We recognize that pupils need both social outcomes and academic outcomes to lead as independent as lives as possible. As a school for pupils with a diagnosis of Autism, we have chosen School-Wide Positive Behaviour Support (SW-PBS) as a framework to prioritise teaching core social outcomes and alternatives to behaviours that could be challenging to mainstream settings.
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 leaflet, funded by the Department for Education and developed by families as part of NHS England's Ask Listen Do project, is intended to help build a mutually respectful partnership between families and the school, college or other education settings. On occasion, relationships between families and schools are not as successful as they need to be. By building trust this can change and a new way of working together can be developed.
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.
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
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
I give this SEN proforma to class teachers. This is a recent initiative which is designed to give teachers guidance on sharing ‘what’s working’ and ‘what’s not working’. From this, action points are drawn. Alongside this, we use HQT checklists to ensure teachers are offering HQT in class.