Learning Support Handbook Final

Contents

1)SENCOYear

2)Learning Support Policy

3)Five Stage Approach

4)Curriculum Structures

5)External Agencies

6)Key Stage 2 – 3 information

7)Identification Procedures

8)Pupil Profile

9)Learning Support Register

10)Overview of Register

11)Education Plans

12)Sample Targets

13)Referral Form to Educational Psychology Service

14)Auditing Learning Support Provision

15)SENCO Checklist

16)Mapping Learning Support

17)Key Questions for Departments

18)Classroom Assistants

19)Three Year Development Plan

20)Learning Support Action Plan

21)Glossary of Terms

22)WELB Support for Schools

Notes

1.SENCO Guide : A typical year in the life of a SENCO

2 .Learning Support Policy. Possible headings for a Learning Support Policy

3.Five Stage Approach:. The Code sets out a five stage approach to the identification of children having learning difficulties, the assessment of their special educational needs and the making of whatever special educational provision is necessary to meet those needs

4. Curriculum Structures: The followingstructures are examples of different support systems which match the different stages

5 External Agencies: Pupils at stage 3 of the code are very often supported by outside specialists who visit the school on a regular basis. The names and roles of such people may be useful information for all staff e.g. Educational Psychologist, Outreach teacher, Speech Therapist etc

6. Key Stage 2/3 information; This template may be useful when the SENCO and Year 8 tutor visit feeder Primary schools to collate information on pupils entering Post Primary schools and who have experienced learning difficulties in Primary school

7. Identification Procedures: This is an example of some common identification procedures used to identify pupils who may need additional support

8. Pupil profile: This profile may be used by SMT, Pastoral staff, SENCO when discussing the progress of a pupil causing concern

9 &10. SEN Register: Sample register and whole school overview of pupils on SEN register. School could tailor these templates to their needs

12. Education Plans in Post Primary - Ideas, suggestions and individual/group templates

13. Target setting: Examples of generic targets and strategies for all subjects

14. Educational Psychologist referral form: Notes on the completion of an Ed. Psychologist referral form

15. Auditing Learning Support Provision: A SEN self review – an example of an audit tool for schools downloaded from the SENCO- FORUM

16. SENCO Checklist: Useful checklist for SENCOs while working towards the Code of Practice, exploring ‘whole school issues, identification and assessment procedures’

17. Mapping Learning Support: Exemplar grid to map Learning Support at a whole school level

18. Key questions for departments: A departmental analysis of Learningsupport- examining and evaluating key issues.

19. Classroom Assistants, A Good Practice Guide for Working with Classroom Assistants.

20. Three Year Development Plan: This template may be useful whenforward planning.

21. Learning Support Action Plan: This is an example of an Action Plan template after identifying areas from the Development Plan

22. Glossary of Terms: An explanation of terms often found in Educational Psychologists’ reports

23. WELB support for schools: An outline of support from Special Education department Omagh (downloaded from Sp Ed website)

Acknowledgements

Sincere thanks to Robert Collins, Maria Philips and Gillian Thompson, Educational Psychology Service, WELB, Omagh, Patricia Simpson, Advisory Teacher for Inclusion, Special Education Department, WELB and the SENCO FORUM for contributing to examples in this handbook.

For further information contact:

Post Primary Learning Support Team Page 1

The SENCO Year

(Post Primary)

Post Primary Learning Support Team

October 2002

Term 1

Job / Task / Completed by

Identification of year 8 students

Review and update SEN register and Allocate support at stage 2 and above

Education Plans

Set up clubs etc (additional Stage 2 provision)

Year 8 parents evening

Screen all year 8 students
Examples of tests
NFER (English/Maths)
Vernon Spelling
Diagnostic Testing e.g.
Neale Analysis, Burt Vernon, Schonnell ‘First Steps’ continuum
Review Key Stage 2 information
External Reports e.g. Educational Psychologists Reports including Statements, Peripatetic Reports, H&SSs Reports
Parental Referrals

Meeting with support staff to update register,
Agree criteria for placing students on the register (stages)
Discuss allocation of support periods for identified pupils and assessment strategies (in-class support, short term withdrawal support 6-8 weeks
Send letter to parents outlining support offered
Update SEN Development plan/Action Plan

Meeting with Year Heads and Form Teachers to set targets for students at stage 2 and above
Distribute to subject teachers, parents and students

