of a child, it will decide whether to issue a statemet. Provisio will ormally be quatified (e.g. i terms of hours of provisio ad staffig arragemets) although there will be cases where some flexibility should be retaied, i order to meet the chagig special educatioal eeds of the child cocered. All childre with a statemet should have short-term targets set out i a IEP, prepared by the SENCO with support from the exteral agecies ad the class teacher. Types of Special Educatioal Needs There are may Special Educatioal Needs, may of which will fall withi oe of four categories. Although we have grouped eeds together for the purpose of this sectio, the eeds of may learers will spa more tha oe group. 1. Cogitio ad Learig Needs - SpLD, MLD - SLD, PMLD 2. Behaviour, Emotioal ad Social Developmet Needs - Supportig ad Maagig Behaviour 3. Commuicatio ad Iteractio Needs - SLCN, ASC/ASD 4. Sesory ad/or Physical Needs - HI/VI, PD, MSI 1. Cogitio ad Learig Needs Specific Learig Difficulty (SpLD) Pupils with specific learig difficulties have a particular difficulty i learig to read, write, spell or maipulate umbers so that their performace i these areas is below their performace i other areas. Pupils may also have problems with short-term memory, with orgaisatioal skills ad with co-ordiatio. Pupils with specific learig difficulties cover the whole ability rage ad the severity of their impairmet varies widely. Pupils should oly be recorded as SpLD if their difficulties are sigificat ad persistet, despite appropriate learig opportuities ad if additioal educatioal provisio is beig made to help them to access the curriculum. teachig persoel 38

40 Special Educatio Needs Specific learig difficulties iclude: Dyslexia Pupils with dyslexia have a marked ad persistet difficulty i learig to read, write ad spell, despite progress i other areas. Pupils may have poor readig comprehesio, hadwritig ad puctuatio. They may also have difficulties i cocetratio ad orgaisatio ad i rememberig sequeces of words. They may misproouce commo words or reverse letters ad souds i words. Dyscalculia Pupils with dyscalculia have difficulty i acquirig mathematical skills. Pupils may have difficulty uderstadig simple umber cocepts, lack a ituitive grasp of umbers ad have problems learig umber facts ad procedures. Dyspraxia Pupils with dyspraxia are affected by a impairmet or immaturity of the orgaisatio of movemet, ofte appearig clumsy. Gross ad fie motor skills are hard to lear ad difficult to retai ad geeralise. Pupils may have poor balace ad co-ordiatio ad may be hesitat i may actios (ruig, skippig, hoppig, holdig a pecil, doig jigsaws, etc). Their articulatio may also be immature ad their laguage late to develop. They may also have poor awareess of body positio ad poor social skills. Moderate Learig Difficulty (MLD) Pupils with moderate learig difficulties will have attaimets sigificatly below expected levels i most areas of the curriculum, despite appropriate itervetios. Their eeds will ot be able to be met by ormal differetiatio ad the flexibilities of the Natioal Curriculum. They should oly be recorded as MLD if additioal educatioal provisio is beig made to help them to access the curriculum. Pupils with moderate learig difficulties have much greater difficulty tha their peers i acquirig basic literacy ad umeracy skills ad i uderstadig cocepts. They may also have associated speech ad laguage delay, low self-esteem, low levels of cocetratio ad uder-developed social skills. Severe Learig Difficulty (SLD) Pupils with severe learig difficulties have sigificat itellectual or cogitive impairmets. This has a major effect o their ability to participate i the school curriculum without support. They may also have difficulties i mobility ad co-ordiatio, commuicatio ad perceptio ad the acquisitio of self-help skills. Pupils with severe learig difficulties will eed support i all areas of the curriculum. They may also require teachig of self-help, idepedece ad social skills. Some pupils may use sig ad symbols but most will be able to hold simple coversatios. Their attaimets may be below level 1 of the Natioal Curriculum much of their school careers. Profoud ad Multiple Learig Difficulty (PMLD) Pupils with profoud ad multiple learig difficulties have complex learig eeds. I additio to very severe learig difficulties, pupils have other sigificat difficulties, such as physical disabilities, sesory impairmet or a severe medical coditio. Pupils require a high level of adult support, both for their learig eeds ad also for their persoal care. They are likely to eed sesory stimulatio ad a curriculum broke dow ito very small steps. Some pupils commuicate by gesture, eye 39 teachig persoel

41 Special Educatio Needs poitig or symbols, others by very simple laguage. Their attaimets may be below level 1 of the Natioal Curriculum much of their school careers. 2. Behaviour, Emotioal ad Social Developmet Needs Behavioural, Emotioal ad Social Difficulty (BESD previously EBD) Pupils with behavioural, emotioal ad social difficulties cover the full rage of ability ad a cotiuum of severity. Their behaviours preset a barrier to learig ad persist despite the implemetatio of a effective school behaviour policy ad persoal/social curriculum. Pupils should oly be recorded as BESD if additioal educatioal provisio is beig made to help them to access the curriculum. At the milder ed of the cotiuum, pupils may have difficulties with social iteractio ad fid it difficult to work i a group or cope i ustructured time. They may have poor cocetratio, temper outbursts ad be verbally aggressive to peers ad adults. Other pupils may provoke peers ad be cofrotatioal or opely defiat ad sometimes physically aggressive towards peers ad adults. They are ofte off task ad have a very short cocetratio spa. Their self-esteem is low ad they fid it hard to accept praise or to take resposibility for their behaviour. Some pupils may ot be able to fuctio at all i group situatios ad exhibit persistet ad frequet violet behaviour which requires physical itervetio. Other pupils may display similar sigs of low esteem, uder achievemet ad iappropriate social iteractio, but without outwardly challegig behavioural outbursts. They will be withdraw, quiet ad fid it difficult to commuicate. Pupils with attetio deficit disorder or attetio deficit hyperactivity disorder (ADD/ADHD) should be recorded i this group if additioal educatioal arragemets are beig made to support them. Pupils with ADD may have reduced attetio ad impulsivity. Pupils with ADHD may also show sigs of hyperactivity. 3. Commuicatio ad Iteractio Needs Speech, Laguage ad Commuicatio Needs (SLCN) Pupils with speech, laguage ad commuicatio eeds cover the whole ability rage. They should oly be recorded as SLCN if additioal educatioal provisio is beig made to help them to access the curriculum. Pupils with speech, laguage ad commuicatio eeds may have difficulty i uderstadig ad/or makig others uderstad iformatio coveyed through spoke laguage. Their acquisitio of speech ad their oral laguage skills may be sigificatly behid their peers. Their speech may be poor or uitelligible. Pupils with speech difficulties may experiece problems i articulatio ad the productio of speech teachig persoel 40

42 Special Educatio Needs souds. They may have a severe stammer. Pupils with laguage impairmets fid it hard to uderstad ad/or use words i cotext. They may use words icorrectly with iappropriate grammatical patters, have a reduced vocabulary or fid it hard to recall words ad express ideas. They may also hear or see a word but ot be able to uderstad its meaig or have trouble gettig others to uderstad what they are tryig to say. Please ote that pupils whose first laguage is ot Eglish are ot recorded as SLCN uless they also have a special educatioal eed i this area. Autistic Spectrum Disorder (ASD) Autistic spectrum disorder is a relatively ew term which recogises that there are a umber of sub- groups withi the spectrum of autism. Pupils with autistic spectrum disorder fid it difficult to:. uderstad ad use o-verbal ad verbal commuicatio uderstad social behaviour which affects their ability to iteract with childre ad adults thik ad behave flexibly which may be show i restricted, obsessioal or repetitive activities. 41 teachig persoel

43 Special Educatio Needs Pupils with ASD cover the full rage of ability ad the severity of their impairmet varies widely. Some pupils also have learig disabilities or other difficulties, makig diagosis difficult. Pupils should oly be recorded as ASD if additioal educatioal provisio is beig made to help them to access the curriculum. Pupils with autistic spectrum disorders may have a difficulty i uderstadig the commuicatio of others ad i developig effective commuicatio themselves. May are delayed i learig to speak ad some ever develop meaigful speech. Pupils fid it difficult to uderstad the social behaviour of others. They are literal thikers ad fail to uderstad the social cotext. They ca experiece high levels of stress ad axiety i settigs that do t meet their eeds or whe routies are chaged. This ca lead to iappropriate behaviour. Some pupils with autistic spectrum disorders have a differet perceptio of souds, sights, smell, touch ad taste ad this affects their respose to these sesatios. hey may have uusual sleep ad behaviour patters. Youg pupils may ot play with toys i a covetioal ad imagiative way but istead use toys rigidly or repetitively e.g. watchig movig parts of machiery for log periods with itese cocetratio. They fid it hard to geeralise skills ad have difficulty adaptig to ew situatios ad ofte prefer routie. Pupils with Asperger s sydrome should be recorded i this category. These pupils share the same triad of impairmets but have higher itellectual abilities ad their laguage developmet is differet from the majority of pupils with autism. 4. Sesory ad/or Physical Needs Visual Impairmet (VI) Visual impairmet refers to a rage of difficulties from mior impairmet through to blidess. Pupils with visual impairmets cover the whole ability rage. For educatioal purposes, a pupil is cosidered to be visually impaired if they require adaptatios to their eviromet or specific differetiatio of learig materials i order to access the curriculum. Pupils should oly be icluded if additioal educatioal provisio is beig made to help them to access the curriculum. Pupils whose visio is corrected by spectacles should ot be recorded as VI. Pupils who are blid or have very limited useful sight require tactile methods of learig, such as Braille ad 3-D represetatios, together with makig optimal use of their hearig. Partially sighted pupils also eed differetiated materials ad may use elarged prit or a mix of learig methods. teachig persoel 42

