Doing Use the strategies and resources list to help. In schools, the class or subject teacher needs to retain day to day responsibility for planning and working with the child especially where the interventions involve group or one-to-one teaching delivered by a teaching assistant or specialist teacher. Reviewing Review the effectiveness of the support and the impact on the progress in line child’s with the agreed date and use this to inform further analysis of his/her needs and support requirements. Involve the child and parents in reviewing both the impact of support and plans to change it. Discuss the activities and support that will help to achieve goals set and identify the responsibilities of the parent, child and the setting or school in this. Review meetings with parents should be held at least three times a year and lead by someone with a good knowledge of the child. a review (see Appendix ‘Holding meeting’ 1) gives pointers on how to ensure that this is a helpful and productive process for all. Keeping records Accurately record provision for learners with SEN. This supports the assess plan – – do review process, and provides evidence of the work that has been done and the – progress made. Settings and schools determine their own approach to record keeping, but as part of any school inspection Ofsted will expect to see evidence of the interventions and support that are in place and whether they lead to accelerated or sustained progress. Oxfordshire has developed record keeping templates to capture person centred planning, pupil outcomes, assessments, planning and reviewing. This information will be required for children and young people who require additional SEN top-ups or who may require co-ordinated assessment and an Education, Health and Care Plan (more information about EHC plans can be found on the Local Offer website ). D2: Communication and Interaction needs (C&I) Foundation years This section describes children who have greater needs than most of their peers for support with communication and interaction (C&I). Children with communication and interaction needs may have difficulty in expressing themselves, in understanding language, and with interacting with others and the world around them. Children need help to acquire language skills in order to develop their thinking as well as their ability to communicate.
Doing Use the strategies and resources list to help. In schools, the class or subject teacher needs to retain day to day responsibility for planning and working with the child especially where the interventions involve group or one-to-one teaching delivered by a teaching assistant or specialist teacher. Reviewing Review the effectiveness of the support and the impact on the child’s progress in line with the agreed date and use this to inform further analysis of his/her needs and support requirements. Involve the child and parents in reviewing both the impact of support and plans to change it. Discuss the activities and support that will help to achieve goals set and identify the responsibilities of the parent, child and the setting or school in this. Review meetings with parents should be held at least three times a year and lead by someone with a good knowledge of the child. ‘Holding a review meeting’ (see Appendix 1) gives pointers on how to ensure that this is a helpful and productive process for all. Keeping records Accurately record provision for learners with SEN. This supports the assess – plan – do – review process, and provides evidence of the work that has been done and the progress made. Settings and schools determine their own approach to record keeping, but as part of any school inspection Ofsted will expect to see evidence of the interventions and support that are in place and whether they lead to accelerated or sustained progress. Oxfordshire has developed record keeping templates to capture person centred planning, pupil outcomes, assessments, planning and reviewing. This information will be required for children and young people who require additional SEN top-ups or who may require co-ordinated assessment and an Education, Health and Care Plan (more information about EHC plans can be found on the Local Offer website ). D2: Communication and Interaction needs (C&I) Foundation years This section describes children who have greater needs than most of their peers for support with communication and interaction (C&I). Children with communication and interaction needs may have difficulty in expressing themselves, in understanding language, and with interacting with others and the world around them. Children need help to acquire language skills in order to develop their thinking as well as their ability to communicate.
FYsettingsSENSupport.docx