View
217
Download
4
Category
Preview:
Citation preview
Inclusion Department
LMDC High School
1. General principles underpinning current SEN practice
2. SEN at LMDC High School
3. Overview
4. Roles and responsibilities
5. Intervention cycle
6. Referral form
7. Intervention outline
Literacy
Numeracy
EAL
Handwriting
Learning/cognition
ASD/SLCN
Medical/Physical/Sensory
Attendance
Behaviour
Social/Emotional
Curriculum +
Alternative to Fixed Term Exclusion & Fixed Term Exclusion
from day 5 provision
Protocol
General principles underpinning
current SEN practice
Ofstead Special Education needs and disability review (2010)
found that :
As many as half of all pupils identified for School Action would not be
identified as having special educational needs if schools focused on im-
proving teaching and learning for all, with individual goals for improve-
ment.
Students were underachieving sometimes simply because the expecta-
tions of pupils were too low
SEND code of practice: 0-25 years (2014):
Teachers are responsible and accountable for the progress and devel-
opment of the pupils in their class, even where pupils access support
from teaching assistants or specialist staff
Teachers should set high expectations for every pupil and aim to teach
them the full curriculum, whatever their prior attainment
High quality teaching, differentiated for individual pupils, is the first step
in responding to pupils who have or may have SEN.
The identification of SEN should be built into the overall approach to
monitoring the progress and development of all pupils
SEN at La Mare De Carteret High
School
In line with current recommendations the Inclusion Department will:
1. Support teaching and learning and pastoral interventions at Wave 1:
‘Inclusive Strategies’ booklet for all staff to use in their planning and
delivery alongside advice from the Inclusion Manager, Inclusion Co-
ordinator and identified key staff for areas of need.
Greater emphasis on LSA/ Learning Mentor/ teacher planning
where in class support is available, so that it’s impact can be moni-
tored more rigorously
Needs led training opportunities for staff at ‘Teach In’s’
2. Ensure that where additional support is provided at Wave 2 and 3, it is
effective:
Offering a greater variety of time limited interventions with clear re-
ferral and next steps guidelines
Regular assessment, planning and review meetings to evaluate im-
pact
Data recorded on SIMS in assessment module, reports attached to
SEN module
Inclusion Department
LMDC High School
Assessment, planning and review
week
Learner profiling
NC attainment
Reading score
Behaviour points
Achievement points
SC, ATFE & FTE
Attendance
R2L effort score
(average)
Standardised tests (as
appropriate)
ID Meeting
Additional needs—twice termly (including
EPS, HoY’s, agencies as appropriate)
Vulnerable cohorts—weekly
Intervention
Provision Map
SEN register
Intervention log
Assess
Plan
Do
Review
Inclusion Department Referral Form
Student TG:
Referred by: Date:
Overview of concern:
Desired outcomes:
Evidence of interventions at
Wave 1 attached:
Referral criteria met:
(to be completed by I.D. Staff)
Referral discussed at I.D. plan-
ning meeting.
(to be completed by I.D. Staff)
Actions to be taken:
(to be completed by I.D. Staff)
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE
Inclusion Department Referral Form
Target Key Stage: KS3 Intervention Leader: KC
Overview of intervention:
Targeted intervention using the Literacy Progress Units which will focus on:
Writing and spelling
Phonics and skills for reading
Comprehension skills
Self esteem
Referral criteria: Reading age three years below chronological age
Length of intervention: Up to two cycles Frequency: Up to three times a week
Group size: Maximum of 8 Assessment method: Teacher assessment.
Single word spelling test
Expected outcomes and pro-
gress:
Progress in two cycles:
0-3 months = below expected progress
4-7 months = expected progress
8+ = accelerated progress
Improved ‘working at’ level.
Assessment information re-
garding frequency, method
and recording mechanism
Assessment data recorded on SIMS.
Next steps if intervention is
not successful:
1:1 targeted literacy intervention (up to two cycles)
↓
EPS referral
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: KS3 Intervention Leader: KC
Overview of intervention:
Springboard 7 consists of 15 units of work. These units cover the teaching objectives es-
sential to moving pupils from Level 3 to Level 4 in mathematics.
Referral criteria: Working at below level 4.
Length of intervention: Up to four cycles Frequency: Up to three sessions per week
Group size: Maximum of 8 Assessment method: Springboard 7 assess and review
Expected outcomes and pro-
gress:
Working at level 4 or above
Assessment information re-
garding frequency, method
Assessment data recorded on SIMS
Next steps if intervention is
not successful:
1:1 targeted intervention (one cycle)
↓
EPS referral
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: KS3/4 Intervention Leader: EAL Peripatetic Teacher
Overview of intervention:
Activities are largely communicative and focus mainly on the skills of speaking and listen-
ing. Class teachers can also request that EAL sessions focus on a particular topic or lan-
guage structure if they see it as useful to their scheme of work.