44 Special Educatio Needs Hearig Impairmet (HI) Pupils with a hearig impairmet rage from those with a mild hearig loss to those who are profoudly deaf. They cover the whole ability rage. For educatioal purposes, pupils are regarded as havig a hearig impairmet if they require hearig aids, adaptatios to their eviromet ad/or particular teachig strategies i order to access the cocepts ad laguage of the curriculum. A umber of pupils with a hearig impairmet also have a additioal disability or learig difficulty. Hearig loss may be because of coductive or sesori-eural problems ad ca be measured o a decibel scale. Four categories are geerally used: mild, moderate, severe ad profoud. Some pupils with a sigificat loss, commuicate through sig istead of, or as well as, speech. Multi-Sesory Impairmet (MSI) Pupils with multi-sesory impairmet have a combiatio of visual ad hearig difficulties. They are sometimes referred to as deafblid but may have some residual sight ad/or hearig. May also have additioal disabilities but their complex eeds mea that it may be difficult to ascertai their itellectual abilities. Pupils with multi-sesory impairmet have much greater difficulties i accessig the curriculum ad the eviromet tha those with a sigle sesory impairmet. They have difficulties i perceptio, commuicatio ad i the acquisitio of iformatio. Icidetal learig is limited. The combiatio ca result i high axiety ad multi-sesory deprivatio. Pupils eed teachig approaches which make good use of their residual hearig ad visio, together with their other seses. They may eed alterative meas of commuicatio. Physical Disability (PD) There is a wide rage of physical disabilities ad pupils cover the whole ability rage. Some pupils are able to access the curriculum ad lear effectively without additioal educatioal provisio. They have a disability but do ot have a special educatioal eed. For others, the impact o their educatio may be severe. I the same way, a medical diagosis does ot ecessarily mea that a pupil has SEN. It depeds o the impact the coditio has o their educatioal eeds. There are a umber of medical coditios associated with physical disability which ca impact o mobility. These iclude cerebral palsy, heart disease, spia bifida ad hydrocephalus, muscular dystrophy. Pupils with physical disabilities may also have sesory impairmets, eurological problems or learig difficulties. Some pupils are mobile but have sigificat fie motor difficulties which require support. Others may eed augmetative or alterative commuicatio aids. 43 teachig persoel

45 Career Progressio Do I eed to have specific traiig ad/or qualificatios to work as Support Staff? There are o madatory qualificatios for workig i a school uless you wat to be a teacher or school urse. However, schools ad local authorities are icreasigly settig their ow requiremets, which are set locally so may vary accordig to the area There are atioally recogised accreditatios for support staff available for those workig with childre from the start of ifat school to the ed of compulsory schoolig. The mai areas covered i the qualificatios specific uits dealig with: supportig special educatioal eeds literacy ad umeracy iformatio ad commuicatios techology (ICT) laguage. Teachig Persoel offer a rage of traiig courses to all our staff. Please see the CPD sectio for full descriptio. We're all familiar with GCSEs ad A Levels from our educatio, which formed part of the Natioal Qualificatios Framework (NQF) util After this time, the NQF was replaced with the Qualificatios ad Credit Framework (QCF), which uses a set of rules to eable studets to build up uits resultig i qualificatios. Upo completio of each uit, the studet obtais credits which subsequetly build up to qualificatios. NVQs are beig phased out ad replaced with the QCF equivalet. Withi the QCF, there are levels of qualificatios which correspod to the NQF levels - QCF level 2 is usually the miimum required by schools for teachig assistats ad is equivalet to the phased out NVQ level 2. QCF level 3 is more advaced ad equivalet to NVQ level 3 (also beig phased out). Some Local Educatio Authorities may still request a NVQ as their preferred qualificatio. The mai Awardig Bodies for teachig assistat qualificatios are NCFE, CACHE, EDEXCEL AND City & Guilds. What is Higher Level Teachig Assistat (HLTA) status? HLTA is a status ad ot a qualificatio. HLTA therefore has o equivalet academic qualificatio (but foudatio degrees for Teachig Assistats will usually provide the opportuity for studets to achieve HLTA status durig their course of study). Ay experieced Teachig Assistat ca apply for HLTA status but it really is ecessary to have a support positio i a school ad the backig of the headteacher. You also require Level 2 qualificatios i literacy ad umeracy (QTS equivalece tests are ot curretly a acceptable alterative). Havig achieved HLTA status you will the be etitled to apply for a HLTA positio. N.B. Some authorities have had HLTA roles for several years cosequetly there are some people fulfillig HLTA roles who do ot have HLTA status ad some people with HLTA status who are ot yet employed i a HLTA role. teachig persoel 44

46 Career Progressio How do I become a HLTA? Basically, there are three routes: a three day assessmet oly route, a fifty day route ad the Foudatio Degree route. A further route that falls betwee the fifty day ad three day routes is ow beig cosidered. You are required to compile a portfolio ad udergo a assessmet by a traied assessor from a approved body. The applicatio cosists of case studies i which you write about your ability to progress the learig of a idividual, a group ad a class of childre. You will the map the HLTA stadards to your chose case studies. I order to have HLTA status you must have Level 2 qualificatios i literacy ad umeracy. Ca I become a teacher if I have HLTA status? Although HLTA stadards are derived from QTS stadards they are ot equal. At the momet there is o way of progressig from HLTA to QTS without passig through graduatio ad teacher traiig. What are Foudatio Degrees? Foudatio Degrees are vocatioal degrees equivalet to the first two years of a degree. They focus upo developig associated skills ad a academic uderstadig of pupil learig ad behaviour. Most Foudatio Degrees ow give studets the opportuity to achieve HLTA status ad to progress to a Hoours year which may also carry QTS. I ve bee a Teachig Assistat for may years, how ca I become a teacher? Teachig is a degree level professio. If you are a graduate you may wish to cosider completig a PGCE or flexible PGCE. Other routes to Qualified Teacher Status iclude GTP ad SCITT. Please ote that you will require GCSE (or equivalet) i Eglish ad maths (ad sciece for primary teachig if bor after 1979). If you ited to teach at secodary level the your degree eeds to be i a curriculum subject. If you are ot a graduate you may: complete a degree that has a QTS compoet complete a degree ad the PGCE, flexible PGCE, GTP or SCITT complete a foudatio degree the RTP. For all of the above you still require the aforemetioed qualificatios i Eglish ad Maths. Visit the TTA website for advice ad iformatio. 45 teachig persoel

47 Educatio Terms ad Abbreviatios Glossary of commo SEN terms ad Acroyms You will ecouter a great deal of professioal jargo i your job. This glossary will help you to explai special eeds terms to o-experts such as parets, other teachers, teachig assistats ad other support staff. AAC - alterative ad augmetative commuicatio Aided commuicatio that ivolves the use of additioal equipmet of ay kid. ABA - applied behavioural aalysis A early years itesive therapy programme for autistic childre (see the Lovaas etry below). ADD/ADHD - attetio deficit (ad hyperactivity) disorder Sydromes which may exhibit extreme impulsiveess, iattetiveess ad cotiuous motor activity. AEN - additioal educatioal eeds A term used i some local authorities i place of SEN, to iclude able, gifted ad taleted pupils as well as those with learig difficulties or at risk of exclusio. ALL - Accreditatio for Life ad Livig A modular course accredited by the awardig body OCR ad desiged for youg people ad mature studets with severe or profoud ad multiple learig difficulties. Modules cover key skills ad life skills. Alterative methods of recordig Pupils who have difficulty recordig their ideas i writig are ofte motivated whe give opportuities to choose differet methods of producig their work. This could iclude labelled drawigs, diagrams, comic strip stories, writig frames, flow charts, posters, audio-visual, etc. Amauesis Someoe who sits with a special eeds pupil durig a test ad helps them put their ideas dow o paper. The amauesis may sometimes be required to write dow the words voiced by the pupil. Aalytic phoics Aalytic phoics ivolves aalysis of whole words i order to idetify ad break dow their compoet parts to decode words. This ca iclude usig a rage of strategies such as oset ad rime, morphemes, syllable cout, etc. As with sythetic phoics (see separate etry) pupils eed to be able to hear ad discrimiate souds i spoke words. Aual review A meetig held aually to review a pupil s statemet of special educatioal eed. The statemet will be looked at closely by all the professioals ivolved. The pupil s parets, ad ofte the pupil, will be ivited to atted. Everyoe discusses how the learer is progressig ad agrees ay chages that may be eeded i the provisio that is beig offered. Everyoe eeds to agree whether to cotiue with the curret provisio, request more provisio, suggest chages, reduce the provisio or cease maitaiig the statemet. All of this must be appropriately recorded. Aphasia The iability to express or uderstad thoughts i words (see Learig difficulties ad disabilities ). teachig persoel 46

