The Getting It Right For Every Child

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils.

GIRFEC is the national approach in Scotland which aims to improve the outcomes for the child and also to support their wellbeing (Scottish Government 2017). It aims to get the “right help at the right time from the right people” (Scottish Government 2017). The Scottish Government (2017) states this legislation was introduced as child services needed to become more integrated and child-centred. It was also introduced to get children the help they need now to avoid a crisis happening later. To support the wellbeing of children and families the “SHANARRI” indicators are being used for basic requirements that all children needs to grow and develop.

The safeguarding of children is a crucial part of the approach and is also a nationwide, inter-agency responsibility. It applies to every child, with a range of needs. Well-defined measures are constantly required to direct immediate action to guard children. The children and young people's bill will legalise and take forward the GIRFEC approach to supply children and young people with a ‘named person’, this will hopefully help to safeguard the child and support the family.

In Scotland, a review of the Children’s Hearings System in 2004 led to the formation of Getting It Right For Every Child (GIRFEC) in order to improve outcomes for vulnerable children. At about the same time in the rest of the UK a similar initiative, Every Child Matters, was conceived in part following the tragic death of

However, although many children gain the most they can from the learning opportunities that schools provide, some will struggle to benefit fully from their learning experiences without additional help and support (COP, 2010). The Education (Scotland) (Additional Support for Learning) Act 2004 (as amended 2009) (hereafter, ASfL Act), provides the legal definition for Additional Support Needs (ASN): “A child or young person has additional support needs for the purposes of this Act, where for whatever reason, the young person is or is likely to

Having experienced life as a student labelled as having dyslexia and SEN I have always been concerned with the treatment of and provision for pupils with SEN in mainstream school. Indeed from the start of my teacher career I was determined to ensure my lessons were accessible and helpful to all students. However, as my practise continued, I became concerned that whilst education policy, pedagogical literature and the general language of secondary mainstream education is full of phrases like ‘differentiation’ () and ‘personalised learning’ (), the ability of teaching staff to deliver lessons that could be personalised to the individual needs of each student is greatly hindered by the workload and time constraints faced by modern day secondary

Getting it Right for Every Child (GIRFEC) is one of the main strategies which relate to Home Start this is because all of the families involved with Home Start have young children. GIRFEC was introduced to provide a consistent way for people to work with all children and young people. (GIRFEC Wellbeing, 2014) The approach helps organisations like Home Start to focus on what makes a

In recent provision changes, the ‘Carter review of Initial teacher training (ITT)’ (Carter, 2015) highlights how ITT can be improved in order to enhance support for students. Issues concerning ITT raised by ‘HOC: Third Report’ in 2006 that criticised the ‘lack of training on SEN’ due to the ‘non-compulsory modules in initial teacher training’ (HOC, 2006, p.69). For example, evidence reported by Hartley (2010, p.2) suggested that students were underperforming, as ‘pupils aged 11 in 2008, 84.5% with no SEN achieved the expected level in English and maths [whereas] 33.7% of pupils with SEN achieved this’ which he claimed to be due to the lack of teacher expertise. In response, Carter (2015, p.24) proclaims that ‘it is critical that all new teachers are given training in how to support children with SEN- this should not be treated as an optional extra, but as a priority’. Additionally, Carter’s proposals relates to Fredrickson and Cline’s belief that provision would benefit all children as Carter (2015, p.34) states ‘understanding how to teach children with SEND is critical to improving progress and achievement for all children’. Examples of this move towards inclusion is displayed by the publishing of training resources for SEN co-ordinators, such as ‘Supporting Pupils with Dyslexia (Griffiths, Groom and Smith, 2012, p.65), which projects the ‘idea that dyslexia is not an insurmountable barrier but a condition that requires different approaches’, therefore showing a change of

SEN Assignment a) According to the NCSE (2014) ‘A whole-school approach is adopted by schools to the education of students with special educational needs, including programme planning and the implementation of early intervention and prevention programmes’ (p. 5) The whole school approach to interventions is very important in addressing and supporting Aoife’s needs. Aoife’s individual case would be categorised under school support (For some). ‘School Support (for some) is an assessment and intervention process which is directed to some students, or groups of students who require some additional input (NEPS, 2006, p.4).

This Assignment will focus on students from a Year 9 class in a school in the East Riding. According to Ofsted, the school is larger than an average-sized secondary school and the proportion of students supported by school action is slightly above the national average. The proportion supported at by school action plus or have a statement of special education needs is below average.

In the modern-day and age, we are constantly consuming a variety of information. A number of sources such as the Internet, television, and the phone allow everyone to access the data they consume to watch sites such as extreme violence and pornography, especially for young adults and children because it is extremely difficult to get rid of this addiction once a person has started viewing pornography. While grown-ups can recognize between what is right and wrong and safely control their developed minds, children are much more perceptive towards its unsafe content and thus kids are more likely to be addicted to watching pornography, causing problems for them in their later lives. Therefore, parents passing on vital information regarding the dangers of pornography to their children are essential to implementing strong parental controls.

Have you ever thought of why your parents treat you the way they do? Many parents treat their kids differently. There really isn’t a correct way of parenting, it’s mostly based on the parent’s own opinion on how parenting should be handled. There are plenty of different parents out there such as strict parents, laid back parents, or even ones that just flat out don’t care what their child does or says. Strict and well-rounded parenting are some of the better options at your disposal. When kids grow up, they tend to mimic the way they were treated and pass it on to their kids. Non strict parenting is a less effective way of parenting and can often lead to humongous issues in the future, while strict and well-rounded can lead to great accolades further down the road.

Classroom observations of English as an Additional Language learners would offer me the opportunity to focus on the different support approaches that might already be in place in schools, such as the work carried out by intervention groups or the support given from other adults in the classroom, be they EAL specialists, teaching assistants or other recognised figures (British Council, online). However, there might also be cases where no additional support is provided with students with English as a second language. In this case, I would instead be focusing my observations on the way EAL learners relates with other pupils and professional within the school environment.

Inter-professional working in education is the idea of professionals working together to provide effective services for children and their families. With the professionals sharing their knowledge and skills with others to develop their knowledge and skills in specific areas. One policy that is set in place to ensure that inter-professional working is necessary is the GIRFEC (2008) document. “Getting it right for every child” (GIRFEC) is the national approach in Scotland to improve the outcomes and to support the wellbeing and education of children and young