Referral criteria: Service Level Agreement
NASSEA EAL steps
Length of intervention: Short term measure Frequency: One session weekly
Group size: Small group or 1:1. Assessment method: EAL ladder
Expected outcomes and pro-
gress:
Some pupils will require more input that others however the support of the EAL teacher
is intended to be a short-term measure and will be reviewed at the end of a cycle to as-
sess whether it is still necessary.
Assessment information re-
garding frequency, method
and recording mechanism
Initial assessment of ability level shared with all staff.
Half termly report to IM from EAL peripatetic teacher.
EAL progress ladder used to monitor individual stepped progress.
Next steps if intervention is
not successful:
Referral to Literacy intervention (two cycles)
↓
Referral to EPS
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: 3/4 Intervention Leader: ME
Overview of intervention:
Short term programme of support that will focus on:
Forming letters correctly
Controlling the size, shape and position of letters
Developing a legible handwriting style
Increasing fluency and speed
Referral criteria: Evidence of examples of poor handwriting across curriculum areas.
Student consistently demonstrates difficulties with neatness, spacing , letter for-
mation, comfort, pressure, speed, motivation.
Student with a formal diagnosis of dyspraxia.
Length of intervention: One cycle Frequency: One session weekly
Group size: Up to 4 Assessment method: Speed of Handwriting Test.
Expected outcomes and pro-
gress:
Legible handwriting
Appropriate word spacing
Correct letter formation
Improved fine motor and pencil control
Assessment information re-
garding frequency, method
and recording mechanism
Feedback to teaching staff from intervention lead.
Assessment data recorded on SIMS.
Next steps if intervention is
not successful:
Referral to EPS or OT
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
TargetKey Stage: KS3/4 Intervention Leader: LA
Overview of intervention:
Graduated approach to Identification and Assessment of Special Educational Needs. Inter-
ventions are devised which are in addition to or different from those provided as part of
LMDC Highs usual differentiated curriculum offer.
Referral criteria: Evidence from teacher observation and assessment
Performance against the level descriptions within the National Curriculum
Length of intervention: Frequency:
Group size: Assessment method: Standardised screening or as-
sessment tools
Expected outcomes and pro-
gress:
Interventions additional to or different from those provided as part of the school’s
usual differentiated curriculum offer will be devised.
An ILP will usually be devised
Assessment information re-
garding frequency, method
and recording mechanism
Assessment data recorded on SIMS
Next steps if intervention is
not successful:
Graduated response:
School Action
↓
School Action +
↓
Request for assessment for a determination
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: KS3/4 Intervention Lead: ME
Overview of intervention: teaches basic social communication skills and self-awareness
allows students to apply these skills to difficult social situations
focuses on supporting students in real-life contexts
Referral criteria: Observed difficulties :
with social interaction and communication and
in the understanding or use of language which affects progress in school
Length of intervention: Up to one cycle for students
without an ASD diagnosis. As
required for students with diag-
Frequency: Minimum one session weekly
Group size: Maximum of 4 students Assessment method: SULP-R
Expected outcomes and pro-
gress:
Observed impact on students’
self-esteem social behaviour
Assessment information re-
garding frequency, method
and recording mechanism
Assessment data recorded on SIMS
Next steps if intervention is
not successful:
Referral to CASS for:
Advice
Assessment
Support
or
Referral to EPS
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: KS3/4 Intervention Lead: LA
Overview of intervention:
Advice to staff in adapting programs,
Sourcing and provision of adaptive/assistive equipment,
Facilitating access to the school environment and arranging for therapeutic ser-
vices if required.
Referral criteria: Formal diagnosis of a permanent or temporary physical, medical or sensory disability by a
health care professional.
Length of intervention: As required Frequency:
Group size: Assessment method: Formal diagnosis by a health
care professional.
Expected outcomes and pro-
gress:
Access to the curriculum
An ILP will usually be devised
A Health Care Plan may be devised
Assessment information re-
garding frequency, method
and recording mechanism
Diagnosis recorded on SIMS
Next steps if intervention is
not successful:
Referral routes: EPS, OT, Multi agency
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: KS3/4 Intervention Lead: HP/ SG
Overview of intervention:
Intervention will seek to target as appropriate:
individual risk factors, such as anxiety/phobia, low self-esteem
social skills
family factors, such as communication and parental support, discipline/
contingency management, parental involvement and communication with the
school,
school factors, such as school climate, relationships between teachers and stu-
dents and bullying.
