zilongwang/ReadingBank huggingface dataset:
Student Government Association Senate Meeting Agenda Call to Order- Jon Mark Horton, Vice President Roll Call- Drew Roberson, Secretary Roll called Approval of Minutes Minutes approved Staff Reports Bryant Estes, Parliamentarian Make sure you’re in the groupme McKenLeigh Terry, Cultural Enrichment Director Peyton Newlon, Public Relations Director Drew Roberson, Secretary Landen Crancer, Chief of Staff Homecoming events Jon Mark Horton, Vice President Haley Stotts, President SGA representation at the international food festival; international students contact Haley to provide culture at this event Martha Spack, Advisor Senate Reports Action Fund: Conner Shannon The first hearing is tomorrow at 4:00 President Pro Temp: Clinton Summers Thank you Anna Grace and Rachel for proxying in committees. Proxy needed for Disability Services Committee at 3:30 tomorrow, contact Clinton. Secretaries (show up and take notes) for committees: Anna Raffo, Jon Mark Horton, Taylor Davidson, Drew Roberson, Jenny Keller, Karis Evans, Hannah Pack, Jon Mark Horton, Austin Reed, Aubree Hughart, Mary Conroy, Tarun Chincholi, Trey Cooper, Natalie Harrison, Noah Ford, Jazmin Selvy, Kyle Fouts, Thomas Hamaker, Connor Shannon. If your schedule conflicts with your committee let Clinton know Committee Reports Shared Governance Senator Hughart: Honors Council – enrollment down 9%, approved special pockets course for the spring, upcoming Honors events, approve funds through Honors Experience grants Senator Fouts: Undergraduate curriculum committee – approved 3 applications to change course titles Jon Mark: faculty achievement award nominations on the Astate website
ACADEMIC SENATE MEETING Friday, May 8, 2015 Ka’a’ike 105 1:30 PM – 3:00 Minutes Call to Order: 1:33 PM In Attendance Kate Acks, Debie Amby, Amir Amiraslani, Nani Azman, Celeste Baldwin, Tim Botkin, Samantha Bowe, Erica Brown, Maggie Bruck, Bruce Butler, Sean Calder, Dennis Cohen, Ann Coopersmith, Lisa Daneen, Kahele Dukelow, Ann Emmsley, Eric Engh, Teri Evangelista, Steve Farmer, Peter Fisher, Linda Fujitani, Refugio Gonzalez, Donna Harbin, Kulamanu Ishihara, Michele Katsutani, Melissa Kirkendall, Kristine Korey-Smith, Dan Kruse, Dean Louie, Sandy Low, Tim Marmack, Anil Mehta, Diane Meyer, Rick Miller, Jan Moore, Flora Mora, Gwen Morinaga-Kama, Kathleen Naga, Laura Nagle, Dale Naho'olewa, Eri Nomura, Nancy Ooki, Julie Patao, Julie Powers, Buddhi Rai, Ki'ope Raymond, Cliff Rutherford, Mike Ryan, Derek Snyder, Ron St. John, Lee Stein, Rosie Viera, Maggie Ward, Marti Wukelic, Joyce Yamada, Cindy Yamamoto, Elaine Yamashita, Melissa Yoshida Minutes from 4/10/15 (See attached pages) Approved by unanimous voice vote II. Standing & Ad Hoc Committee Reports- Consent Agenda Distance learning ad hoc committee: Deanna Reece Policies and Procedures committee: –Kealani C., Kristine K-S Inspired Teaching Committee (ITC): Joyce Yamada, Juli P – see p.3. Assessment: Eric Engh Budget and long-range planning committee: Refugio Gonzales, Elaine –on agenda Safety: Ryan Daniels –no report Elections: Ryan Daniels – nomination and election of ASEC reps – on agenda Curriculum: Tim Marmack & Kahele Dukelow - no report UHCC Policy subcommittee – Elaine Yamashita – no report III. Committee Reports Budget – Refugio Accepted budget as presented; are able to fund six positions; funded salary increase of 2% Curriculum – see p. 3. IV. Discussion Items
Student Government AGENDA Wednesday, September 16, 2015 9:00 a.m. – 11:00 a.m. Student Union Coville Conference Room Notice NOTICE IS HEREBY GIVEN to the general public and to all members of the CSU Channel Islands Student Government that: A meeting of the Student Government Senate will be held on Wednesday, September 16th , 2015 at 9:00 a.m. at California State University Channel Islands, Student Union Conference Room (room 1080), located at One University Drive, Camarillo, CA 93012, to consider and act upon the following matters: Call to Order Call to Order – 9:00 a.m. Roll Call President – Monique Reyna (P) Vice President – Michelle Noyes (P) Senate Academic Affairs – Travis Hunt (L) 9:01 Commuters & Transportation – Elizabeth Salgado (P) Housing & Residential Education – Hannah Senninger (P) Student Engagement – Tracy Davis (P) Veterans & Non Traditional – Matt Stanger (P) Wellness & Recreation – Aron Uribe (L) 9:02 Executive. Director of Operations – Marlene Pelayo (P) Director of External Affairs – John Butzer (P) Director of Events – Chief of Staff – Interns – 1. Felix Pambuena (A) 2. Marcos Estrada (A) Judicial. Chief Justice – James Forrester Associate Justice – Associate Justice – Advisors Genesis DeLong (P) Bethany Bañuelos (L) Time not recorded
