The%20new%20SEN%20Code%20of%20practice!

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The new SEN Code of practice!
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• Stronger rights for children to be educated in
  mainstream schools
• Parents to be provided with greater information
  and advice services
• Schools to justify when they are making SEN
  provision for their child
• Views of the child/parent are taken into account

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Roles and Responsibilities
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• Staff To be aware of the schools procedures
  for identifying, assessing and making provision
  for children with SEN
• SENCo To be responsible for the day to day
  operation Coordination of provision for pupils
  with SEN.

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Initial Entitlement of SEN
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• Identification of child with a learning need by
  form/subject tutor.
• Reports (verbal / written).
• Assessment of progress / attainment in class.
• Observation.
• Complete initial identification proforma and
  return to SENCO.

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Initial Entitlement of SEN
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• Child is entitled to an appropriate curriculum.
• Child must have access to a differentiated
  curriculum.
• Child must have access to school support
  programmes.

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Initial Entitlement of SEN
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• Form and subject teacher responsible.
• When strategies are successful in achieving
  progress, maintain current action.
• If strategies are unsuccessful in achieving
  progress change action or begin School
  Action.

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School Action
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• Inform SENCO, who will inform class teacher and
  parents. Class teacher to arrange a meeting
  through SEN administration
• Register child on SEN register send round
  robin.
• Formal letter to confirm meeting sent by SEN
  administration.
• Create IEP at meeting using iepwriter2 see
  guidance.
• Formal letter/relevant paperwork sent by SEN
  administration.

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School Action
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• Form and subject teacher responsible.
• When strategies are successful in achieving
  progress, maintain current stage and review.
• If strategies are unsuccessful in achieving
  progress change action or begin School Action
  Plus.

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School Action Plus
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• Inform SENCO prior to review. SENCO to attend
  meeting in order to establish further school
  responses.
• School seeks permission, advice and support from
  appropriate agencies.
• Develop further relationships with parents and
  child.
• Revised IEP with fresh strategies and further
  SMART targets.

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School Action Plus
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• Form, subject teacher and SENCO responsible.
• When strategies are successful in achieving
  progress, maintain current stage and review.
• If strategies are unsuccessful in achieving
  progress, SENCO to advise a change of action,
  begin PSP, apply for Ear-marked pupil funding or
  apply for statementing.

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Statutory Assessment
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• Application made to LEA - (6 months)
• Information supplied by school
• Previous test results
• Previous IEPs
• Any other information gathered to inform earlier
  IEPs / decisions
• Reviewed annually