The Learning-Support Guidelines

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.

The Common Assessment Framework 2009 aims to identify additional need and promotes information sharing and coordination of services. Working Together to Safeguard 2003 outlines legal requirements for safeguarding, promoting welfare, roles and responsibilities of professionals and working together to keep children safe. The Munro Review 2012 regards the rights, wishes and feelings to shape the provision of services. The Safeguarding and Welfare Requirements of the Statutory Framework for EYFS 2014 outlines responsibilities for childcare providers for children 0-5 years. Special Educational Needs and Disability Code 2014 provides guidance relating to promoting the welfare of children and young people with special educational needs and

Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching

The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination if the provision made for individual children with special educational needs, working closely with staff, parents/carers and other agencies.

The Special Educational Needs Code of Practice 2001 outlines the statutory guidance for policy and the procedures and responsibilities towards children and special educational needs. It includes the levels of support which should be provided to children depending upon their individual needs.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

It is essential that all children have full access to all areas of education to allow them to fully develop in every way possible. There is much legislation in practice to aid this including every child matters, the SEN code of practice and the disability discrimination act.

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without

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

education system accommodates for children with SEN, it is important to know how it has