The output of the process should be an agreed report that will be considered formal advice by NHS England as part of the assurance process for service change proposals. The assumption should be that clinical senate reports will be placed in the public domain at the conclusion of the NHS England assurance process. Support for Clinical Senates in undertaking reviews Clinical senates’ credibility will be reinforced by offering consistently high quality advice, presented in independent clinical review reports and supported by clear references to the appropriate evidence base, adding value for all organisations involved in the service change process. To support clinical senates to achieve these aims it is proposed to develop common supporting documents including guidance on undertaking the clinical review process (to include: business standards; how and when clinical senates might offer advice to the assurance process; draft terms of reference for an independent clinical review team and principles for managing real or perceived conflicts of interest) and a suggested structure for an independent clinical review report. These products are intended to help ensure consistency between clinical senates whilst remaining flexible enough to be tailored for local use. NHS England’s area and regional teams sharing information on anticipated future service changes will help clinical senates to determine the likely demand for independent clinical reviews of proposals. NHS England’s Regional Team service change leads can ensure these relationships are established and maintained. Resources Additional resources will not be available above and beyond existing clinical senate budgets. The level of managerial support and budget for clinical senates far exceeds that of the National Clinical Advisory Team, although it is recognised that clinical senates undertake a wider range of roles. Further consideration should be to the practicalities of how clinical senates might collaborate to discharge their functions relating to service change, this may reduce duplication of effort and offer resource savings through economies of scale. The national network of Associate Directors of SCNs and Senates and Senate Managers has suggested they would be willing to undertake further work to examine the potential for shared working arrangements across clinical senate boundaries. The scope of this work should consider (but not be limited to) the potential for each of the following: shared lists of appropriately skilled and willing experts to participate in independent reviews; a common repository for clinical evidence for clinical senates and review teams to call upon; shared administration for the organisation and coordination of reviews and report writing; and host arrangement to coordinate reviews across clinical senate boundaries or support arrangements between clinical senates. Transition from NCAT to Clinical Senates
There were three major themes in the discussion: 1) value of the data, 2) engagement of the faculty, and 3) misuse of the data. The suggestion was made that the GECAP should be charged with looking at these issues and reporting back early in the Spring. Question: There was mention that the committee did not have a unified position. Did the committee vote in favor of sending the plan to the floor of the Senate? Answer: There was no formal vote in favor; however, the committee had finalized the document at their last meeting. There was a request for a ruling about whether the item was In Order. Ruled Out of Order Motion and Seconded to acknowledge all the effort, good work, and good intentions of the Director of General Education, Josh Fausty. Motion passed. Motion to Adjourn made and Seconded. Motion passed. Meeting Adjourned by President Riotto at 3:44 PM Respectfully submitted, Ethan Prosen, Ph.D. Secretary of the University Senate Attachments #1 Senate C&I Committee Report to the University Senate #2 Graduate Studies Committee Report to the Senate #3 General Education Action Plan
Accepted Wahlund: I nominate Simmer Declined SR-02-19 “A Resolution Condemning the Use of Hate Speech” First Read Student Concerns Reports off the Floor Mach: This past week I attended TFAC, and we went over the budget. One thing I’ve noticed – they have an odd formatting for their budgeting, where they have a bump of money, use that until they are underbudgeted, and get another bump. I’m going to look further into this. Fleck: I nominate Simmer as Senator of the Week! Wognin: The Chief of Police asked me to review the video for the active shooter programming – I’m going to put it on the Facebook page, and if you all could give that a look and give me some thoughts that would be great. Sanger: There’s been some changes in parking regulations on campus – it might be super helpful for a map for students after 5 o’clock to show them where they can park. This could be a great project, if anyone is interested. Announcements Wahlund: Fries with Kappa Psi(s) is tomorrow, and I have tickets for you if you