Every setting in Swindon has its own distinctive character, ethos and structure. Any service which provides care for children and young people as well as those who provide education and skills training for learners of all ages are held to account by , an inspection and regulatory independent body. All children and young people have an entitlement to access and this is universally recognised through the (1990). Universal provision within a setting should take into account these entitlements for the majority of our children and young people. A few, however, will need additional support and access to resources above the universal entitlement. This may be for a variety of reasons, including having a special educational need and/or a disability. In this document we outline our expectations of providers and the provision they provide in relation to the and the subsequent (2014). A complete summary of statutory policies for schools, sixth forms and Further Education colleges: Advice on the policies and documents that governing bodies and proprietors of schools are required to have by law (DfE 2014) is provided in Appendix 1. Provision 0-25 Early Years Schools Further Education All children are entitled to an education that enables them to: achieve the best possible educational and other outcomes, and become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education All children and young people are entitled to an education that enables them to make progress so that they: achieve their best become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training The post-16 education and training landscape is very diverse. It encompasses school sixth forms (both mainstream and special schools), sixth form colleges, general further education (FE) colleges, 16-19 academies, special post-16 institutions, and vocational learning and training providers in the private or voluntary sector. The range of available study programmes is broad and includes vocational qualifications at all levels, apprenticeships, traineeships, supported internships and bespoke packages of learning.
All providers under these sector headings have a statutory duty to comply with the Children & Families Act 2014, The Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. A specific summary is provided in Appendix 2. Medical needs The Children and Families Act 2014 places a duty on maintained schools and academies to make arrangements to support pupils with medical conditions. will normally specify the type and level of support required to meet the medical needs of such pupils. Where children and young people also have SEN, their provision should be planned and delivered in a co-ordinated way. Statutory Guidance What are the areas of special educational need? Four Broad Areas of Need The graduated approach Under ‘Changes from the SEN Code of Practice 2001’, the SEND Code of Practice 2014 (page 3) stipulates: There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus). Most schools/settings have structured their provision into three layers, in order to connect provision with funding streams within the school/setting budget: Good data management, monitoring of progress and impact is a central thread running through all three levels of provision. It is central to embedding a whole institution ethos of the graduated approach (see below). Universal provision is what is available to all children and young people in the setting. This includes any reasonable adjustments made to meet needs as well as inclusive provision, such as dyslexia-friendly classrooms. Generally speaking, universal provision covers Learner strategies Teaching strategies
Whole School Graduated Approach: Outcomes-based No SEN SEN Children and young people able to access and progress through quality first provision Children and young people able to access and progress through quality first provision but who may need ‘additional’ provision to support learning or development. This support may be or accessed through the Local Offer. Successful provision outcomes would be a return to Wave 1 or the next level, Wave 2, i.e., increased independence or greater complexity of learning. Children and young people able to access and progress through quality first provision Children and young people able to access and progress through quality first provision but who may need ‘additional’ provision to support learning or development. This support may be or accessed through the Local Offer. Successful provision outcomes would be a return to Wave 1 or the next level, Wave 2, i.e., increased independence or greater complexity of learning. Children and young people able to access and progress through quality first provision but who may need ‘additional’ provision to support learning or development. This support may be or accessed through the Local Offer without a statement or EHC Plan Children and young people who have had a statutory assessment and have a statement or EHC Plan Universal Universal and targeted Universal Universal and targeted Universal, targeted and specialist across Education, plus Health and/or Social Care Support SEN Support The structure is underpinned by the graduated approach cycle of assess, plan, do and review. Assess: In identifying a child as needing SEN support the class or subject teacher, working with the SENCO, should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school’s core approach to pupil progress, attainment and behaviour. This assessment should be reviewed regularly. This will help ensure that support and intervention are matched to need, barriers to learning are identified and