48 Educatio Terms ad Abbreviatios Apraxia The iability to coordiate the lip, togue ad throat muscles i order to form souds ito words (see Learig difficulties ad disabilities ). Articulatio The way that speech souds are made from movemets of the lips, jaw ad togue (see also Cued articulatio below). ASD/ASC - autistic spectrum disorder or coditio See Learig difficulties ad disabilities. Associatio The ability to relate cocepts preseted through the seses (maily visual, auditory or kiaesthetic). At risk A term used to describe those childre i eed of protectio by the local authority because they are cosidered to be at risk of sigificat harm. These childre will be o the LA s at risk register. The term is also used to describe those childre thought to be at risk of social exclusio. Attetio spa The amout of time learers ca cocetrate o a task without beig distracted or losig iterest. Auditory discrimiatio The ability to liste to souds ad to detect similarities ad differeces betwee them. This could ivolve beig able to discrimiate betwee larger souds made by aimals, vehicles etc, or beig able to detect similarities ad differeces betwee souds i words. Auditory figure-groud discrimiatio The ability to focus o a specific soud, despite backgroud oise. Auditory learig style Childre who are auditory learers do best whe they are ivolved i speakig ad listeig tasks. Auditory memory The ability to recall iformatio that has bee give orally. The iformatio may be retaied for a short while (short-term memory), rehearsed ad retaied for a loger period of time (log-term Auditory sequetial memory The ability to recall souds, spoke words ad iformatio i the sequece i which they were heard. Auditory sythesis The ability to bled souds ito syllables ad syllables ito words. Barriers to learig A term used to refer to difficulties experieced by learers i their everyday eviromet that may act as a barrier to their learig. These may be: poor or o assessmet of idividual eeds low self-esteem iappropriately plaed curriculum ad use of resources little uderstadig of the most effective teachig strategies poverty of learig experieces at home ad/or at school lack of effective support (specialist support staff, materials, assistive techologies). 47 teachig persoel

49 Educatio Terms ad Abbreviatios Behaviour modificatio A techique that aims to chage behaviour patters by givig rewards for positive behaviour, withi a cotrolled eviromet, ad deliberately seemig ot to otice egative behaviour. BESD - behavioural, emotioal ad social difficulties See Learig difficulties ad disabilities. BESTs - behaviour ad educatio support teams BMP - behaviour maagemet pla A behaviour maagemet pla should summarise the behaviours that are causig cocer, the agreed strategies to be used for modifyig the behaviour ad the targets to be set. It should also show the resources ad key people to be ivolved as well as the moitorig ad evaluatio BSL - British sig laguage Sig laguage most commoly used by hearig impaired people i Britai. Buddy systems Buddy systems are ofte used by schools, particularly durig breaks ad luchtimes. Traied pupils make themselves available to support others durig these times to esure that o oe feels isolated or afraid. Buddies ca help to support the school s ati-bullyig policy. I some schools a system of readig buddies has bee set up with a great deal of success. CAFCASS - Childre ad Family Court Advisory ad Support Service CAFCASS works to safeguard ad promote the welfare of childre; give advice to the family courts; make provisio for childre to be represeted i court; ad provide iformatio, advice ad support to childre ad their families. CAMHS - Child ad Adolescet Metal Health Service Local multi-discipliary services promotig the metal health ad psychological wellbeig of childre ad youg people, ad supportig their families. Care order A court order that places a child i the care of the local authority. The desigated authority the becomes resposible for lookig after ad providig accommodatio ad care for the child. All the child s eeds durig the period of time that the order is i force are the resposibility of the local authority. However, the LA has a duty to esure reasoable cotact betwee parets ad childre. Courts will ofte make a umber of iterim care orders while assessmets ad ivestigatios are carried out. A care order ca oly be made if the court is satisfied that a child is sufferig or is likely to suffer sigificat harm. Care pla A care pla is draw up whe a child becomes subject to proceedigs i which a care order might be made. The pla icludes iformatio about a child s eeds ad how they are to be met by the local authority. The social worker must esure that the services required to meet the child s health, emotioal, social ad educatioal eeds are set out i the care pla. This helps to iform decisios o placemet ad is a key documet whe a local authority applies for a care order. teachig persoel 48

50 Educatio Terms ad Abbreviatios Case coferece A formal meetig that is atteded by all those services ivolved i the provisio ad care of a child i order to discuss the best way forward. It is a term used by a umber of agecies ivolved i childre s services. A case coferece may be atteded by the child or youg perso ad the family as well as the professioals ivolved. Case review A term that is used i a umber of cotexts. It refers to the reviewig process used by a rage of agecies workig with childre ad their families whe decidig what future actio eeds to be take to esure their wellbeig. Cetile A term used i a umber of tests that measure childre s ability agaist a atioal stadard. If a child is at the fiftieth cetile i a particular test, that meas that they have scored the average level i that test. Similarly, the first cetile meas that the child has scored i the lowest oe per cet of the populatio, with 99 per cet of childre scorig higher tha that. Childre i eed Childre who may ot achieve or maitai a reasoable stadard of health or developmet without extra help. This phrase ca also describe a child whose health may suffer without additioal provisio or who is disabled. Social services have the resposibility for assessmets of childre i eed but LAs, housig departmets, health authorities ad NHS trusts must all cooperate with social services to esure that provisio is appropriate. Cosideratio must also be give to the wishes of the child or youg perso. Childre with additioal eeds A geeral term used to describe those childre who, at some poit, eed extra support from the educatio, health or social services. They may eed support o a short-term or log-term basis. Chukig Pupils with specific learig difficulties ofte eed to use chukig strategies to help them with a task. This ivolves breakig dow the learig activity ito bite-size parts ad allowig time for processig iformatio. Close procedure A teachig strategy where words are removed from a passage ad the pupil is asked to fill i the missig words. Cloze procedure ca be used to measure or improve a pupil s level of comprehesio. CME - childre missig educatio Childre or youg people of compulsory school age who are ot o a school roll or i alterative educatioal provisio. Usually they are childre who have bee out of ay educatioal provisio for four weeks or more. Cogitio The process of kowig, thikig ad reasoig. Cogitive ability The itellectual ability to kow, thik, recall ad reaso. Cocept mappig Cocept mappig is a techique for represetig iformatio i diagram form. Cocept maps 49 teachig persoel

51 Educatio Terms ad Abbreviatios cosist of cocepts (ideas) ad liks (labelled lies showig the relatioship betwee the cocepts). Cocept mappig is differet from mid mappig (see separate etry) i that it is used to commuicate complex ideas, itegrate old ad ew kowledge ad orgaise iformatio whe problem-solvig by showig a etwork of coceptual relatioships. Coductive hearig loss Whe souds caot pass from outer ear through middle ear to cochlea. Cogeital This refers to a coditio (such as cogeital heart disease) which is foud to be i existece at or before birth. The word cogeital does ot ecessarily mea that the coditio is hereditary. Coordiatio The ability to perform complex body movemets through the harmoious fuctioig of the muscles i the body. CoP - Code of Practice See SEN Code of Practice, below. Cousellig Cousellig allows childre ad youg people time to discuss their problems ad cocers. Cousellig services vary i differet parts of the coutry. May areas have local iformatio services where youg people ad their families ca seek advice. Some cousellig services are made available through schools, but this depeds o the type of traiig that has bee udertake by the cousellor. Criteria-refereced assessmet A form of assessmet that measures what pupils ca do agaist a group of skill objectives. Cross domiace This is also called mixed domiace. It is whe a perso s preferred or leadig eye, had ad foot are ot all o the same side of the body. For example, a perso may be right-footed ad right-eyed but left-haded. Cued articulatio A system of helpig or teachig pupils to develop their articulatio skills through sigs made with the hads to prompt mouth/lip/togue movemets. This helps learers to articulate phoological souds or phoics as parts of words. There is a liked colour-codig to see the souds i writte words. DAMP - deficits i attetio, motor cotrol ad perceptio See Learig difficulties ad disabilities. DDA - Disability Discrimiatio Act All schools eed to comply with this legislatio (1995 ad 2005). Decodig skills Decodig is the process of idetifyig phoemes i words, the bledig them to read the words. Developmetal coordiatio disorder Aother ame for dyspraxia (see separate etry below). teachig persoel 50