want to buy one! They are $5. Arndt: The Women’s Activist Organization is doing a transgender clothing drive – drop some stuff off at the Women and Gender Studies office if you want to participate! Yankovec: I’ve been working on getting pictures up on digital signage in my college, and we’ve gotten permission! It would be a good idea to work on that for your college. Parsons: Please sign the 4 “Thank you!” cards on my desk before you leave today. Blank: I believe there are some senators who have not set up a time with me about the Finance quiz, please do so! Pacella: application will go out with minutes, and one note – please be thorough with your report on the points sheet. Please take some time to fill it out. Mach: Moving forward, if you do not denote things on your form, I will not be giving points for it. Adjourn @ 7:17pm Until 10/21 at 6:30pm
Alexander: I nominate Nichols Accepted Grindberg: I nominate Sanger Accepted Mach: I nominate Fettig Accepted Leier: I nominate Wognin Accepted Movement to consider 2nd Read without objection by Nitsch No objections Nominations moved by Nitsch, second by Mach Nominations (2nd) Wahlund: I nominate Yankovec Declined Wahlund: I nominate Parsons Declined Fettig: I nominate Mach Accepted Questions Discussion Appoint 3 Senators to the Congress of Student Organization Commission Nominations opened by Nitsch, second by Nichols Nominations Fleck: I nominate myself Wognin: I nominate Leier Accepted Alexander: I nominate myself Appoint 4 Student Government Members to Yell Leader Appointments Committee Nominations opened by Nitsch, second by Mach Nominations Mach: I nominate Leier Accepted Wahlund: I nominate Wognin Declined Schoenenberger: I nominate myself Mach: I nominate Anderson Accepted Wahlund: I nominate Yankovec Accepted Leier: I nominate Nichols Declined Move to Suspend Rules Second Read without objection by Nitsch No objections Nominations opened by Mach, second by Nitsch Chase: I nominate myself Movement to White Ballot by Nitsch No objections Student Concerns
Appoint 2 Senators to the Technology Commission Point of clarification, what is the difference between Tech and TFAC? Muske: TFAC looks at applications and awards those with funds, and Tech works more with student issues with technology on campus. Movement to open nominations Nichols, second by Benson Nominations Schoenenberger: I nominate Yankovec Accepted Schoenenberger: I nominate Varshini Accepted Kniffen: I nominate myself I nominate Arndt Accepted I nominate Simmer Declined Wahlund: I nominate Nitsch Accepted Appoint 5 Senators to the External Affairs Commission Movement to open nominations by Pouliot, second by Olstad Nominations Wognin: I nominate Nichols Accepted Pouliot: Schoenenberger Declined Fleck: I nominate Arndt Accepted Kniffen: Benson Accepted Wahlund: Knoblach Accepted Alexander: Yankovec Declined Hasan: I nominate Fleck Declined Wahlund: Hasan Declined Simmer: I nominate myself Student Concerns Wahlund: Students are concerned about how many seats we lost during football tickets, and the difference between full-time tuition and credit cap. Bikes are being stolen a lot on campus, so be careful. Pouliot: I’ve gotten several complaints about the bookstore and books still being on back order. Wognin: I spoke with someone within the bookstore about this, and the issue is that professors are ordering books too late, so they were not able to be ordered on time.
Fair Work Commission Tanya Cirkovic Commissioner VIC 02/11/2015 22/04/2028 $358,400 (total remuneration Fair Work Commission Christopher Platt Commissioner SA 02/011/2015 18/01/2026 $358,400 (total remuneration) National Workplace Relations Consultative Council Joe De Bruyn Member representing the Australian Council of Trade Unions VIC 04/05/2015 06/08/2015 N/A National Workplace Relations Consultative Council Geradine Kearney Member representing the Australian Council of Trade Unions VIC 04/05/2015 03/05/2017 N/A National Workplace Relations Consultative Council Connolly Member representing the Australian Council of Trade Unions QLD 04/05/2015 03/05/2017 N/A National Workplace Relations Consultative Council Michael Borowick Member representing the Australian Council of Unions VIC 04/05/2015 03/05/2017 N/A National Workplace Relations Consultative Council Susan Hopgood Member representing the Australian Council of Trade Unions VIC 20/05/2015 19/05/2017 N/A
National Workplace Relations Consultative Council Kirchner Member representing Business Council of Australia VIC 15/09/2015 14/09/2017 N/A Safe Work Australia Michael Young Member representing the Australian Capital Territory NSW 11/05/2015 10/05/2018 N/A Safe Work Australia Lex McCulloch Member representing Western Australia WA 06/08/2015 05/08/2018 N/A Safety, Rehabilitation and Compensation Commision Michael Borowick Member nominated by the Australian Council of Trade Unions VIC 16/08/2015 15/08/2018 $39,170 (per Safety, Rehabilitation and Compensation Commision Bradley Parker Deputy to Michael Borowick, member nominated by the Australian Council of Trade Unions NSW 18/08/2015 15/08/2018 N/A Safety, Rehabilitation and Compensation Commision Veronica Deputy to Lisa Newman, member nominated by the Australian Council of Trade Unions NSW 16/09/2015 04/08/2016 N/A