Set up ‘clubs’ e.g. reading, spelling, maths etc.
Train tutors for paired reading, paired maths, cued spelling and match tutors to students
Send letter to parents outlining support offered

Prepare presentation to parents including
– overview of schools Learning Support provision
booklet outlining parental support strategies

Discuss individual parental concerns

/ Mid September
Week 3 September
End of September
End of September
Early October

Update Learning Support files for staff

Induction of new teaching staff

Meeting with Classroom Assistants (CAs)

Meet with external agencies

Arrange meeting with CASS Learning Support Adviser

Complete requisition under spend

Analysis of CATs data and whole school data

Summative Assessment

Distribute updated information to all staff
Particularly year 8 students
Overview of Learning Support provision
Special Needs policy
Register and Education Plans

Meeting with new staff to explain Learning Support file/handbook
Sources of support (for teachers)
SEN policy
Education plans – monitoring and evaluating
Role of Classroom Assistants

Discuss CAs timetable and record keeping
Update role of Classroom Assistants in assisting SENCO develop a whole school approach to Learning Support
Overview of line management structures
Identify strengths and training needs

Arrange meetings with external support services to discuss caseloads, exam concessions and plan term one work (Stage 3) e.g.
Educational Psychologist
Outreach services
EWO
H&SS

Update school profile (Baseline information)
Outline areas for development for incoming year
Review Learning Support Action Plan
Plan programme of support (if required)

Identify additional resources required e.g. ICT software and hardware, reading materials etc

Identify students requiring additional support who were not previously identified
Analysis of whole school data with SMT and appropriate action plan drawn up for named students
Develop additional support structures e.g. Mentoring system for named students, homework clubs coursework etc (Stage 2 provision)
Tracking student progress and monitoring action plan

Encourage subject teachers to review Education Plans as part of their end of term assessment
Report progress to parents

/ Early October
Early October
Early October
Early October
End of October
End of October
Early November
End of Term

Term 2

Job / Task / Completed by

Statement Reviews

Transition Plans

Ongoing monitoring and development work

Complete review forms involving subject teachers, pastoral staff, classroom assistants, outside agencies parents and pupils
Arrange meetings involving all of the above including WELB Special Education staff

As above

Continued provision, monitoring and evaluation of support strategies
Monitor effectiveness and manageability of Education Plans
Continued updating of records and involvement with parents and outside agencies
Identification of staff inset needs with support of CASS if required
Development of strategies and resources for pupils and staff (including Classroom Assistants)

/ End of March
End of April
Ongoing

Term 3

Job / Tasks / Completed

Ongoing monitoring and development work

Review of SEN policy

Update Learning Support Development Plan

Update Learning Support Action Plan

Timetable Arrangements

Requisition

Key Stage 2/3 Transition

Continued provision, monitoring and evaluation of support strategies
Monitor effectiveness and manageability of Education Plans
Continued updating of records and involvement with parents and outside agencies
Identification of staff inset needs with support of CASS if required
Development of strategies and resources for pupils and staff (including Classroom Assistants)

Learning Support Team meet to review SEN policy – providing all the information required regarding SEN provision as out lined in Code of Practice (see SEN self review audit)
Distribute updated policy to staff for feedback
Redraft SEN policy

Learning Support Team meet to review Learning Support Development plan linking it to the whole school Development plan

Learning Support Team meet to set new targets for the following year

Put in writing specific requests to timetabling team regarding support for next year e.g. staffing, number of support periods, SENCOs timetable

Order resources (don’t spend it all! Keep some in reserve for next term)

Visit feeder primary schools with year 8 Year Head, gathering relevant information on new intake

Ongoing

May/June

May/June

May/ June

May/June

June

June

Post Primary Learning Support Team Page 1

Learning Support Policy

Possible headings for a Learning Support Policy

Learning Support Policy

Headings (Sample)

Mission Statement

Rationale

Statement of principles (optional)

Aims

Objectives

Admissions } see school prospectus

Complaints }

Management

Roles and Responsibilities

Parental Involvement

Evaluation Criteria

Provision

Resources

Identification

Stages and types of provision linked to each stage

The Five Stage ApproachThe Five Stage Approach

Stage 1 Class teacher has a concern and monitors progress

Stage 2 SENCOtakes lead in providing additional/extra support e.g. in-class support, withdrawal etc.