52 Educatio Terms ad Abbreviatios Developmetal delay A term used to describe childre who have ot mastered the skills expected for their age. Developmetal delays ca be across a rage of areas - social, emotioal, physical, itellectual ad self-help skills. The term ca also be used whe describig difficulties experieced by childre with severe sesory, cogeital or metal coditios. Diagostic assessmet This idetifies a pupil s stregths ad the areas where they eed support. Differetiatio Differetiatio requires teachers ad teachig assistats to adapt the curriculum to meet the idividual learig eeds of pupils. I the iclusive classroom, differetiatio may be through: outcome developig a variety of teachig ad learig styles classroom orgaisatio adult, peer group ad/or ICT support variatio of tasks a rages of resources. Directioality The ability to kow ad iterpret directio ad orietatio, e.g. right/left, up/dow, forward/backward. Disabled A pupil is defied as havig a disability if he has a physical or metal impairmet which has substatial ad log-term adverse effect o his ability to carry out ormal day to day activities (cited i the SEN ad Disability Act 2001 ad take from the Disability Discrimiatio Act 1995). Disapplicatio A term used whe a child is cosidered uable to study part or all of the Natioal Curriculum for a short period of time, or whe a child is ot icluded i the ed of Key Stage 1 or Key Stage 2 tests. The parets, school ad local authority should all be ivolved i agreeig whether this is to happe. Disapplicatio ca be applied to childre with or without a statemet of special educatioal eed ad allows them a period of time to follow specific learig programmes suited to their eeds. Discrimiatio The ability to detect similarities ad differeces betwee stimuli. Distractibility The iability to atted to a task without beig distracted by other sights, souds ad movemets withi the eviromet. Double or dual exceptioality A pupil who is gifted or taleted ad at the same time has oe or more learig difficulties or disabilities. Dysarthria A speech disorder ivolvig uclear articulatio. 51 teachig persoel

53 Educatio Terms ad Abbreviatios Dyscalculia A specific learig difficulty ivolvig oe or more maths skills (see Learig difficulties ad disabilities ). Dysgraphia A processig problem causig difficulty i rememberig ad usig the correct sequece of muscle movemets i order to write (see Learig difficulties ad disabilities ). Dyslexia (also kow as SpLD) A term that is ofte used to describe difficulties with learig to read, spell, write, maipulate umbers ad developig orgaisatioal ad coordiatio skills. Pupils may have mild to severe difficulties ad have varyig levels of ability. (See Learig difficulties ad disabilities.) Dysphasia A specific difficulty i speakig ad uderstadig spoke or writte laguage, caused by brai ijury or disease ad eedig cocetrated specialist help. Dyspraxia (also kow as developmetal coordiatio disorder) A specific learig difficulty affectig motor coordiatio i which childre may appear clumsy i their movemets, their writig or their prouciatio (see Learig difficulties ad disabilities ). EAL - Eglish as a additioal laguage It is importat that pupils who oly eed support with learig Eglish are ot recorded as learers with SEN. EBD - emotioal ad behavioural difficulties The former term for what is ow called BESD (see Learig difficulties ad disabilities ). Educatio supervisio order A order made by a family court to esure that a pupil atteds school ad receives a full-time educatio. The order puts the child uder the supervisio of the local authority (usually the educatio welfare officer). Emergecy protectio order A court order used to remove a child or youg perso to a place of safety or to prevet a child/youg perso beig moved from a place of safety whe there is reasoable cause to suspect that they are likely to suffer sigificat harm. Ecodig skills Listeig for souds i words, the decidig which phoemes to use whe spellig the words. EWO - educatioal welfare officer Expressive laguage difficulty Difficulties i usig laguage to express oeself. EYA - Early Years Actio The stage whe provisio is made for a child by the SENCo ad teacher i the early years settig that is additioal to or differet from what is ormally provided. The child will be idetified as havig special educatioal eeds ad will usually have a IEP (see below). teachig persoel 52

54 Educatio Terms ad Abbreviatios EYA+ - Early Years Actio Plus The stage whe specialist advice ad support for a child has bee give to the SENCo ad teacher i the early years settig so that provisio ca be made that are additioal to or differet from what is ormally provided. The child will be idetified as havig special educatioal eeds ad will have a IEP reflectig the specialist advice. EYFS - Early Years Foudatio Stage The whole 0 to 5 age group. Childre i the Receptio class are also kow as the Foudatio Stage. Failure to thrive The term that is used to describe those childre who fail to reach the expected stadards of growth for childre of the same age. This may be due to oe or more of a umber of factors, icludig physical illess, geetic coditios, eglect or iadequate utritio. Failure to thrive is usually oted durig the first three years of a child s life. Family therapy Family therapy is a way of helpig idividuals overcome problems withi the cotext of the family uit. These problems may affect more tha oe family member so therapy addresses the way that they iteract with each other. Family therapists are ofte psychotherapists. Figure-groud discrimiatio The ability to distiguish importat iformatio from the surroudig eviromet despite backgroud oises ad visual distractios. Fie motor skills The ability to use the smaller muscles i the body for precise tasks such as writig, drawig, sewig, usig scissors or tyig shoe-laces. FLO - family liaiso officer (or support worker) Formative assessmet O-goig assessmet that gathers evidece of pupils learig ad uderstadig showig their stregths ad idetifyig areas for developmet, to iform plaig, teachig ad the settig of learig targets. FSP - Foudatio Stage Profile The assessmet of childre s basic skills i six areas of learig at the ed of the Receptio year i school. Some schools also use it to assess childre s attaimet o etry to the Receptio class, as a bechmark by which to measure progress durig the Receptio year, ad to idetify pupils who may potetially have special eeds. It is udertake by teachers ad TAs ad provides a baselie from which subsequet performace ca be moitored. Graduated approach This approach recogises that there is a cotiuum of special educatioal eeds ad that specialist actio ad itervetio should be based o the degree (or severity whe see o a spectrum) of special eeds of the child ad the difficulties they are experiecig. Grammar Grammar is about orgaisig words ito seteces usig the correct grammatical word structure. Pupils who have difficulty with grammar ted to muddle verb teses ad their setece formatio teds to be immature (see Sytax, below). 53 teachig persoel

55 Educatio Terms ad Abbreviatios Grapheme The writte versio of a phoeme (see below), i which oe or more letters represets a sigle speech soud. Gross motor skills The ability to use the larger muscles i the body for activities that require stregth, coordiatio ad balace, such as climbig, walkig, ruig ad jumpig. Group educatio pla Whe a group of childre have similar learig difficulties, group targets may be set o a group educatio pla istead of separate IEPs (see below). Had-eye coordiatio The ability of the eyes ad hads to work together to complete a task, as i drawig ad writig. Home- school agreemet The writte cotract draw up betwee the school, parets or carers, ad the pupil. It sets out expectatios of attedace, behaviour, stadards of educatio ad homework. Hyperactivity The iability to focus o oe task for a period of time ad the eed to be costatly o the move. Hypoactivity The opposite of hyperactivity. Childre who are hypoactive, though also uable to cocetrate, ofte appear to be i a daze ad to lack eergy. IBMP or IBP or PBP - idividual behaviour maagemet pla This is also sometimes kow as the idividual (or persoal) behaviour pla. It is ofte used to support pupils with behavioural difficulties ad/or at risk of exclusio (see Behaviour maagemet pla, above). IEP - idividual educatio pla The pla devised for meetig a learer s special educatioal eeds. It is prepared specially for the learer cocered. It sets out what support will be give i the followig weeks, who will provide it ad what resources will be required. It also sets out specific targets for the learer. IEPs are usually reviewed by the school every term or half term, or more ofte if required. Parets ad pupils are ivited to discuss ad review the pla ad to help decide ew targets. Impulsivity This is whe childre react to a situatio without cosiderig the cosequeces. Iclusio Iclusio is about creatig a appropriate learig eviromet for all childre. It ivolves itroducig policies ad practices that eable pupils with learig difficulties ad disabilities to participate fully i school life. The process of iclusio should ivolve a regular, critical evaluatio of school policies ad practices to esure that quality learig opportuities are available to all, whatever their eeds. Isertios The additio of extraeous letters or umbers to words or umerals, such as readig a additioal word i a setece, which is ot prited o the page. teachig persoel 54