Contractor Subject Matter Amount of Consideration ($) Start Date End Date Whether contract contains provisions requiring the parties to maintain confidentiality of any of its provisions (Y/N) Whether contract contains other requirements of confidentiality (Y/N) Reasons Northern Territory of Australia trading as Northern Territory Treasury Ord irrigation scheme $350,000 24/06/2013 31/12/2015 No No
SENCo Conference 2015 Should we call our school SEN Report 'Local Offer'? No. The SEN report is different from the school’s local offer. The SEN Information Report should include a weblink to the school’s local offer. The Lamb inquiry of 2009 into parental confidence in the SEN system found that families struggled to find their way through layers of bureaucracy and wanted clear, accessible information. The SEN Information Report is designed to help meet this need. School governing bodies require information about their SEN provision under Section 69 of the 2014 Children and Families Act. This section lists schools’ reporting duties with regard to the admission, inclusion and access of disabled pupils, and this information can be published within the SEN Information Report. The word ‘report’ implies information about something that happened in the past. However, the SEN Information Report should contain current information about provision and can also form the substance of the SEN report to governors, i.e. information about what has been achieved. Section 6.79 of the new SEND Code of Practice lists what information is required. Can we have a list of SEN Team with their contact details? SENAT Managers (Job share) Emily Heaton Monday all day, Tuesday all day and Wednesday morning only Ext 465779 Lynn Attwood Wednesday all day, Thursday all day and Friday morning only Ext 465779 Central Team Jo Godwin – SEN Case Officer 463062 Andrew Orr – SEN Case Officer 463861 AOrr@swindon.gov.uk Karen MacDonald – SEN Business Support Administrative Officer 465747 North Team Jill Hearn – SEN Case Officer 463086 Mel Sansome – SEN Case Officer 465749 MSansome@swindon.gov.uk Chris Kimber – SEN Business Support Administrative Officer 463085 (Mon, Tues & Wed am) CKimber@swindon.gov.uk Kevin O’Grady – SEN Business Support Administrative Officer 463085 (Wed pm, Thur & Fri) KO'Grady@swindon.gov.uk South Team Keri Niblett – SEN Case Officer 463089 KNiblett@swindon.gov.uk Mel Sansome – SEN Case Officer 465749 MSansome@swindon.gov.uk Nicki Rawlings – SEN Business Support Administrative Officer 463084 NRawlings@swindon.gov.uk Kevin O’Grady – SEN Business Support Administrative Officer 463085 (Wed pm, Thur, Fri)
Model: Constance Jablonski Product: ‘Pure White Linen’ women’s fragrance Year of creation: 2006 Collection/ Company: Estee Lauder Genre: Advertisement Format: Single-page Magazine spread Image origin/ URL: Image 2: Dior Advertisement Contextual Information: Photographer: Tim Walker Model: Natalie Portman Product: ‘Miss Dior’ women’s fragrance Year of creation: 2013 Collection/ Company: Dior Genre: Advertisement Format: Single-page Magazine spread Image origin/ URL: Comparative Analysis: Both advertisements use young women in opposing ways to represent the product – in the first image the woman’s qualities and her lifestyle transfer signified meaning to the perfume, whereas the second image uses the woman and the consumer’s previous knowledge of the Dior brand for the same purpose.
Focal point = the liquid drink in the IV packaging Company logo used twice, helps viewer remember poster and company. Denotive: liquid, gives you energy/make you feel better. Symbolic Sign: The slogan can represent if you drink this you will feel more alive Weaknesses: Mixed message on what the IV represents Wording: 2 meanings, getting better or gaining energy. Semiotics Image 2: Coke Life Advertisement Contextual Information Artist: Jessica Tan Dimensions: 600 × 849 Date: 2013 Purpose: Print Advertisement Publisher/source: Coroflot, Accessed 4th August 2015, Green = healthy Denotive = healthy and good for you Paradigmatic meaning, with the other traditional coke ads using the colours black and red, the coke brand is trying something different with these new colours like green and using an environmental approach. Strengths: Colour and wording both give visual representations. Eco Friendly logos and wording help to give this drink more emphasis on better for people and environment. High Quality image of daisys gives a feeling like you can touch or smell them.
