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?
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?
Linked into Achieving,
Participating and
belonging.
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)
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?
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?
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
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)
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.
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