56 Educatio Terms ad Abbreviatios Itegratio The process whereby learers retur to maistream educatio after spedig part of their educatio i a special uit or school or havig home tuitio. Iversios The cofusio of up/dow directioality of letters or umbers, such as b/p, or 6/9. IQ - itelligece quotiet The ratio betwee a perso s chroological age (measured i years) ad metal (cogitive) age, as measured by a stadardised itelligece test, multiplied by 100. I such a test, a score of 100 is usually the mea with the majority of pupils fallig withi the rage. Most IQ tests ca provide a variatio from as low as aroud 60 to as high as about 150. Kiaesthetic learig style Childre who are predomiatly kiaesthetic learers do best whe they are actively ivolved i practical tasks that rely o the use of movemet ad touch. KS - Key Stages There are four key stages set out i the Natioal Curriculum. Key Stage 1 (KS1) - the majority of pupils are aged 5 to 7. Key Stage 2 (KS2) - the majority of pupils are aged 7 to 11. Key Stage 3 (KS3) - the majority of pupils are aged 11 to 14. Key Stage 4 (KS4) - the majority of pupils are aged 14 to 16. LA - local authority The LA is a sythesis of all childre s services, icludig educatio ad social services. (LEA, where used, deotes local educatio authority - this was the term used before childre s services were reorgaised ito oe uit.) LAC - looked-after child A term used to describe those childre who are i the care of the local authority or social services departmet for more tha 24 hours. This may iclude short-term placemets, e.g. respite care, as well as loger placemets, such as withi foster families. Laterality The tedecy to use the (domiat) had, foot, eye, ad ear o a particular side of the body. Most people use their right had whe writig ad their right foot whe kickig. LDD - learig difficulties ad/or disabilities The acroym used by Ofsted ad some other official bodies as a alterative to the term SEN. Learig difficulty A term used to describe a wide rage of specific problems that a child may have with ay aspect of the learig process. Learig difficulties may arise from problems that are either temporary or log-term. Learig disability A coditio that is ofte preset from birth ad usually ihibits a child s geeral developmet throughout their life. Childre who have a learig disability eed more help tha others whe learig ew skills as they have difficulty i processig ew ad complex iformatio. 55 teachig persoel

57 Educatio Terms ad Abbreviatios Lovaas A early years itesive behaviour therapy approach also kow as ABA (applied behavioural aalysis), for childre with autism or ASD, iveted by a Dr Lovaas. LSA - learig support assistat LST - learig support teacher LSU - learig support uits Learig support uits (or special support cetres) are based i schools. They provide teachig ad support programmes for a rage of special educatioal eeds. The support uits work with a school or group of schools by suggestig strategies for learig ad for promotig positive behaviour. The aim of the uits/cetres is to help pupils develop the skills they eed to reitegrate ito maistream classes. Makato A adapted form of BSL (British Sig Laguage), desiged to be used alogside speech to support commuicatio skills. Metacogitio The ability to reflect o our ow thikig processes (thikig about the way that we thik). Developig metacogitive skills ca help all pupils become more idepedet i their learig ad have a greater self kowledge. Mid-mappig A techique used to help pupils orgaise kow iformatio or ideas visually i order to uderstad how ew kowledge is or could be related. Mid maps are similar to cocept maps but, whereas a cocept map may be draw aroud several cocepts, a mid map has oe cetral cocept. Related ideas are draw aroud this cocept ad each of these ideas may also have a umber of related liks. Miscue aalysis Miscue aalysis is just oe type of readig assessmet ad is desiged to assess the strategies that childre use whe readig. The term miscue is used to describe the differet types of errors that readers make whe readig a text. Readers miscues may iclude word additios, omissios, substitutios, repetitios, reversals, chages i word sequece ad self-correctios. The miscues are usually aalysed usig three cueig systems - sematic, sytactic ad graphophoic. This aalysis idetifies a learer s readig stregths ad weakesses. Mixed laterality The tedecy to use a combiatio of both right ad left sides of the body for differet tasks. For example, a pupil may be right-haded ad left-footed. Memoics A strategy to help learers remember importat facts from useful prompts, such as the iitial letters of Richard of York gave battle i vai to remember the iitial letters of the colours of the raibow ad their order. Memoics ca also be used to help learers remember the spellig of irregular words, such as because - big elephats ca always uderstad small elephats. Modellig A term used to describe a strategy where the teacher demostrates (models) a skill or process at the same time as describig their thikig process aloud. teachig persoel 56

58 Educatio Terms ad Abbreviatios Modificatio The Natioal Curriculum ca be chaged or modified to help a child with special educatioal eeds to follow the learig i a area of the curriculum. Morphology Morphology refers to the grammar of words ad how they are formed. A morpheme represets the smallest uit of meaig i a word. Some pupils with speech ad laguage impairmet have difficulties with usig boud morphemes such as ed, ig, ad es at the eds of words. MSI - multi-sesory impairmet Whe childre have combied visual ad hearig problems. This is sometimes referred to as deafblid. Multi-sesory A method of learig where activities are desiged to eable pupils to lear by usig two or more seses together. Norm-refereced assessmet A orm is the average performace of a age group. Norm-refereced assessmet eables pupils scores to be bechmarked agaist the average of their peers, or agaist the atioal averages for their age group. Note i lieu A ote that is set to the parets whe a local authority decides ot to issue a statemet of special educatioal eed. The ote i lieu should describe the child s special eeds, explai the reasos why the LA is ot issuig a statemet ad should cotai recommedatios for suitable provisio for the child. The ote may be set to the school with the paret s permissio. This is ot a legally bidig documet. OCD - obsessive compulsive disorder See Learig difficulties ad disabilities. ODD - oppositio defiace disorder See Learig difficulties ad disabilities. Opportuity playgroups Pre-school settigs which provide play activities ad therapy for youg childre with special educatioal eeds. They ca take childre from a very youg age. OT - occupatioal therapy/therapist Over-learig Childre with specific learig difficulties eed to be give activities that will reiforce their learig through revisitig ad reviewig both kowledge ad skills, usig multi-sesory approaches (see above). P scales A series of groups of differetiated performace criteria describig a pupil s attaimet below Natioal Curriculum Level 1. These show very small steps of progressio across the curriculum by which the progress of childre with special eeds ca be measured ad targets set. 57 teachig persoel

59 Educatio Terms ad Abbreviatios Paretig order Paretig orders are issued to ecourage parets to exercise reasoable cotrol over their childre ad are oversee by a social worker, a probatio officer or a member of the youth offedig team. Paretig orders ca last for up to a year ad parets may be expected to atted guidace ad cousellig sessios. Pathway pla Whe a looked-after youg perso reaches the age of 16 the local authority resposible for their care must draw up a pathway pla. This pla should detail the support ad services that the youg perso may eed i order to trasfer successfully from livig i care to livig idepedetly. The pla must be regularly reviewed util the youg perso reaches the age of 21 or completes full-time educatio or traiig. PDA - pathological demad avoidace See Learig difficulties ad disabilities. PEP - persoal educatio pla A pla that is draw up for looked-after childre ad focuses o their educatioal eeds. It is usually reviewed at the same time as the care pla. Perceptual ability The fuctio of the brai to perceive, process, iterpret ad orgaise iformatio received through the seses. Peripatetic Ay teacher or adviser who is employed, usually by the LA or by a group of schools, to go from school to school, supportig idividuals or groups with SEN. Persoalised learig Persoalised learig is about persoalisig the school experiece so that it is accessible to all pupils ad i so doig helpig to remove barriers to achievemet. Phoeme A sigle speech soud. It ca be represeted by a grapheme (see above) of oe or more letters. Phoological awareess skills The ability to hear ad recogise souds i spoke words. PIVATS - performace idicators for value added target-settig A widely used assessmet system that exteds the P scales (see below) ad icludes steppig stoes to support target-settig for studets with learig difficulties up to Natioal Curriculum Level 4. Placemet The school or uit i which a child with special eeds is placed after careful cosideratio has bee give to their specific eeds. PMLD - profoud ad multiple learig difficulties PMLD pupils are those with severe ad complex learig eeds, usually a combiatio of learig difficulties ad sesory impairmets or medical coditios. They may oly be able to commuicate by gesture, eye movemet ad/or simple laguage. Ofte, they caot maage their ow persoal care. PMLD pupils eed a high level of adult support ad sesory stimulatio ad they are usually educated i special schools or hospital uits. teachig persoel 58

