SEND Parental Consultation
14th November 2024
Agenda
DJD: EXAMPLE PUPIL PASSPORT HERE
Achieving success and transforming lives through community, compassion and curriculum
What is driving our SEND VISION?
School leaders identified key areas of improvement this year within SEND across the whole school.
How will we achieve our SEND VISION?
Make SEND Achievement a higher priority for all stakeholders
Developments so far this year
Pupil passport
Key Learning Strategies for teachers
Key Targets reviewed regularly
Student and Parent voice
Support the student is receiving
Pupil passport
Review and discuss Pupil Passport -its layout, information available and intent
How can school work more effectively with our families to promote the effectiveness of this document?
Pupil Passport Parental Consultation
Review and discuss the Interventions Booklet
Note any strengths of the New Pupil Passports
Are there any areas for improvement?
How can TKS work more cohesively with parents regarding our Pupil Passports?
Annotate comments and suggestions on the booklets provided.
Interventions Pathway
The Intent
All students, regardless of need, will receive the support they require to access their learning. Barriers to learning will be identified by a robust assessment and screening process with a clear pathway of support implemented for students who require additional interventions. Students facing adversity or SEMH barriers will be supported through the waves of intervention process offering an extensive package of wellbeing support.
Interventions: Referrals
All new interventions for SEND, safeguarding, literacy and curriculum are processed through our central referring process, data collection and screening program.
Interventions: SEND
All students who are referred for additional wave 2 and wave 3 interventions have their provision mapped. An interventions log is completed ensuring a clear entrance and exit strategy is in place for all interventions.
Interventions: SEND & Safeguarding
Interventions: Curriculum & Literacy
Interventions: Attendance
Interventions Pathway
Review and discuss the Interventions Booklet
Note any strengths of the Interventions pathway.
Are there any areas for improvement?
How can TKS work more cohesively with parents regarding our interventions pathway?
Annotate comments and suggestions on the booklets provided.
Classroom Context sheet
The Purpose
To develop a concrete knowledge for classroom teachers of learners with SEND who are underachieving.
To develop clear individualised strategies for progress and achievement within the classroom.
What will you do to ensure progress?/Intervention
Who? Pupil Intervention/Monitoring
Use the Venn to identify pupils you should intervene with.
Write clear next steps or improvement strategies in this box for your identified pupils. (Update what has worked once data has been entered for Assessment Entry Term 1).
Next to each student name identify Intervention/adaptive strategy applied/details of scaffolding provided etc
Red students
Student A - Provide a technical word bank with example analysis and sentence starters.
Student B - Needs to sit next to supportive peer, feels isolated if sat a back of classroom. Wellbeing checks every 15 minutes.
Student C - Individual break down of classroom task after class delivery, with chunked learning activity - give 15 minute targets for completion of small tasks.
Amber students
Student D - Requires catch up sessions for missed lessons due to absence, supplied detailed lesson notes and task list.
Student E - Allow movement break and use regular prompts to remain on task
Working Towards 23/24
PP
Enter Student Names
Enter Student Names
Enter Student Names
Enter Student Names
Enter student names
Class List
Input class list here
Enter student names
Enter student names
Classroom Context Sheet – Class Teacher Interventions and Adaptive Strategies
Teacher:
Term: 1 2 3
SEND K/EHCP
Subject:
Class code:
Classroom Context sheet Parental Consultation
Review and discuss the classroom context sheet
Note any strengths of the Context sheets
Are there any areas for improvement?
Annotate comments and suggestions on the sheets provided.
Annual Review
Review and discuss the SEN Support Annual review proforma
How can school work more effectively with our families to ensure the review process works towards the best outcomes for your child
Neurodiversity In Schools - Local Team
Stockport Lead: Cheryl Knupfer (Strategic Lead for Autism)
Parent/Carer Lead: Leigh-Anne Patais, Paula Doran (PACTS)
ND Team Links: Roisin Gore, Fran Arthurs, Laurie Carefoot
Why Neurodiversity in Schools Project?
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Key principles
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Aims
Increased confidence and knowledge in supporting pupils with social communication needs.
School staff know how to facilitate friendship groups for neurodiverse young people.
Parent/carers have better understanding of support strategies for their child and be more satisfied with education, health and care services
Groups in schools provide parents with peer support and the opportunity to influence and co-produce service changes.
Schools will change culture and behaviour, inclusion will be a habit
Referral routes into specialist services will be smooth and timely (when required)
Children will be happier in school.
School attendance will improve
School exclusions will reduce
The number of electively home educated CYP will be reduced for those who may feel this is their only or last option
The number of part time timetables will reduce or be used for a short time limited period
There will be a reduction in social isolation for CYP and parents/carers
All school staff including teaching and support staff will demonstrate inclusive practice
We will agree as a GM ICS a model of practice for spread and scale to support compliance with the new Autism Strategy
Delivery Model
Teaching Staff | Parents/Carers | Young People |
All supported by ND Team |
All supported by ND Team |
All supported by ND Team |
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Core�Training Modules
1. Exploring Neurodiversity
2. Enabling Environments
3. Anxiety/Distressed Behaviours
Other modules available:
Exploring Autism
ADHD
Training for staff and parents/carers
��Impact on Parents�
This is such an inspirational idea. I am looking forward to coffee mornings and meeting others in the same circumstances
(Parent)
Parents know their child best and listening can support us in giving the best provision
(Secondary School)
If we get this right for our children with Autism we can get this right for all of our children
(Secondary School)
I feel lately I have very good contact with the sendco at this school unlike in the past
(Parent)
We are on journey and everyone needs to be on the same bus (Primary School)