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
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
This toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
Jack joined Swanwick Hall School in Derbyshire three years ago. At first, he struggled with the demands of secondary school and was always in trouble. In this clip Jill, Jack's mother, explains why it is important that class and subject teachers are aware of pupils' additional needs and plan inclusive lessons that take account of those needs. Jill describes the difference that inclusive, high quality teaching has made to Jack's progress and attainment