60 Educatio Terms ad Abbreviatios Portage A educatioal home visitig service for pre-school childre whose developmet is sigificatly delayed. It is amed after the tow i the US where the scheme origiated. A portage supervisor, who is usually a educatioal psychologist, visits the home to assess the child ad aswer ay questios. The a traied home visitor teaches parets or carers activities to help stimulate the child s developmet. Whe the child is about to start school, the portage worker will liaise with the school i order to esure a smooth trasitio. PPS - paret partership scheme A service (provided by each LA) to support parets ad carers of SEN childre ad to empower them to play a active ad iformed role i their childre s educatio. Pragmatics See Social commuicatio skills, below. Proposed statemet The draft statemet that is set to the parets by the LA, settig out the proposed arragemets for the educatio of their child. Parets have 15 days from the receipt of the proposed statemet to make ay commets. Provisio mappig A way of showig at a glace the rage of provisio that is beig offered by a school for those childre with special ad other additioal eeds. PRU - pupil referral uit The aim of pupil referral uits is to get pupils back ito the maistream school. These uits are set up ad maitaied by the local authority ad provide educatio for childre who are uable to atted a maistream school (for example, excluded childre or school phobics). PSP - pastoral support pla A PSP should be set up for ay disaffected pupil or oe at risk of permaet exclusio. It should detail itervetios to help pupils maage their behaviour. A PSP should set realistic targets for the pupil to work towards that have bee agreed with the parets/carers. Pupil voice The ivolvemet of pupils i their ow learig ad i the orgaisatio of the daily life ad provisio of the school. Most schools have school coucils, whose members represet their peers of all ages ad abilities. However, pupil voice is also a importat feature of special eeds provisio, ecouragig ad valuig the views of pupils ad takig them ito accout i plaig ad delivery. Quality-first teachig High-quality iclusive teachig, where all the learer s eeds are catered for ad are a part of school ad classroom plaig ad target-settig. Receptive laguage difficulty Difficulties i uderstadig spoke laguage. Register of disabled childre Local authorities must keep a register of disabled childre i their area i order to help them pla services effectively. It is advisable for parets to register a disabled child with the local authority, although this is ot compulsory. 59 teachig persoel

61 Educatio Terms ad Abbreviatios Reversals A reversal is a perceptual difficulty resultig i letters, words ad umbers beig reversed, for example, b/d, was/saw, 12/21. SA or SA+ - School Actio or School Actio Plus See each headig below. SaLT - speech ad laguage therapist Scaffoldig Scaffoldig is ofte used to describe how teachers ad more able peers ca help pupils to move o to the ext stage of their developmet, by modellig a skill or explaiig a cocept. By explaiig what they are doig ad why, they are givig others opportuities to practise ad iteralise that skill. School Actio The stage whe the SENCo ad class teacher make provisio for a child that is additioal to or differet from what is ormally provided withi a differetiated settig. The child will have bee idetified as havig special educatioal eeds ad will usually have a IEP. School Actio Plus The stage whe specialist advice ad support for a child has bee give by oe or more outside professioals to the SENCo ad teacher, so that more specialised provisio ca be made that is additioal to or differet from what is ormally provided withi a differetiated settig. The child will have bee idetified as havig special educatioal eeds ad will have a IEP reflectig the specialist advice. School support staff A term that is used to describe a wide rage of adults who have supportig roles i schools ad may iclude teachig assistats, techicias, admiistrative staff, librarias, midday supervisors ad may more. Self-esteem This describes how positively (high self-esteem) or egatively (low self-esteem) childre perceive themselves withi their eviromet. Sematic kowledge The ability to uderstad the meaig of words i differet cotexts ad the kowledge of the meaigs of relatioships betwee words, such as categories, opposites, syoyms or associatio. It also icludes a ability to uderstad arrative. SEN Code of Practice The documet, published by the govermet i 2001, settig out the statutory duties of LAs, schools, early educatio settigs ad health ad social services. It provides a framework for the idetificatio ad assessmet of childre with special eeds. It also provides guidelies for makig effective provisio for these childre. Parets ca ask to see a copy of the Code of Practice i school. This SEN Code of Practice should ot be cofused with the Disability Discrimiatio Act Code of Practice for Schools (see DDA etry above), which is also of relevace to SENCos ad school maagemet. teachig persoel 60

62 Educatio Terms ad Abbreviatios SENCo Special educatioal eeds coordiator - every school is required to have oe. SENDisT - special educatioal eeds ad disability tribual Sesory impairmet A sesory impairmet ca be described as a impairmet of ay of the five seses (for example, visual or hearig impairmet). Sesory-motor The relatioship betwee sesatio ad movemet. Sequece Iformatio, text or images arraged i a particular order, such as days of the week or moths/seasos of the year. SID - sesory itegratio disorder/dysfuctio See Learig difficulties ad disabilities. Sight word approach A method of teachig readig which relies heavily upo a learer s visual memory skills, used for recogisig whole words, rather tha o phoeme bledig. Sight words Words that childre ca recogise as whole words o sight. Sig-alog A form of sigig that supports spoke laguage, developed for childre ad adults with learig disabilities. SLCN - speech, laguage ad commuicatio eeds Pupils with speech, laguage ad commuicatio eeds are those whose primary learig difficulty or disability is related to the acquisitio of laguage ad who are at School Actio Plus or have a statemet. They may have receptive laguage difficulties (uderstadig laguage) or expressive laguage difficulties (usig laguage), or both. SLD - severe learig difficulty Childre with severe learig difficulties eed support i all areas of the curriculum. They may have difficulties with cogitive impairmet, commuicatio, mobility ad coordiatio as well as the ability to develop self-help ad social skills. SLT - speech ad laguage therapist Social commuicatio skills (pragmatics) Pragmatics refers to the way i which meaig is affected by the cotext i which laguage is used ad the ability to commuicate i social situatios. Some pupils have difficulty i uderstadig how to use laguage i a rage of social situatios. Social exclusio The way that some groups of people ca be excluded from society because of a variety of problems (breakdow of family, uemploymet, physical ad metal illess, poor housig, low icome, etc.). Social stories A strategy to help autistic learers gai a uderstadig of social situatios. 61 teachig persoel

63 Educatio Terms ad Abbreviatios Soud bledig The ability to bled phoemes ito whole words. Spatial awareess The ability to be aware of oeself i oe s space i terms of positio, distace, form ad directio. Spatial relatioships How differet objects relate to oe aother ad to the child himself. Special educatioal eeds Special educatioal eeds may cover areas of difficulty i commuicatio ad iteractio, cogitio ad learig, behavioural, social ad emotioal developmet ad sesory ad /or physical eeds. Pupils have special educatioal eeds if they have learig difficulties that require special educatioal provisio to be made for them. Special school A school specially orgaised ad desiged to support pupils with a statemet of special educatioal eed. Some special schools cater predomiatly for oe area of learig difficulty or disability. There are usually specialist teachers ad resources o site ad childre are taught i small groups. SpLD - Specific learig difficulty (also kow as dyslexia - see above) A specific learig difficulty that affects the ability to read ad spell. SSC - special support cetre This is also kow as a LSU or learig support uit, based i schools. (See Learig support uit, above.) Stadardised test A test that has bee calibrated to result i the average rage of attaimet levels or scores - for example i cogitive ability tests for that age group. Statemet of special educatioal eeds The documet issued by the local authority which cotais details of the child s educatioal eeds, as idetified by the LA durig the statutory assessmet. The statemet icludes details of the provisio required to meet those eeds. It ames the school that the child will atted (agreed with the parets ad the school). Usually, this will be the school the child already atteds, but occasioally a special school is cosidered to be more suitable. The statemet will ot iclude aythig that parets have ot already discussed or bee made aware of. Statutory assessmet The process which takes place if the LA believes that it eeds to outlie the child s eeds, at the request of the school, paret or aother agecy. It does ot always lead to a statemet of special educatioal eed. The authority looks at all that has bee doe for the child, reports from professioals ad previous IEPs. A educatioal psychologist assesses the child ad prepares a report. The SEN sectio of the local authority cosiders all the evidece ad makes a decisio whether to give a statemet. Statutory review The process of reviewig care plas for looked-after childre. There are specific rules goverig the frequecy of reviews ad the chagig of care plas as ecessary. teachig persoel 62