Speech Language & Communication Needs 11-16 years Universal provision/ Quality first inclusive practice and provision Targeted & specialist provision/ SEN Support/ ’additional to and different from’ Learner Strategies Colour co-ordinated books and timetable Effective use of planner Talking buddy/subject Use of Dictaphone/recording devices Use variety of verbal/non-verbal cues Teaching strategies Eye contact and cueing in Discussion and debate opportunities Time to articulate ideas Structured activities Key word lists Use of QR Codes to share homework or learning outcomes Preparation vocab activities Mnemonics Working memory strategies Support staff strategies Drama Process diagrams to understand complex cause and effect relationships Repetition Pre/post-tutoring Environment Working walls Whole school focus on language for learning Developing and adapting speaking skills and strategies in formal and informal contexts Curriculum Enriched with speaking and listening focus that encourages Understanding and reasoning Vocabulary enhancement Sentence structure and narration Social interaction Distinctions are made between CYP with persistent language difficulties and aspects of poor language development associated with social deprivation Resources Audio books
Social, Emotional & Mental Health 5-11 years Universal provision/ Quality first inclusive practice and provision Targeted & specialist provision/ SEN Support/ ’additional to and different from’ Learner Strategies Peer interaction Two-way dialogue observed by third person – feedback Circle of Friends Teaching strategies Modelling how to learn and develop resilience from failure 2-4-8-16 widening circles discussions on topical issue Restorative Justice Relaxation training/biofeedback Nurture groups Activities to develop awareness of emotions spectrum Bubble Time Support staff strategies Mirroring games Art activities to stimulate dialogue Self-esteem and self-confidence activities Scenario cards – appropriate behaviour and inappropriate behaviour Environment Opportunities and freedom to discuss views and feelings Agreed shared rules/boundaries Playground resources Sensory/ memory walk Focussed activities during un-structured times Curriculum PSHE embedded Emotional Literacy Values based Thinking skills games/activities Resources Friendship benches/stops Social Emotional Aspects of Learning (SEAL) Sensory
Social, Emotional & Mental Health 16+ years Universal provision/ Quality first inclusive practice and provision Targeted & specialist provision/ SEN Support/ ’additional to and different from’ Learner Strategies Articulating views and feelings Problems solving skills Big picture or detail approach? Greater autonomy Increasing independence Risk vs. security discussions/activities Teaching strategies Drama/scenarios/life applications Arts Music Life application – career/CV writing/preparing for adulthood Support staff strategies Modelling Environment Empowering Curriculum Current affairs Topical issues Social Enterprise Resources
Physical and/or sensory 5-11 years Universal provision/ Quality first inclusive practice and provision Targeted & specialist provision/ SEN Support/ ’additional to and different from’ Learner Strategies Teaching strategies Write Dance Sensory stimulation Support staff strategies Gross motor skills Fine motor skills Co-ordination Hand-eye co-ordination Gross motor skills Fine motor skills Co-ordination Hand-eye co-ordination Environment Seating – position/place/vision/hearing Posture – equipment Assistive Technology Curriculum PE Music Art Extra-curricular Clubs Resources Concrete/sensory Big, large and chunky, to fine, delicate and controlled Personalised
Live Active document kept up to date The following table is an amended summary of the advice produced by the DfE. To view the whole document visit Review MS Acad FS IS SFC FE PRU NMSS Education Legislation Capability of Staff GB Charging & remissions GB School behaviour HT Sex education (not maintained nurseries) GB Special educational needs (The Special Education Needs and Disability Regulations 2014) Full GB Teacher appraisal GB Teachers’ pay Other Data protection 2 years Health & safety GB/LA Statutory Documents Admissions arrangements Annually Accessibility plan 3 years Behaviour principles written statement GB Central record of recruitment and vetting checks Live doc Complaints procedure GB Freedom of Information GB Governor Allowances GB Home school agreement document (not applicable to maintained nursery schools) GB Instrument of Government Full GB Minutes of and papers considered by governing body and its committees n/a Premises management documents n/a Equality information and objectives 4 years School information published on website Live Register of business interests of head teachers and governors GB Register of pupils’ admission Live