SEN Policy 2014 Teachers as a Stakeholder

Description

Mind Map on SEN Policy 2014 Teachers as a Stakeholder, created by sarahshepherdson on 10/31/2014.
sarahshepherdson
Mind Map by sarahshepherdson, updated more than 1 year ago
sarahshepherdson
Created by sarahshepherdson over 10 years ago
14
0

Resource summary

SEN Policy 2014 Teachers as a Stakeholder
  1. The Role of the Class Teacher 1:3
    1. Medical Model: How do staff approach regular assessments of SEN pupils? Are they aware of the current assessment resources available for SEN children? Are they aware of how often they should be assessed and how does it inform their planning and provision approach?
      1. Single/Double Loop Learning: How does the interventions support inclusive practice? Are the children involved with this process-do they have an opportunity to say how they would like these interventions to be taught-if not why?
        1. Linked into Achieving, Participating and belonging.
      2. Medical Model: How does the class teacher gather ALL the information about the child's needs? Do they need support from the SENCO, outside agencies etc? How confident are they in the gathering of this information? How well do they understand their pupils needs? Do they then plan for them in an inclusive way? (APB)
        1. Person Centered Planning: how does the teacher plan for SEN pupils in an inclusive way? How is this shown on planning, IEPs, reviews, assessment, involvement with parents etc?
          1. Single/Double Loop Learning: how confident are our teachers in delivering quality first teaching-do we need to provide training/support to develop this as a whole school policy? How can teachers be aware of the new SENCOP and how it affects their teaching and assessment? How do we assess our teachers teaching and the moderate the quality within the school? Will this help drive forward SEN provision accross the school? What happens if graduated response and quality first teaching is poor in school? Does this need priority on the SIP?
            1. Underpinned by the SENDCOP: 1.2-high quality provision to meet the needs of children and young people with SEN. A focus on inclusive practice and removing barriers to learning
          2. Social Model: How aware are teachers of their practice? do they consider themselves inclusive? What lengths do they go to to ensure all children participate in all lessons? Are there parts of the curriculum they teach they feel are not so inclusive? i.e. level of literacy skills etc? PE involvement-what adjustments do they make to accommodate? Do they understand the legal implications of inclusive practice? (linked into equality act 2012)
          3. Current Policy: the code of practice clearly acknowledges the importance allocated to the teacher whose responsibilities include: being aware of the school's procedures for the indentification and assessement of, amnd subsequent provision for, example SEN pupils. Collaborating with the SENCO to decide the action required to assist the pupil to progress. Working with the SENCO to collect all available information on the pupil. In collaboration with the SENCO, develop IEPs for SEN pupils. Working with the SEN pupils on a daily basis to deliver the IEP targets within differentiated planning. Developing constructive relationships with parents. Being involved in the development of the school's SEN policy.
            1. SENCOP: 6.4 The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff. 6.12 All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. 6.17 Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. 6.19 The first response to such progress should be high quality teaching targeted at their areas of weakness. 6.36 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. 7 High quality teaching, differentiated for individual pupils, is the first step in responding
              Show full summary Hide full summary

              Similar

              Business Studies Unit 2
              tara.springate
              Limits AP Calculus
              lakelife62
              ART NOUVEAU
              Britknee52
              The Heart
              annalieharrison
              Geography Coasts Questions
              becky_e
              History - Medicine through Time
              Alice Love
              Calculus I
              GraceEChem
              Biological Definitions
              Yamminnnn
              AQA Biology B2 Unit 2.1 - Cells Tissues and Organs
              BeccaElaine
              GCSE revision (Sustainability)
              T Andrews