64 Educatio Terms ad Abbreviatios Substitutio Whe letters, umbers or words are iterchaged whe readig, spellig or i umeracy. (For example: wos for was i spellig, or sad for said i readig.) Summative assessmet Assessmet that focuses o measurig the levels pupils have reached. The iformatio gathered is used i aual school league tables, i the trackig of pupils progress ad i settig attaimet targets. Supervisio order There are two types of supervisio order. Oe is made o the same basis as a care order but does ot make the local authority resposible for the child or youg perso, who cotiues to live with the parets/carers. This type of supervisio order allows a supervisor (usually a social worker) to supervise specific activities ad livig coditios. The order ca oly be i place for a maximum of three years. The other type of supervisio order is give to a youg offeder by the youth court. The youg perso is usually supervised by a member of the youth offedig team ad will be expected to meet the supervisor regularly ad udertake specific activities i order to address their offedig behaviour. Sure Start This govermet programme bega i the late 1990s ad aimed to halve child poverty withi a decade. Local Sure Start programmes were established, i the most disadvataged areas, to help improve the health ad wellbeig of childre ad families from before birth to age four. There are more tha 500 local programmes ow kow as Sure Start childre s cetres. Sure Start childre are usually screeed for ay SEN difficulties at a very early age ad additioal support is put i place for them as soo as they are idetified as eedig it. Sydrome A set of symptoms that idicates a specific disorder. Sytax The grammar of spoke laguage ad writte seteces, ivolvig how words are sequeced to covey meaig. (See also Grammar, above.) Sythetic phoics A approach that ivolves developig phoemic awareess by learig to recogise ad soud out up to 44 phoemes. Most teachig programmes do this i a systematic way, usig a multi-sesory approach. Pupils are the asked to bled phoemes together to read a word phoetically i order to develop their readig ad spellig skills. TA - teachig assistat Tactile Relatig to the sese of touch. Thikig skills The skills through which childre acquire, iterpret, reorgaise, store, retrieve, ad sythesise kowledge. Tiered service models A term that is used by a umber of childre s services. It describes the way these services have bee modelled, usig a tiered approach. Each tier provides a differet level of support for the eeds of a child or family. 63 teachig persoel

65 Educatio Terms ad Abbreviatios Team-Teach A whole settig holistic approach to behaviour supports ad itervetios. Teachig Persoel deliver a comprehesive Team-Teach CPD program across Eglad ad Wales. For more iformatio, ask your recruitmet cosultat or click o the website below. A whole settig a Trasitio Pla A pla that draws together iformatio that will support a youg perso as they make the trasitio ito adult life. Trasitio plas are usually devised for youg people with special educatioal eeds or disabilities, with or without statemets. They are usually devised followig a Year 9 aual review ad updated yearly. Traspositio This is whe the order of letters i a word or digits i a umber is cofused, for example gril/girl or 546/654. VAK - visual, auditory, kiaesthetic VAK usually refers to learig styles or approaches. It relates to the three mai ways that we give ad receive iformatio. It is thought that we each have a preferred learig style, either visual, auditory or kiaesthetic, ad if we are give opportuities to lear usig this style we ted to lear i a more atural ad more effective way. Verbal comprehesio The ability to read or liste to textual/spoke iformatio, remember it, uderstad it ad the use the iformatio across a rage of tasks. Visual associatio The ability to relate cocepts which are preseted visually through words or pictures. Visual discrimiatio The ability to detect similarities or differeces betwee pictorial images or symbols, icludig letter or word shapes. Visual learig style Childre who are visual learers achieve their best whe they are ivolved i tasks usig writte laguage ad visual materials. Visual memory The ability to recall iformatio that has bee preseted visually. The iformatio may be retaied for a short while (short-term memory), rehearsed ad retaied for a loger period of time (logterm memory) or retaied ad recalled i the correct sequece (visual sequetial memory). Visual-motor skills The ability to traslate iformatio received visually ito a motor respose. Childre who have difficulties i this area ofte have poor hadwritig. Visual perceptio The ability to recogise, iterpret ad orgaise visual images. VRT - Voice Recogitio Techology A example of VRT would be a word processig program that produces text i direct respose to spoke iput. teachig persoel 64

66 Educatio Terms ad Abbreviatios Vulerable childre The term vulerable childre is most ofte used to describe all childre whose learig or wellbeig are or may be disadvataged by their circumstaces. Such circumstaces might iclude the whole rage of learig difficulties or disabilities, EAL pupils, gifted ad taleted pupils, lookedafter childre, bereaved childre, those with temporary or log-term behavioural, social, emotioal or metal difficulties, or those at risk of social exclusio or who are ot able to make the best of their life chaces. However, some SEN practitioers prefer to use the term childre with additioal eeds to be more specific regardig the way i which childre or youg people are vulerable. Waves model Teachig ad itervetio to support pupils at risk of uderachievemet. The waves are: Wave 1 - the effective iclusio of all pupils i daily, quality-first teachig. Wave 2 - wave 1, plus additioal itervetios to help pupils overcome barriers to learig whe workig towards age-related expectatios or above. Wave 3 - wave 1, plus additioal persoalised itervetios usig a rage of approaches for pupils who have bee idetified at School Actio, School Actio Plus or with a statemet of special educatioal eeds. Word-fidig skills The ability to access ad recall vocabulary from the log-term memory. Word recogitio The ability to read or proouce a word, without ecessarily uderstadig its meaig. Workig with parets All teachers ad SENCos have a special role to play i workig with parets to support ad ehace provisio for their childre i school as well as to address their special eeds at home. Writig frames Writig frames provide a framework or format to help pupils orgaise ad structure their thoughts, ideas or research fidigs. Writig frames ca support the developmet of learers writig skills across the curriculum. Youg carers Youg carers are childre or youg people uder 18 who provide care ad support for a family member who is disabled or ill. Youg carers take o a level of resposibility that is iappropriate for their age ad level of developmet. This may affect their learig. (See Learig difficulties ad disabilities.) ALS: ASD: ALS: ASD: AST: Additioal Literacy support. This is a 24 week programme used for childre who have falle behid i literacy i year 3 ad 4. Autistic Spectrum Disorder Additioal Literacy support. This is a 24 week programme used for childre who have falle behid i literacy i year 3 ad 4. Autistic Spectrum Disorder Advaced Skills Teacher 65 teachig persoel

67 Educatio Terms ad Abbreviatios Baselie Assessmet: Behaviour Support Pla: BESD: BSL: CHI: Circle Time: Desigated Teachers: EAL: ELS: EMA: EMTAG: ESL/E2L: Exclusio: HI: IEP: Iclusio: A assessmet of a child s skills ad abilities usually made by a teacher withi the first seve weeks of startig primary school. It shows teachers what a child ca do whe startig school ad helps them to pla lessos ad measure progress. Areas covered iclude Laguage ad Literacy, Maths ad Persoal ad Social Developmet. A statemet which sets out local arragemets for schools ad other service providers for the educatio of childre with behavioural difficulties. Behavioural, Emotioal ad Social Difficulty British Sig Laguage The Support Society for Childre of Higher Itelligece Circle time is a effective method of orgaisig the pupils i the primary classroom to cater for pastoral eeds. Durig circle time pupils sit i a circle ad discuss with the teacher how thigs are goig ad ay problems they might have. Advocates who liaise with other services o behalf of youg people i care. Eglish as a Additioal Laguage Early Learig Support. This is a programme for year 1 teachers to use as extesive sessios with pupils over a 12 week period. This is delivered outside the literacy hour. Ethic Miority Achievemet Ethic Miority ad Traveller Achievemet Grat. These Grats are aimed at schools with childre from ethic miority, traveller ad refugee groups. The grat allows schools to provide additioal support for these pupils through itervetio programmes ad the use of additioal support staff. Eglish as a secod laguage The suspesio or expulsio of a pupil from school for discipliary reasos. Hearig Impaired Idividual Educatio Pla Plas which are draw up by the class teacher ad/or special eeds coordiator withi a school to provide idividual support for childre deemed to have eeds over ad above that of other childre i the class. This could be either due to learig difficulties or because they are cosidered to be exceptioally bright or gifted childre. Policy of icludig pupils with SEN i maistream schools wherever possible teachig persoel 66