National for Special Educational Needs Coordination Supplement Application - 2017/18 Accreditation route Please note: If you would like to be taught in your Local authority, please tick one box in the LA route section B A – Campus route Brooks day group (Week day study – 10 days) Cheshire day group (Week day study – 10 days) Brooks evening group (Evening study – 20 evenings) Cont… Accreditation route B – LA route If you are wanting to attend taught sessions with your Local Authority Collaborative Partner (Weekday study – 10 days) Bolton Bury Manchester Oldham Tameside Trafford Salford Shropshire Stockport Wirral Please note: Viability will be determined by the size of the cohort
Teacher Reference number (section 1 – main application) Teaching Group preference (section 1 – supplement application) Attach copies of your qualifications (section 5 – main application) Current school details (section 2 – supplement application) Teaching history (section 7 – main application) Head teacher reference (section 3 – supplement application) Personal statement (section 8 – main application) Sponsorship letter (school letter headed paper) for Head teacher’s financial support. Please note: the letter must be emailed separately to and CC in when you submit your application. (section 4 – supplement application) Signed declaration (section 10 – main application) Head teacher signature of support for studies (section 5 – supplement application)
SENCO Action Plan Overall Effectiveness: the quality and standards of education Date: Outcome/grade descriptor to be achieved Action to ensure outcome Who is responsible? Time Frame The Effectiveness of Leadership and Management Outcome/grade descriptor to be achieved Action to ensure outcome Who is responsible? Time Frame Notes The Quality of Teaching, Learning and Assessment Outcome/grade descriptor to be achieved Action to ensure outcome Who is responsible? Time Frame Notes Personal Development Behaviour and Welfare Date: Outcome/grade descriptor to be achieved Action to ensure outcome Who is responsible? Time Frame Notes
10 cognition 3 R-0 W-0 M -0 Recent addition to the SEND register sig EAL need bsquared (summer term only) phonics support targeted reader bespoke in provision Increase language support working memory intervention pilot for EAL/SEND support programme 11 cognition 3 R-4 W-4 M -6 In class support small group developing language intervention differentiated scaffolds and support targeted reader Making better progress against personalised targets. Consider literacy intervention 12 Communication 3 R-5 W-5 M -5 Making good progress against targets aspirational target in place Consider more language support from communication friendly school award. Staff CPD 13 cognition 3 R-1 W-1 M -1 In class differentiated small step curriculum Memory intervention phonics and spelling intervention targeted reader lexia EP involvement and cognitive need assessment Bespoke bsquared curriculum talk for writing next year 14 cognition 4 R-1 W-1 M -1 bsquared intervention phonics and spelling intervention targeted reader SENIT involvement EHP and FSW around learning need at home flawed baseline due to lack of bespoke curriculum last year making good progress against personal targets continue with provision next year 15 SEMH 4 R-5 W-4 M –5 Escalating behaviour incidents thrive sessions group targeted reading in class targeted and supported work thrive support September writing support intervention 16 SEMH 5 R- W- M - Thrive 1-1 nurture lunch 4 daily check ins school nurse involvement EHP school report card writing/ maths pre-teach targeted guided reading group consider more differentiated and targeted support of writing this is where greatest concerns lie 17 SEMH 5 R- 4 W- 5 M - 4 Thrive 1-1 nurture lunch 4 daily check ins Family group conference EP involvement centred planning EHP school report card 1-1 nurture experiences/ trips SEMH provision has begun to have an impact and progress has been made in last term. Target for accelerated progress next year 18 cognition 5 R-5 W-6 M -3 In class differentiated small step curriculum Memory intervention phonics and spelling intervention targeted reader maths preteach handwriting intervention consider for same day intervention maths booster and intervention required
Asian – British – Indian Asian – Pakistani Other Asian background Black – British Black Caribbean Other Black background d. Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. & White Black & White Mixed background White British European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * * …………………………….. 6. I am a member/follower of the following religious None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: TO BE COMPLETED BY APPOINTING OFFICER ONLY Listed Interviewed Appointed Completed applications to:
Main application - checklist Supplement application – checklist Teacher Reference number (section 1 – main application) Teaching Group preference (section 1 – supplement application) Attach copies of your qualifications (section 5 – main application) Current school details (section 2 – supplement application) Teaching history (section 7 – main application) Head teacher reference (section 3 – supplement application) Personal statement (section 8 – main application) Sponsorship letter (school letter headed paper) for Head teacher’s financial support. Please note: the letter must be emailed separately to and CC in when you submit your application. (section 4 – supplement application) Signed declaration (section 10 – main application) Head teacher signature of support for studies (section 5 – supplement application)
SEND Coordinators will now have cases allocated within the following three age ranges: Age and NC Year SEND Co-Ordinator Groups Telephone Email Nursery-NC Year 4 (Ages 0 – 9) Fran Regan 020 8825 7922 Ros Brown 020 8825 8991 Dipti Jagatia 020 8825 7181 Natasha Conhye-Hurnam 020 8825 6620 NC Year 5-NC Year 9 (Ages 9-13) Marianne Hickey 020 8825 8012 Denise Fleary 020 8825 5519 Savitri Sall 020 8825 6365 Natasha 020 8825 5736 NC Year 10 – Post 19 (Ages 14 – 25) Fabiola Peacock 020 8825 5313 Lewis Williams 020 8825 8165 Cases will be moved onto the next age group SEND Coordinator in August each year and distributed evenly across the year group, the basis for this is:
