Although it is now some time since the implementation of the SEND reforms, this presentation continues to offer useful advice and information to those working in the early years sector about how to plan for adulthood for young children.
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 handbook provides instructions and guidance for inspectors conducting inspections under section 5 of the Education Act 2005. It sets out what inspectors must do and what schools can expect, and provides guidance for inspectors on making their judgements.
The BDA Dyslexia Friendly Schools Good Practice Guide is a celebration and acknowledgement of the hard work and dedication of teachers, children‟s services and local authorities around the UK who have adopted and developed dyslexia friendly practices.
This framework sets out how the general principles and processes of inspection are applied to maintained schools and several other types of school in England. It states the statutory basis for inspection and summarises the main features of school inspections carried out under section 5 of the Education Act 2005 from September 2012
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