Access to Curriculum + as appropriate
Alternative curriculum package may be offered at KS4
Referral criteria: SAS involvement.
Length of intervention: Up to three cycles Frequency: As appropriate
Group size: 1:1 Assessment method: Attendance register
Expected outcomes and pro-
gress:
Improved attendance
Engagement with learning
Assessment information re-
garding frequency, method
and recording mechanism
Attendance module in SIMS
Next steps if intervention is
not successful:
Referral as appropriate to:
ASET
Convenors
EPS
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: KS3/4 Intervention Lead: HP/SG
Overview of intervention:
Supporting students to overcome their problems or challenges using:
a solution focused approach to explore their strengths and resources
targeted social skills and/or emotional literacy programme which may include
intrapersonal skills, interpersonal skills, adaptability, stress management, anger
management and general mood. problem solving, happiness, flexibility and other
critical emotional and social competencies.
Access to Curriculum + as appropriate
Alternative curriculum package may be offered at KS4
Referral criteria: Continued high number of behaviour points in relation to the norm for year group
despite pastoral interventions
In response to an AFTE or FTE
Length of intervention: Up to two cycles Frequency: Minimum one session weekly
Group size: Maximum of 4 students Assessment method: Analysis of achievement and
behaviour points, detentions
Expected outcomes and pro-
gress:
Reduction in behaviour points for identified behaviours
Reduction in AFTE’s and FTE’s
Engagement with learning
Assessment information re-
garding frequency, method
and recording mechanism
SIMS Modules:
Behaviour Management
Achievement points
Behaviour points
Detentions
Exclusions
Next steps if intervention is
not successful:
Referral routes: Les Voies Outreach Team, Multi agency
↓
Referral to EPS
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: 3/4 Intervention Lead: HP/SG
Overview of intervention:
Supporting students to overcome their problems or challenges using:
a solution focused approach to explore their strengths and resources
targeted social skills and/or emotional literacy programme which may include
intrapersonal skills, interpersonal skills, adaptability, stress management, self
harming, anger management and general mood. problem solving, happiness, flexi-
bility and other critical emotional and social competencies.
Access to Curriculum + as appropriate
Alternative curriculum package may be offered at KS4
Referral criteria: In response to a crisis event
Evidenced CP/ welfare concerns
Evidenced concerns with social competence and skills and/or emotional literacy
Length of intervention: Up to two cycles Frequency: Minimum of one session weekly
Group size: Maximum of 4 Assessment method: SDQ, Boxall Profile
Expected outcomes and pro-
gress:
Dependant on focus of intervention
Assessment information re-
garding frequency, method
Assessment information attached to SIMS in SEN module
Next steps if intervention is
not successful:
Referral routes: Les Voies Outreach Team, Multi agency
↓
Referral to EPS
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: 3/4 Intervention Lead: HP/SG
Overview of intervention:
A short term, part time placement to improve attainment by concentrating not only on curriculum entitlement, but also on strategies aimed at identifying and removing barriers to learning so that re-integration into mainstream lessons can be successfully achieved. LSA support to assist reintegration may be available . Subject teacher(s) are responsible for: providing a relevant, appropriately differentiated curriculum package which
‘shadows’ the curriculum being taught in mainstream and includes a programme of work, accompanying resources and learning objectives and due dates for com-pletion of tasks.
Marking student work in compliance with the Whole School Marking policy Heads of Department are responsible for ensuring that subject teachers meet their obli-gations as outlined above.
Referral criteria: Students who exhibit persistent behavioural difficulties which are impacting upon
their progress to target within a specific subject or subjects
Students who exhibit social and/or emotional difficulties which are impacting upon
their progress to target across the curriculum
Students who are ‘working at’ significantly below NC level descriptors who may
need focused intervention to raise attainment
Students who have been referred to the SAS for poor attendance
As an identified strategy following a professionals meeting for students returning
from a Category 2 exclusion
As an identified appropriate strategy resulting from a professionals meeting for
students undergoing a managed move
Length of intervention: Dependant on individual focus Frequency: As timetabled
Group size: Maximum of 6 Assessment method: Progress to target/attainment,
merits, attendance, behaviour,
SC/ AFTE/ FTE
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/FTE—from
day 5 provision
Inclusion Department Referral Form
Target Key Stage: 3/4 Intervention Lead: HP/SG
Expected outcomes and pro-
gress:
Reduction in behaviour points for identified behaviours
Reduction in AFTE’s and FTE’s
Engagement with learning Improved attendance Improved ‘working at’ level (s)
Assessment information re-
garding frequency, method
and recording mechanism
SIMS Modules:
Behaviour Management
Achievment points
Behaviour points
Detentions
Exclusions
Next steps if intervention is
not successful:
Referral routes: Les Voies Outreach Team, Multi agency
↓
Referral to EPS
Inclusion Department Referral Form
Target Key Stage: 3/4 Intervention Lead: HP/SG
Overview of intervention:
To provide quality alternative provision for students who would be subject to a fixed
term exclusion between 1 and 5 days or ‘from day 5 provision’ for a FTE.