Support​ than​ range​ And​ children​ disability​ dyslexia,​ Social Emotional and Mental Health difficulties Children​ themselves​ as​ reflect​ substance​ unexplained.​ hyperactive​ Sensory and/or Physical needs Some​ which​ provided.​ children​ impairment​ learning.​ additional​ their​ All pupils with SEND at Osbaldwick are on our register, which is reviewed at least termly, by the teachers. Most children with special educational needs are given support within class, differentiated to meet their need. Depending on their level of need, some children have a document called a ‘My Support Plan’ that is jointly written by parents, the child and professionals. There are those who because of their need, have an ‘Education Health Care Plan.’ An EHCP is a statutory document that is written alongside the SEND Panel at the Local Authority. Family and pupil engagement Communication is key We pride ourselves on strong links with parents/carers and the child. Your teacher is always available to speak with – either on an ‘ad hoc’ basis in the playground or you are welcome to make an appointment. We will always keep you in the loop regarding your child’s progress through a parents evening in the autumn term and one in the spring term. We then write a school report every summer that you are welcome to discuss with your child’s teacher. For children with My Support and EHC plans, we have additional review meetings (we aim for at least two a year) where we get together to discuss your child’s progress wide
All the support listed within this document is in addition to the wide variety of pastoral and academic support available to all pupils. What do we mean by Special Educational Needs? According to the Special Educational Needs and Disability Code of Practice: 0 to 25 years (published by the Department for Education, June 2014), children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools. For children aged two or more, special educational provision means educational or training provision which is additional to, or different from that made generally for other children or young people of their age. At the heart of all we do is the desire to improve the support we give SEND students throughout the school and to provide them with a graduated level of support that reinforces the need for fully inclusive teaching. This ranges from : *Tier 1 support where quality first teaching is the main support together with a differentiated curriculum. Teachers receive the support from the SENDCo as required eg a Dyslexia programme intervention run by a learning mentor *Tier 2 additional support could include involvement of external agencies eg strategies suggested by an Educational Psychologist *Tier 3 support is the highest level of support and specific strategies will be defined in an Education Health and Care Plan. 1-1 individual support is rare in Pilgrim as groups are small but if it is part of legal provision in the EHCP the SENDCo will allocate appropriate support with a Learning Mentor The Pilgrim School SEND Team All staff are responsible for pupils with special needs.
Cognition and learning Differentiated Curriculum Differentiated Delivery Differentiated Outcome Increased visual aids Visual timetables Illustrated dictionaries Use of writing frames Floppy Phonics Doodle Maths SALLEY Write dance Reading volunteers Year 2 Booster Group Year 6 Booster Group Group or 1‐1 support in Literacy or 1‐1 support in Numeracy Collins Assisted Maths Word Blaze Rising Stars – Rocket Phonics Sandwell Writing Intervention Five Minute Box Five Minute Number Box Supporting children with gaps in mathematical understanding Number Counts 1‐1 withdrawal 1‐1 in class support Speech and Language intervention Wellcomm Orchard Curriculum Precision Teaching Literacy / Numeracy and interaction Flexible Teaching Arrangements Differentiated Curriculum Delivery Increased visual aids Visual Timetables Use of Symbols and Pictures. Wellcomm Language Modelling strategies Little Bridge EAL SALLEY Reading volunteers Year 2 Booster Year 6 Booster Group Phonic groups: Floppy Group or 1‐1 support in Literacy Group or 1‐1 support in Numeracy Big Book of Ideas (Wellcomm) Five Minute Box 1‐1 withdrawal 1‐1 in class support Speech and Language intervention Wellcomm Makaton Orchard Curriculum 1‐1 with Learning Mentor
Emotional, behavioural and social Whole School and Class Reward System Whole School and Class Rules Whole School Policy for Behaviour Circle Time SALLEY Stay and Play sessions. Circle of Friends 1‐1 with Learning Mentor 1‐1 withdrawal 1‐1 in class support 1‐1 Behaviour programme Orchard Curriculum Anger Management Nurture Sensory and physical Flexible Teaching Arrangements Teacher Awareness of Sensory and Physical impairment. Availability of Resources Write dance Stay and Play sessions. 1‐1 withdrawal Use of Specific Resources or Equipment i.e. modified paper/books, individual CCTV access. Etc F.M. system Orchard Curriculum
How you will know this has been achieved? What 3 measurable outcomes do you expect your ‘out of ratio’ activities to achieve? ‘Out of ratio’ SEND interaction expected to be achieved Expected Level Example; We expect to undertake 1 detailed observation per week of a child with SEND during our 6 ‘out of ratio’ weeks of the action research 6 observations 1 2 3 In submitting this application form, your setting is agreeing to; Take part in this action research for the duration of the Spring Term 2017 Deliver the ‘out of ratio’ work as detailed in this form and maintain a reflective learning journal for the duration of the Spring Term Co-operate with the Early Years Team in reviewing reflective journals, permitting visits and undertaking evaluation interviews and activities as appropriate Spend the funding allocated towards the ‘out of ratio’ time for the designated member of staff Signatures and Declaration
Signed .......................................................................... Headteacher Date .............................................................................