Stage 3 Teachers and SENCO are supported by external specialists

Stage 4 the Board considers the need for a statutory assessment

Stage 5 the Board issues a statement

Education plans /group plans are drawn up for all pupils at stages 2-5

Curriculum Structures

Curriculum Structure for Learning Support

The following structures are provided for individual pupils who require additional support to the provision made for the peer group. This may be short term or long term.

STAGE 1

Differentiation in all subject areas (Teaching and Resources)

STAGE 2 – (examples of in school support)

Peer tutoring

Team Teaching

Reading, Spelling, Maths Clubs

Mentoring

Withdrawal Groups

Homework Clubs

Small Group Teaching

Buddy System

In class support

Classroom Assistant Support

Extra English/Maths Classes

STAGE 3 - (examples of support from Outside Agencies)

Outside agencies

a)Child Guidance Centre at Bayview

b)WELB support for sensory impaired pupils (Peripatetic Service)

c)School Psychologist

d)WELB CASS

e)Home Tutors

f)Reading Centre

g)Outreach

h)EWO

i)Social Worker

j)Probation Officer

k)School medical service

l)Classroom Assistants

m)School Chaplain

n)Information Technology Support

o)Parents’ meetings – formal and informal

p)Behaviour Support Team

q)Speech and Language therapist

r)ASD Team (Autism)

s)Art Therapist

t)Special Education Board Officer

STAGE 4/5

Statemented pupils may avail of additional resources depending on the reason for the statement.

External Agencies

External Agencies Involved in Learning Support

NameRole Contact Number

Post Primary Learning Support Team Page 1

Key Stage 2/3 InformationPrimary School Information Sheet

SCHOOL:

Name / 11+ / KS2 Eng / KS2 MA / Suffolk / Vernon Spelling / NFER MA / Extra Provision (St 2) / Ed. Psych Report / C/A / Outside Agencies / Attendance 1-4 /

Strengths
Medical
Family background
Position in family
Other

Post Primary Learning Support Team Page 1

Possible Identification Procedures

Identification Procedures

Educational Psychologist’s Report

Primary School Reports

Key stage 2 levels

Reading Centre’s Reports

Formative Assessment e.g. First Steps, Lines of Development etc.

Standardised Tests e.g.

NFER Group Reading Test

 Vernon Spelling Test

NFER Maths

CATS

Burt Reading Test

Neale Analysis

Key Stage 3 Levels

Teacher Referral

Parental Referral

Pupil Referral

Post Primary Learning Support Team Page 1

Pupil Profile
Pupil Profile

Name______Class______Form Teacher______Stage______Date______

Pupil Information

Area for Development

Support Strategies

Psychology Report Y/N
Statement Y/N
External Support (Specify) Y/N

Standardised Tests Scores

Reading ______
Maths ______
Spelling ______
Diagnostic Test
______

CATs

Verbal ______
Non Verbal ______
Quanitative ______
Key Stage 2
Eng _____ Maths______Science______ / Learning Support Department
In-class Support Y/N
Withdrawal Y/N
Classroom Assistant Y/N
Other (Specify) ______

Suggested Strategies For Subject Teachers

1.
2.
3.
4.
5.
6.

SEN Register
Special Needs Register (sample)

Name / Year / Stage / Area of Concern / Psy. Report / Provision

Post Primary Learning Support Team Page 1

SEN REGISTER (overview)

SCHOOL :

DATE :

Year 8 / Year 9 / Year 10 / Year 11 / Year 12 / Year 13
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Total

Post Primary Learning Support Team Page 1

Education Plans in the Post Primary School

Issues and Suggestions

Education Plans in the Post Primary School

Code of Practice suggests that all children at stage 2 and above on the SEN register should have Education Plans with SMART targets which have been agreed by the pupil concerned, his /her teachers, his / her parents and which impact on what teachers do in the classroom. In attempting to do this post primary schools and SENCOs in particular, are confronted with many dilemmas.

