targets Consultation and collaboration with parents/carers Consultation with the pupil, where appropriate Consultation with external support agencies Outcomes of any SEN support or provision from external support agencies Evidence related to medical advice and/or social care involvement Very little of this evidence needs to be collected as a separate exercise from that of meeting the pupils needs, i.e.; Existing records of the impact of interventions on a pupil’s knowledge, understanding and progress. Provision by external support agencies will be noted in the school's minutes of meetings in addition to which, those agencies will maintain their own records / notes made during those meetings. The on-going assessment of subjects, topics and modules, with annotated marking and personal target setting, provide ample evidence of attainment and progress across the National Curriculum. Planning provides evidence of pupil-specific differentiation The evidence of the formulation and implementation of a My Support Plan, IEP or equivalent is that it can be produced and can be seen to be familiar to all those implementing it. Evidence is required by different people and/or for different purposes throughout the graduated approach but LAs are required to have access to this evidence in order to fulfil their statutory obligations. Specific Issues The following has been drafted in response to questions raised which relate these issues to Special Educational Needs and the 2014 Code of Practice. They are not, in any way, seen as providing adequate information related to these areas per se, for which schools are directed towards appropriate sections of the Education and Inclusion Service specific publications and/or in-service training. Parental Consultation and Involvement The Governing Body of a school must ensure that parents are notified of a decision by the school that SEN Support is being made for a child or young person. Parents hold key information and have a critical role to play in their children's education. They have unique strengths, knowledge and experience to contribute to the shared view of a child's needs and the best ways of supporting them. It is therefore essential that all professionals actively work with parents and value the contribution they make. All parents of children with special educational needs should be treated as partners. 'Good, honest and open communication is key to the development of positive
targets Consultation and collaboration with parents/carers Consultation with the pupil, where appropriate Consultation with external support agencies Outcomes of any SEN support or provision from external support agencies Evidence related to medical advice and/or social care involvement Very little of this evidence needs to be collected as a separate exercise from that of meeting the pupils needs, i.e.; Existing records of the impact of interventions on a pupil’s knowledge, understanding and progress. Provision by external support agencies will be noted in the school's minutes of meetings in addition to which, those agencies will maintain their own records / notes made during those meetings. The on-going assessment of subjects, topics and modules, with annotated marking and personal target setting, provide ample evidence of attainment and progress across the National Curriculum. Planning provides evidence of pupil-specific differentiation The evidence of the formulation and implementation of a My Support Plan, IEP or equivalent is that it can be produced and can be seen to be familiar to all those implementing it. Evidence is required by different people and/or for different purposes throughout the graduated approach but LAs are required to have access to this evidence in order to fulfil their statutory obligations. Specific Issues The following has been drafted in response to questions raised which relate these issues to Special Educational Needs and the 2014 Code of Practice. They are not, in any way, seen as providing adequate information related to these areas per se, for which schools are directed towards appropriate sections of the Education and Inclusion Service specific publications and/or in-service training. Parental Consultation and Involvement The Governing Body of a school must ensure that parents are notified of a decision by the school that SEN Support is being made for a child or young person. Parents hold key information and have a critical role to play in their children's education. They have unique strengths, knowledge and experience to contribute to the shared view of a child's needs and the best ways of supporting them. It is therefore essential that all professionals actively work with parents and value the contribution they make. All parents of children with special educational needs should be treated as partners. 'Good, honest and open communication is key to the development of positive
coventry_criteria.docx