Engaging Great hearing about the importance of the child’s voice and work that school. Health and parents need to do Nice to hear from young people and their enthusiasm ASD presentation was very interesting with a few key point to take back to school staff I thought both speakers were very good and inspiring Jim’s insight was amazing Anne’s experience and ideas to move SEND forward in school were very detailed and extremely useful Both speakers were fantastic Transitioning strategies very useful. Implications for training LSA’s and teaching staff. Not just to support students but also to challenge to see young people speak Enjoyed listening to Jim Taylor who reassured and challenged at the same time Workshops Workshop Evaluation Excellent Very Good Good Fair Poor Content 24 18 7 2 0 Knowledge 27 17 4 0 0 Presentation 26 18 5 0 0 Comments Great workshops – I liked the fact that they were only 40 minute slots Jim’s was amazing Tailored more to individual services Varied experience Workshops quite brief Valuable information Some better than others Great opportunity to share views in smaller groups Thought provoking. shared examples of collating pupil voice People facilitating the workshops were very knowledgeable Good ideas to move forward Particularly liked the range of documents the anxiety and parent’s ones. Good to have a choice Excellent content, right level and number of participants Some of the content specific to schools but did allow some thought into practice Enjoyed the interactive nature Realistic step by step guidance and advice Please select three specific issues/topic areas you would like more information on. Top 3 suggestions: Provision Mapping Establishing an SEND Portal
Plus Intervention Provision Map Please indicate what interventions/strategies have been used to support the person at each of the stages below with costs. This may include any additional staffing, specific equipment, teaching materials/methods and resources used. Date Desired outcome of the intervention/ provision Intervention in place (e.g. Anger Management etc.) Additional support in place Specialist involvement How often is this being delivered – please list any exceptions to this e.g. periods of illness, extended holidays etc. Impact of intervention COST to school if applicable Term 1 Term 2 Term 3
Identification of Special Educational Needs For children in the Years Foundation Stage: (Please be as precise as possible, giving examples/descriptors of child’s functioning and being aware of the audience and so try not to use ‘jargon’) Personal, Social and Emotional Development: -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths Communication and language: Birth -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths Physical Development: Birth -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths Literacy: Birth -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths Mathematical Development: Birth -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths Understanding of the World: Birth -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths Expressive Arts and Design: -11 mths 8 – 20 16 – 26 22 – 36 30 – 50 mths 40-60 mths
12 How is the decision made about what type and how much support my child/young person will receive? The EHCP identifies your daughter’s needs and the corresponding arrangements. The Annual Review process is a formal mechanism by which staff, students and parents discuss progress and ensure that each student’s needs are being met. At this point a decision is taken whether additional or different arrangements are necessary.
Updated: April 2018 School’s SEN information Report for Parents/carers Local authorities are required to set out and publish a ‘local offer’. This explains how they will work with parents, local schools and colleges, as well as other services such as Health and Wellbeing Boards. This will encourage a more joined-up process when delivering services for children with Special Educational Needs. It will also make the system less stressful for families by giving parents more information about the services and expertise available locally, and increasing their choice. Our Vision Our school has high aspirations for all pupils. We work hard to enable each pupil to make the best possible progress at school. We are committed to ensuring that the necessary provision is made for any pupil who has Special Educational Needs or Disabilities [SEND]. We support pupils with SEND to be included in all aspects of school life.
(a) 333 alloy (b) 311 alloy (c) 333 alloy Fig. 12. SEM images from the fracture surfaces showing the spikes in (a) Alloy 311 and (b) Alloy 333 as well (c) the micro-necking of an α-Fe bridge mixed with eutectic liquid in a not-fully-fractured sample (Alloy 333 with displacement of 0.08 mm). (a) (b) Fig. 13. The semisolid tensile properties of Alloys 333 and 333-GR as a function of liquid fraction (a) average maximum stress and (b) average displacement at fracture.
If progress continues to be less than expected it may be necessary for the INCos and teacher to organise additional support or targeted intervention. This support may be group or individual led by a trained adult. Each class teacher produces a reviewed provision map every term to identify those children needing this extra support and where interventions involve teaching away from the main class, the teacher retains the responsibility for the child and works closely with support staff to plan and assess the impact of the interventions and how they can be linked back to classroom teaching. Our INCos, SMT and Head oversee the progress of any child identified as having SEND and there is a school governor for SEND. This ensures that the quality of provision is regularly monitored. Class teachers are always happy to discuss your child’s needs if you have questions or concerns between more formal meetings. Please speak to them directly to arrange this. An appointment can be made with either INCo to discuss support in more detail if required. There are two INCOs in school; one with responsibility for SEND and more able pupils and one with responsibility for pastoral support and family liaison. Appointments can be made with either INCo. Between them they work for 4 days a week. 4. HOW DOES THE SCHOOL KNOW HOW WELL MY CHILD IS DOING? As a school we track and analyse the children’s progress in learning against national expectations and age related expectations on a half-termly basis. The class teacher continually assesses each child and notes any areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in Nursery, at Year R and then through to Year 6, using a variety of different methods. Please ask the school if you require any further details. Pupil Progress Meetings are held each half term between each class teacher and the Head teacher or Assessment co-ordinator. In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed. Where specific needs are apparent, the school is involved with a number of outside agencies who then use a range of assessments which can be used to explore a child’s strengths and difficulties in more depth. They will then suggest strategies for the school and home to put in place to support the children’s learning. The Head teacher and INCos report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets with the INCo. They report back to the Governing Body. (See section 3) We are monitored regularly by OFSTED and the local authority.