68 Educatio Terms ad Abbreviatios Looked after Childre: LSA: LSU: Makato: MLD: MSI: NASEN: NNEB: PD: PECs: PEP: PMLD: P Scales: PSLD: Statemeted Pupils: This is a term applied to childre who i the past were referred to as childre i care. These are childre who do ot live with their atural or adoptive parets. Learig Support Assistat. Learig Support Uit Method of sig laguage commuicatio Mild Learig Difficulties. Multi-Sesory Impairmet Natioal Associatio for Special Educatioal Needs. Nursery Nurse Examiig Board Physical Disability Picture Exchage Commuicatio system Persoal Educatio Pla - these are schemes developed for youg idividuals i public care, desiged to support their educatio. Profoud ad Multiple Learig Difficulties. All pupils are required to go through target settig process, icludig those pupils with SEN. P scales have bee itroduced as a scalig system for pupils who are workig below level 1 of the Natioal Curriculum. This fier aalysis is a useful guide to teachers workig with pupils who have more complex eeds. Physical ad Severe Learig Difficulties These statemets describe ay learig difficulties which pupils have, ad specify the extra help or equipmet they eed. Aroud 3% of school pupils atioally have statemets. Some pupils with special educatioal eeds are academically able. But schools face challeges i achievig Level 4 at Key Stage 2 for may pupils with SEN. The iformatio o the umbers of pupils with SEN i each school helps you take this ito accout whe lookig at the school s results. Pupils without statemets: These are other pupils registered as havig special educatioal eeds but whose schools meet the pupils eeds without statemets. SEN: SENCO: Special Educatioal Needs This deotes ay child that has bee idetified as havig some form of educatioal eed either as a result of learig difficulty or if they are deemed as particularly bright or gifted. These childre receive additioal support either from withi the school or outside agecies. Cosult the DfES booklet SEN: A Guide for Parets if you thik your child may have special educatioal eeds. Special Educatioal Needs Coordiator. 67 teachig persoel

69 Educatio Terms ad Abbreviatios SLCN: SLD: SLDD: SpLD: TEACCH: VI: Speech, Laguage ad Commuicatio Needs Severe Learig Difficulties. Studets with Learig Difficulty ad/or Disability. Specific Learig Difficulty Treatmet ad Educatio of Autistic ad Related Commuicatio Hadicapped Childre Visual Impairmet teachig persoel 68

70 Useful Websites Actio for ME (AfME) Tel: Actio for Sick Childre Helplie: ADD Iformatio ad Support Service (ADISS) Tel: Advisory Cetre for Educatio (ACE) Advice lie: Aidig Commuicatio i Educatio (ACE Cetre) Tel: Allergy UK Helplie: Alliace for Iclusive Educatio (ALLFIE) Tel: Aaphylaxis Campaig Helplie: Aorexia ad Bulimia Care (ABC) Tel: Axiety Care Tel: Axiety Disorders Associatio of America Arthritis Care Helplie: Asperger's Sydrome Foudatio Associatio for All Speech Impaired Childre (AFASIC) Helplie: Associatio for Childre's Palliative Care (ACT) Helplie: Associatio for Spia Bifida ad Hydrocephalus (ASBAH) Helplie: Associatio of Youg People with ME (AYME) Tel: Asthma ad Allergy Foudatio of America Tel: (1) Asthma UK Advice lie: Ataxia UK Helplie: Autism Idepedet UK Tel: Bipolar Fellowship Scotlad (BFS) Tel: Brai ad Spie Foudatio Helplie: British Associatio of Teachers of the Deaf (BATOD) Tel: British Deaf Associatio Tel: Textphoe: British Dyslexia Associatio (BDA) Helplie: British Dyslexics Tel: teachig persoel

71 Useful Websites British Heart Foudatio Helplie: British Istitute for Brai Ijured Childre (BIBIC) Tel: British Istitute of Learig Disabilities (BILD) Tel: British Stammerig Associatio (BSA) Tel: Brittle Boe Society Helplie: Capability Scotlad Tel: Cerebra Tel: Child Growth Foudatio Tel: Childlie Childre's helplie: Childre Livig with Metabolic Diseases (CLIMB) Tel: Childre's Chroic Arthritis Associatio (CCAA) Tel: Childre's Heart Associatio Tel: Childre's Heart Federatio Tel: Childre's Liver Disease Foudatio Tel: teachig persoel 70 Childre's Society Tel: Childre with AIDS Charity (CWAC) Tel: Childre with Leukaemia Tel: Clear Visio Project (ledig library) Tel: Cleft Lip ad Palate Associatio Tel: CLICS arget (Cacer ad Leukaemia i Childhood Trust) Helplie: Cotact-a-Family Helplie: Coucil for Disabled Childre Tel: Cued Speech Associatio UK Tel: Cystic Fibrosis Trust Helplie: Deaf Educatio Through Listeig ad Talkig (DELTA) Tel: Deafess Research UK Helplie: Diabetes UK Carelie:

72 Useful Websites DIAL UK (disability helplies etwork) Tel: Dow Sydrome Iteratioal Tel: Dow's Sydrome Associatio Tel: Duchee Family Support Group (DFSG) Tel: Dyscovery Cetre Tel: Dyslexia Actio Tel: Dyspraxia Foudatio Helplie: Epilepsy Actio Helplie: EQUALS (for teachers of pupils with learig difficulties or disabilities) Tel: Family Fud Tel: Foudatio for People with Learig Disabilities Tel: Fragile X Society Tel: Guillai-Barré Sydrome Support Group Helplie: Haemophilia Society Helplie: Hele Arkell Dyslexia Cetre Tel: HemiHelp (for childre with hemiplegia) Helplie: Hutigdo's Disease Associatio Tel: Hyperactive Childre's Support Group Tel: I CAN (speech ad commuicatio difficulties) Tel: Idepedet Paretal Special Educatio Advice (IPSEA) Advice lie: Irle ABC (Accuracy by Colour) Tel: Irle UK (See website for regioal telephoe umbers) KIDS (for childre with disabilities ad other SEN) Tel: Kidscape Helplie: Leukaemia Care Carelie: LOOK (Natioal Federatio of Families with Visually Impaired Childre) Tel: teachig persoel

73 Useful Websites MDF (The Bipolar Orgaisatio) Tel: ME Associatio Helplie: Mecap Helplie: Meigitis Trust Helplie: Mid Ifolie: Muscular Dystrophy Campaig Support lie: NASEN (formerly Natioal Associatio for Special EducatioalNeeds) Tel: Natioal AIDS Trust (NAT) Tel: Natioal Associatio for Colitis ad Croh's Disease (NACC) Ifolie: Supportlie: Natioal Autistic Society (NAS) Advice lie: Natioal Blid Childre's Society Helplie: Natioal Childre's Bureau Tel: Natioal Deaf Childre's Society (NDCS) Helplie: Natioal Federatio of the Blid (UK) Tel: Natioal Portage Associatio Tel: No Paic (phobias ad paic attacks) Helplie: OCD UK Tel: (admi oly) Olie Asperger Sydrome Iformatio ad Support (OAASIS) Helplie: Orgaisatio for Sickle Cell Aaemia Research (OSCAR Trust) Tel: Parets for the Early Itervetio of Autism i Childre (PEACH) Tel: PDA Cotact Group Tel: PHAB (projects, holidays, activities) Tel: Prader-Willi Sydrome Associatio (PWSA) Tel: Pricess Royal Trust for Carers Tel: RADAR (The Disability Network) Tel: teachig persoel 72

74 Useful Websites Rathboe (traiig, appreticeships, employmet) Tel: Restricted Growth Associatio (RGA) Tel: RNIB (Royal Natioal Istitute of Blid People) Helplie: RNID (Royal Natioal Istitute for Deaf People) Helplie: Scope (for people with cerebral palsy) Helplie: Selective Mutism Iformatio ad Research Associatio (SMIRA) Sese (for deafblid people) Tel: Sesory Itegratio Network Sickle Cell Society Tel: Social Emotioal ad Behavioural Difficulties Associatio (SEBDA) Tel: Special Educatioal Needs Joit Iitiative for Traiig (SENJIT) Tel: Special Kids i the UK Speech Teach: Spia Bifida Associatio of America Tel: (1) Starlight Childre's Foudatio Tel: STEPS (for childre with lower limb abormalities) Tel: Sydromes Without a Name (SWAN) Tel: Tourettes Actio Tel: Turer Sydrome Support Society Helplie: Visual Impairmet Cetre for Teachig ad Research (VICTAR) Tel: What About the Childre? (youg childre's emotioal eeds) Tel: Williams Sydrome Foudatio Tel: Youg Mids Tel: Teachig Assistat Focus 73 teachig persoel

75 Cotact Us Teachig Persoel's Local Brach Network Bouremouth Bradford Brighto Bristol Cambridge Cardiff Chelmsford Corwall Covetry Durham Ealig Hull Ket Leeds Leicester Licol Liverpool Lodo North East Primary Lodo North West Primary Lodo Secodary Lodo SEN Lodo South East Primary Machester East Middlesbrough Newcastle Northampto Nottigham Plymouth Presto Readig Sheffield Southampto Swasea Welwy West Machester Wimbledo All other locatios Head Office, Teachig Persoel, 99 Bridge Road East, Welwy Garde City, Hertfordshire AL7 1GL