This resource outlines the impact of restorative justice within The Iffley Academy, an SEND day provision. . We are currently on a journey to further improve our practice and sharing this resource will hopefully be helpful to schools considering working in a different way and an opportunity for us to reflect on current practice.
Bright Futures School use a relationship-based social communication approach to support pupils with autism. Pupils become more able to engage with the academic and social curriculum, they are happy and challenging behaviours are greatly reduced.
This is used for informal learning walks to check on how TAs are supporting. I might target year groups or types of need. I also complete these with the Deputy SENCO, EAL co-ordinator, my line manager, Heads of student learning (year heads) and subject leaders. This information is then fed back to TAs. We focus on the positive things we have seen and make comments developmental. This is part of our growth mind- set culture where we learn from each other.
In this policy paper from the SEN Policy Research Forum, leading experts in SEND discuss current issues, including involving schools and families in commissioning, educational psychology and Alternative Provision. Some creative solutions are detailed.
This report presents the findings from a small-scale qualitative study commissioned by the Department for Education (DfE) to examine user satisfaction with the Education, Health and Care (EHC) process for children and young people with Special Educational Needs and Disabilities (SEND). The study was undertaken by ASK Research. It was conducted from May to December 2015 – during the first year of the national implementation of the new EHC process, which began in September 2014.
In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
This one day session is designed for staff who have a leadership role that includes responsibility for developing provision for pupils on the autism spectrum within a school setting, and who may train or lead other staff in their setting. This session will bring lead practitioners from a range of organisations together to discuss, share and develop practice and understanding. It is suitable for practitioners working both mainstream and specialist settings
The Communication Trust have produced a free online toolkit resource with information, guidance and practical support for staff working in education settings. It will help them to understand, review and shape their approach to involving children and young people as part of everyday good practice.