2. Parents and carers can contact their local Parent Carer Forum to request details of how they can attend to the discussions held between parents and carers and the Ofsted/CQC inspection team. 3. Parents and carers can email their contributions to . 4. Details the local area SEND inspection will be available on your local authority’s website and distributed through the local area’s Clinical Commissioning Group/s (CCGs). Information about how children and young people with special educational needs and or disabilities can share their views about the local area’s effectiveness should be included in the local offer. While we understand that many parents and carers may have views on their experience that extend before the implementation of the reforms in September 2014 it important that this date is used as the start for the judgements made under the new inspection remit. We would also like parents and carers to understand that we will not be able to follow up or comment upon individual cases. During this inspection, the inspectors will collect information about children and young people in the area. They will be looking at local area records, speaking to area officers and leaders at educational settings, and speaking to children, young people and parents or carers. No names will be recorded, but some of the information collected may be capable of identifying a particular child, young person or adult. Ofsted and CQC will use this information to prepare their report, and for the purposes set out in their privacy notices. No information will be published that identifies any individual in the inspection report. More information is available in the Ofsted and CQC privacy notices which can be found here: . Ofsted’s Data Protection Officer is the Director, Digital and Information who may be contacted at . CQC’s Data Protection Officer is the Head of Governance and Legal Services who may be contacted at Information on local area duties toward children and young people with special educational needs and/or disabilities can be found on the Department for Education’s website: Yours sincerely Jen Southall Her Majesty’s Inspector
Date: REQUESTED BY: DELIVER TO: (only if different from requestor information) Name: Name: Dept./Agency: Dept./Agency: Address: Address: check if address is not serviced by MDA Phone: PLEASE CHOOSE ONE OF THE FOLLOWING OPTIONS: Deliver View at GRC (by appointment only) Dept./Agency courier – RUSH, or large volume requests (pick-up between 8 AM – 3 PM) FILE NO. FILE TITLE NOTE: If request is for a box, not an individual file, please enter “complete box” in this field LOCATION NO. Aisle – Bay – Shelf – Box To add more rows or another page, use the Tab key on the last row of the table.
For complaints, please follow our procedure – ‘Responding to Concerns about Academies in Surrey’ which can be found on our website. For impartial and independent information, advice and support relating to SEND, parents may like to contact Surrey Parent Partnership – contact details available from school or at Section 5: Other policies/documents available from school (or our website) which link to SEND include: Equality Scheme Accessibility Plan Safeguarding Behaviour SEN Information Report The SEND Code of Practice Our SENCO is: Mrs Ruth Tunnell (Assistant Head) She is contactable at: or Policy Development and Review: How this policy was produced This policy was written in line with/with reference to: The 2014 SEND Code of Practice, 0 – 25 statutory guidance NASEN guidance which is line with the special educational needs and disability regulations Sept 2014 How it was shared with stakeholders Available on our website, from the school office or SENCO
Signed and Head Teacher ………………………………………………………… Date……………………….. Chair of Governors………………………………………………… Date ………………………..
An Occupational therapist, a representative from the Physical Disability Support Service and the Visual Impairment Team have all visited the site and made recommendations. Our Accessibility Plan that describes the actions the school has taken to increase access to the environment, the curriculum and to printed information is available via the school website. How will the school prepare and support my child when joining or transferring to a new school? A number of strategies are in place to enable effective pupil’s transition. These include: On entry:- A planned programme of visits are provided in the summer term for pupils starting in September. Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine. The SEND team communicates/meets as necessary with parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry. If pupils are transferring from another school, the pervious school records will be requested immediately and a meeting will be set up with parents to identify and reduce any concerns. The SEND team visit every setting to collect information and records. This information is then disseminated to all staff. Where necessary, extra visits to Oldfields are arranged. Subject leaders meet with First School staff to discuss setting arrangements and to moderate assessment. Transition to the next school (Schedule 1: 6)
A medical room has been provided in order to enable a safe place for insulin testing/injections and to recover. An Occupational therapist, a representative from the Physical Disability Support Service and the Visual Impairment Team have all visited the site and made recommendations. Our Accessibility Plan that describes the actions the school has to increase access to the environment, the curriculum and to printed information is available via the school website. How will the school prepare and support my child when joining or transferring to a new school? A number of strategies are in place to enable effective pupil’s transition. These include: On entry:- A planned programme of visits are provided in the summer term for pupils starting in September. Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine. The SEND team communicates/meets as necessary with parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry. If pupils are transferring from another school, the pervious school records will be requested immediately and a meeting will be set up with parents to identify and reduce any concerns. The SEND team visit every setting to collect information and records. This information is then disseminated to all staff. Where necessary, extra visits to Oldfields are arranged. Subject leaders meet with First School staff to discuss setting arrangements and to moderate assessment.