Full time provision ‘shadowing’ the curriculum
Support for students to identify problems and challenges and strategies/interventions to assist successful readmission
Flexible hours between 8.30 am and 4 pm.
Referral criteria: Referral by a member of SLT only using AFTE and FTE from day 5 Provision protocol and
Length of intervention: Up to 20 days Frequency:
Group size: Maximum of 4 Assessment method: Attendance, engagement, be-
haviour
Expected outcomes and pro-
gress:
Successful re admission
Following re admission
Reduction in behaviour points for identified behaviours
Reduction in AFTE’s and FTE’s
Engagement with learning Improved attendance
Assessment information re-
garding frequency, method
and recording mechanism
Assessment information attached to SIMS in SEN module
Next steps if intervention is
not successful:
School Action: Referral to Behaviour, Social/Emotional, Curriculum + Interventions
↓
School Action + referral routes: Les Voies Outreach Team, Multi agency
↓
Referral to EPS
Wave 2 intervention requested:
Literacy Numeracy EAL Handwriting Learning/Cognition Curriculum +
ASD/SLCN Medical/Physical/
Sensory
Attendance Behaviour Social/ Emotional AFTE/ FTE—from
day 5 provision
Inclusion Department
LMDC High School
Alternative to Fixed Term Exclusion &
Fixed Term Exclusion from day 5
Provision protocol
Aims and objectives:
1. To reduce the number of incidents of misbehaviour
2. To provide secluded pupils with a quiet environment to reflect upon their behav-
iour/attitude
3. To prevent individual behaviour escalating to the point of exclusion
4. To reinforce the schools expectations and values
General protocol guidelines
ATFE is used as an alternative to a formal exclusion from school. It is a sanction which re-
places short Fixed Term Exclusion and is in response to serious acts of inappropriate be-
haviour. Students may be placed in seclusion by a member of SLT through the agreed
referral process.
FTE from day 5 Provision meets the schools obligations as outlined in the States of Guern-
sey Education Department Managing Exclusions policy (November 2012).
Booked in referrals will be limited to 4.
Procedure:
1. Only a member of SLT may make the decision to place a student in seclusion.
2. Member of SLT will inform the parents/guardians of the student of the seclusion peri-
od and the reason why by a meeting/ phone call and letter.
3. Member of SLT will book in students through the Learning Mentor prior to seclusion—
where possible.
4. Ideally placement in the unit will begin as soon as a place is available and all stages
of the referral process are in place—in some exceptional circumstances as in inci-
dents o fighting on ‘instant sanction’ will take place with immediate placement in
the seclusion room.
5. Students will follow the Ready to Learn policy while in seclusion *For very challenging
and difficult pupils other provision may be sought
6. On completion of the fixed time in seclusion the parents/guardians will meet with a
member of SLT/HoY
6. HoY will monitor a return to mainstream lessons via report
7. Whilst in seclusion students will ‘shadow’ the curriculum
Attendance
1. Whilst in seclusion students will be marked in as present in school by duty staff with a
note added re seclusion
2. Non attendance will be reported immediately to the School Office and parents will
be contacted by front office staff
3. A register of pupils in seclusion will be kept by the Learning Mentor
Arrangements for seclusion
1. Seclusion takes place in the Inclusion Department
2. Students will be given regular opportunities to use the toilet
3. Drinking water will be available
4. Students will be given time to eat lunch—this can be collected from the school can-
teen or a packed lunch can be brought in
5. Appropriate work will be provided for the student
6. Students will be allowed a lunch break at a different time to other students in the
school
Curriculum / Pastoral Support
1. The Learning Mentor will contact subject teachers prior to seclusion—where possi-
ble—requesting that work is provided
2. Subject teachers will provide relevant, appropriately differentiated work which
‘shadows’ the curriculum being taught in mainstream and includes accompanying
resources and learning objectives
3. The Learning Mentor will conduct one to one mentoring with students with work on
specific behaviour issues
Exit Strategies
1. Students will exit seclusion when they have successfully completed their period of
isolation. This will be determined by the Learning Mentor
2. Other strategies to support reintegration may be initiated at this time
3. Any other issues raised within seclusion will be signposted to the appropriate staff by
the Learning Mentor
Recommended