This case study focuses on empowering the student to participate in college life. The case study covers key points from the new SEND reforms, how Exeter College planned for the reforms, their suggestions on how to avoid potential pitfalls, next steps that they will be taking as well as the impact of the reforms.
This guide aims to:
- promote high-quality teaching, differentiated to meet individual needs
- encourage schools to track pupils’ progress and review the quality of teaching
- encourage a collaborative approach to planning support for pupils who are not making adequate progress
- encourage schools to map the additional provision they make for pupils
Occupational therapy programme run by anyone with enthusiasm. Identification of needs booklet, range of resource cards to tackle areas of need and some resources on a CD. All self-explanatory, easy to run and effective in tackling underlying barriers to learning.
I am currently the whole school lead on tracking data. We have found that with around 10 EHCP students and 30 SEN Support students in a year group of around 200, one student can greatly skew the results for the group (both percentage achieving a certain threshold or progress 8). Two students who underachieved or missed their final exams can make a large difference to progress 8 results.
Guidance as to when P scales should be reported, Level descriptors for performance levels 1 – 8 and guidance on how to improve provision for pupils with special educational needs and/or disabilities and learning difficulties, who are working below level 1 of the National Curriculum.
This presentation can be shared with any education professional. The presentation sets out the implications of the ‘assess-plan-do-review’ cycle’ for deaf children.
You can easily edit or add additional slides to make it relevant to the staff that you are delivering to.
Resource is free, but you will to register on the NatSIP website to access it.
In May 2014, we were one of nine schools in the country awarded the Assessment Innovation Fund by the Department for Education. This was in recognition of the ‘Progression Planners’ we have developed, to address the priority learning needs of learners with Special Educational needs and Disabilities (SEND).
We have developed a tool for tracking progress in life and social skills, which has helped us focus on those skills needed by pupils in an SLD/PMLD, especially when they leave school. As a result we have seen pupils able to do more for themselves
Since qualification and the completion of the dyslexia module within this course I have gained a great deal of information and knowledge that has given me a deeper understanding of what is involved in gathering information and delivering specialised interventions successfully.