The SENCO Survival Guide : The Nuts and Bolts of Everything You Need to Know

"The SENCO Survival Guide, third edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal. The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people; an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response; strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment; advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality; advice on training, managing and deploying teaching assistants effectively; strategies to improve 'pupil voice' and independence; ways in which the enhanced role of parents can be harnessed in order to achieve maximum success for learners with SEND, and conclusions from the author's new 'field research' in mainstream, special and Post-16 settings. This resource gives SENCOs the confidence, skills and knowledge to promote maximum achievement for learners with SEND and will help them develop and shape their schools' policies and practices. It will also be of use to other members of staff looking for practical strategies to raise the attainment of pupils with SEN and disabilities"-- Provided by publisher Cover Half Title Series Information Title Page Copyright Page Table of Contents Acknowledgements Introduction Who Is this Book Written For? What Does this Book Do? Core Questions Structure of this Book Each Chapter Part 1 Identifying the Needs of Learners With SEND 1 Rethinking SEND and Learning Difficulties Towards a Philosophy for SEND Reviewing Outdated Perceptions of SEND Special Educational Needs and Learning Difficulties Types of SEN Descriptions of SEN Types Behind SEND Labels – Normality and Strengths Raising SEND Attainment Summary 2 SEN Code of Practice What Is the SEN Code of Practice? From SEN Labels to Broad Areas of Need The Code’s Graduated Response Targeted Classroom Intervention Moving to SEN Support Flexibility, Challenge and Personalisation Summary 3 Special Educational Needs and Disabilities (SEND) The Equality Act How Is Disability Defined? Links Between Disability and SEN Reasonable Adjustments Accessibility Planning Evaluating the Equality Plan and General Duties Summary Part 2 Providing for the Needs of Learners With SEND 4 Inclusion: Access, Challenges, Barriers What Is Inclusion? Inclusion as a Sense of Place Inclusion as Whole-School Policy Inclusion in Practice Inclusion as Personal Experience Summary 5 High Quality Teaching Planning From Broad Areas of Need Inclusion as High Quality Teaching Developing Inclusive HQT for All Technology as Part of HQT A Vision for All Barriers and Benefits of ‘For All’ Summary 6 SEN Support: A Graduated Approach Building SEN Support in Waves High Quality Teaching – Or Intervention? Interventions for SEN Support Focusing Interventions On Four Broad Areas 1. Cognition and Learning (CL) Attention and Executive Function Literacy Maths 2. Communication and Interaction (SLCN) 3. Social, Emotional and Mental Health 4. Sensory and Physical Getting Intervention Together The Personal Plan Pupil Passports Summary 7 Education, Health and Care Plans Making EHCPs Effective Co-ordinating Annual and Termly Reviews The Engagement Model Summary 8 Multi-Agency Working External Specialist Support LAs and Schools Working Together EP Support Summary 9 The SENCO Role Managing the Code’s Graduated Response What Are Provision Maps? Developing the Provision Map Provision Maps and Personal Plans Funding and Costing Provision Maps Structure for Provision Mapping Evaluating Provision Maps What Do SENCOs Need? SEND Policy and Practice The Modern SENCO Summary 10 A Whole-School Approach The Workforce SENCOs as Whole-School Movers and Shakers SENCOs as Managers of Relationships Whole-school Approach to SEND Using Teaching Assistants Effectively Summary 11 Developing Personalised SEND-Friendly Learning Environments What Is Personalisation? Finding Personalisation A Broader Look at Personal Achievement What Comprises an Effective Learning Environment? Observing and Identifying Fully Inclusive Learning The Iceberg Factors Specific Literacy Difficulties: Possible Dyslexia? Possible Autism? Speech, Language and Communication (SLCN) Cognitive Learning Difficulties (SLD and MLD) Social, Emotional and Mental Health Developmental Co-Ordination Disorder Dyscalculia The Complexities of Language/reading Comprehension Reading According to Text Type and Purpose Depths of Comprehension The Comprehension Box Resourcing SEND-Friendly Environments Summary Part 3 Evaluating Progress for Learners With SEND Chapter 12 Good Progress Or Underachievement? Principles for Assessment Formative and Summative Assessment Judging Expectations for Learners With SEND Recognising Underachievement Eradicating SEND Underachievement Adequate Or Good Progress? Measuring Small-Step Progress Matching Evaluation to COP Provision The Termly Review From Individual to Whole-School Progress Resources for Assessment and Reporting Summary 13 Developing Pupil Voice and Independence Extending Pupil Voice Developing Pupil Voice for Learners With SEND Developing Pupil Independence Independence at Each Key Stage KS1, Build On Above, Plus KS2, as Above, Plus Secondary, as Above, Plus Summary 14 Parents as Equal Partners Progress So Far Developing Parental Confidence Through the Code Towards an Improved Parental Role 1 Teaching Parents How to Support Maths Activities At KS1 Activities From KS2 2 Teaching How to Support Language Language as Communication Early On, Parents Could At Secondary Parental Engagement Through Culture, Policy and Practice Summary 15 Walking the (SENCO) Job Case Study A: Secondary The Hub Literacy Intervention EAL Intervention HQT Examples 1. Maths, Year 7: Topic – Median 2. Science: Year 11: – Measuring Radiation 3. Year 9 English: Of Mice and Men (18 - 1 SpLD, Pupil H Below – 6 Absent) 4. Year 7 English (13 Pupils – Five EAL): Oliver Twist 5. Carousel, Year 7 English: 14 Pupils 6. English, Year 10: 19 Pupils: Poetry Assessment 7. Science, Year 10: 15 Pupils (Some SEND, 1 Severe Dyslexia) 8. Geography, Year 8: Why Do Cliffs Collapse? 9. History: Year 7 (Included Pupil J Below) How Important Was the Medieval Church? 10. Food Technology: Year 7: Safety in Kitchen: 14 (Some SEND Pupils in Hub) 11. Year 11 English: (11 Pupils, Including Pupil C, Assigned TA) 12. Year 10: English: Set 1 (30 Pupils – 2/3 Girls) Reflections From Observations TA Deployment – and Questionnaire Feedback SENDCO Discussion Parental Partnership Attitudes to Learning (ATL) Case Study B: Primary Ofsted Report 1. Mainstream Observations Differentiation Noted Points Noted Summary of Observations Range of SEND TA Discussion Teacher Discussion Well-being Discussion With SENCO – Re. Mainstream 2. Specialist Unit Learning Through Play/activities VAKS: Engagement Learning, Language, Social Skills Assessment Questions Discussion With SENCO: Re. Unit Merging Special With Mainstream Case Study C: Post-16 Discussions With College Staff The SEND Toolkit 1. The Secondary School 2. The Primary School – Mainstream 3. In FE 4. Special School Case Study D: Special Literacy Across the Secondary Curriculum Conclusions – From My Observations Summary Conclusion: And SEND Review Summary of Philosophy and Principles for Good Practice Conclusions From Field Research The SEND Review Education – the Future? Bibliography Index The SENCO Survival Guide, 3ed is an accessible resource containing practical advice to help SENCOs manage their responsibilities and lead schools towards a common goal. It sets out a whole school approach to inclusion and gives SENCOs the skills and knowledge to promote achievement for learners.