Problem / Possible Solution /

Issues

Too many pupils at stage 2 and above. Staff are overwhelmed by the number of Education Plans they have to take into account in their planning.
Targets are either too specific or too general. As a result, teachers and parents don’t know what they mean or how they can support the child in the classroom or at home.
Staff have little ownership over the targets. (The SENCO writes all the Education Plans) / Only have education plans for a manageable number of pupils e.g. statemented pupils and/or pupils causing particular concern.
Identify targets which are generic (broad, general, jargon free and easily understood by all concerned)
Have specific targets for withdrawal and / or in-class support which are incorporated into a ‘Programme of Work’
Develop ‘Pupil Profile’ case conferences involving key members of staff (pastoral, English, Maths teachers, classroom assistants, parents etc.)
Delegate co-ordination/writing of Education Plans to Pastoral staff. / Need to prioritise who should have an education plan. Be explicit about the criteria used
Get as much agreement as possible on which targets are appropriate. Are they still SMART targets? How will progress be measured? By whom?
Time is the major factor here. Case conferences should be relatively brief, clearly focussed, and constructive.
Pastoral staff need to be committed to the process and given time

Post Primary Learning Support Team Page 1

Education Plan

Pupil Name ______Class ______Stage ______Date ______

Strengths ______

______

Difficulties ______

______

Additional Provision

Small group

/Withdrawal In Class Unit External Agency Other

Targets to be achieved (Generic) Achieved

Yes Part No

Parental Involvement

Key Staff Involved

Principal SENCO Learning Support Teacher Classroom Asst

Year Head Form Teacher External Agency

Review Date ______

Education Plan Review

Pupil ______Class ______Subject ______

Assessment 1

Assessment 2

Post Primary Learning Support Team Page 1

Programme of Support / Class / From / To
Name / Stage / Name / Stage / Name / Stage
Name / Stage / Name / Stage / Name / Stage
Targets
What I want the children to learn / Strategies and Materials
(How I will help the child to learn) / Evaluation
(How has the child progressed?)
Additional comments
Date

Education Plan Review

Assessment 1 2
Pupil: ______Class: ______Subject: ______Date: ______
Progress made by pupil
1.
2.
3.
Updated Information Pupil Assessment
Parent Assessment
New Targets
1.
2.
3.
Support Required
Small group/ withdrawal In class support Unit External Agency Other

Post Primary Learning Support Team Page 1

Generic Targets

The following targets and suggested strategies are a few examples of generic targets for all subjects. Choose one or two of these targets or similar generic targets for each pupil when writing an education plan.

Targets / Strategies/Resources

Pupil will record at his level 3 key ideas/points from a lesson.

highlight key words on text (photocopy)
writing frame (see sample)
cloze passages (words provided)
sequence jumbled up sentences correctly.
poster with appropriate information
allow to record by drawing

Pupil will write a sentence answer to a question.

or
Pupil will write sentences to
answer a question
( depends on the child) /

key words highlighted on poster
differentiated word bank
allow to orally respond at first to teacher or classroom assistant.
discuss with pupil where to find words.
encourage the use of a magic line if word can't be spelt ______

Pupil will read and spell key- words per topic (between 2/5)

subject spelling home/school journal.
teach visually
daily practice of one word (5 minutes)
weekly checkup

Pupil will proof read/edit work before presenting to the teacher

One lesson in 5 all pupils will proof read homework and correct where necessary.
decide one proof reading focus ie capital letters/sentence structure/ spelling
teacher models how to proof read for class
peers proof read and edit corrected versions.

Communication

Pupil will contribute to group/class discussion and answer at least one direct question

/ Question given to pupil at the beginning of lesson by classroom assistant.

pupil gives pre agreed signal when ready to answer
praise for best attempt
agreed class rules for speaking and listening eg. when I speak I ….

When I listen I …..

In group work each pupil should be encouraged to assume role of spokesperson.

Organisation/Independence

Pupil will arrive to lesson on time with all necessary equipment.

pocket sized laminated timetable.
timetable colour coded to match subject text books (colour spots)
reverse side of time-table has pictures to jog memory e.g. Monday - P.E. shorts
parents have duplicate copy of 2 sided timetable to discuss with pupil at home.

Pupil will have a record of homework for each lesson

allow extra time to write down homework or set homework at beginning of lesson.
allow to copy from a page as opposed to from the board
homework diary on desk at the beginning of each lesson.
check to see if homework is recorded before pupil leaves room.

Pupil who is hearing impaired

Pupil will access key information from a lesson.

copy of teacher's notes
sit at front of class
scribe possibly classroom assistant/peer.
writing frame
pre-"tutoring" of lesson content.

N.B. Please ensure when deciding on the number of times a pupil will do something, eg.