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Needs Code February 2017

Draft%20Additional%20Learning%20Needs%20Code%20February%202017

In this instance: The

In this instance: The child is to have a phased transition period into school where they will be supported by a support worker. The child creates a photograph book during the transition period. During the transition period the child meets staff in the new school and visits certain areas of the school, including the reception class (five morning sessions and one whole day session). This allows the child to be confident in communicating their needs to all members of staff once transition takes place. During the transition period the school also undertakes a health and safety risk assessment to ensure that any adjustments/amendments/safety measures and controls are in place. The school also ensures any required staff training is completed prior to the child starting school. The school also seeks further advice from relevant professionals where necessary. Arrangements are made for the Foundation Phase ALN Advisory Teacher to visit the child in pre-school at a later stage and before commencing school the child, child’s parent and relevant agencies will be invited to review the IDP. It is decided that following the child starting school, IDP review meetings will take place termly, with the child, child’s parents and whoever else it is considered appropriate, invited. Between Classes / Years / Change of teachers: 17.22 Before a child is to move to a new class or year or they are about to change teacher, there may be a need to consider transition arrangements. This may include when the child is moving from the Foundation Phase to Key Stage 2. In order to support the child, a review meeting might be conducted in the summer term where the next teacher attends and a transition plan is created catering to the child’s needs. 17.23 The transition plan will cover the most relevant topics, which might cover a change of curriculum, different school times, different break times, different toilets, unfamiliar staff and being with older pupils. Transition from primary school to secondary school: 17.24 The transition between primary school and secondary school can be particularly important. Schools already plan and organise transition between primary and secondary schools. Pupils should be, as far as possible, included in normal transition planning which occurs with all pupils. However, special account should be taken for children with ALN, such as partaking in activities over and above that normally taken, which might include, for example, meeting the ALNCo. It should be considered if it would be appropriate for the ALNCo of the secondary school to attend the child’s IDP meeting in year 6. Page | 162

17.25 The transition between primary and secondary school can be an anxious time for all pupils and their families, but it can be an especially anxious time for those with ALN. Primary and secondary schools should work together to support a smooth transition. 17.26 When a child moves school, as well as the IDP being transferred (see Chapter16), any other relevant information should be passed over. 17.27 A successful transition can help the child settle into the new school which can help to avoid a dip in performance. Transition in year 9/10: 17.28 Year 9 and year 10 should have a particular focus on next steps after the end of compulsory education with a focus on helping the child prepare for adulthood. Some children with ALN will continue with school, others will go to FE, others might choose a different career path. It should be considered whether to invite careers advisors (see below) to a child or young person’s review. 17.29 At the review meeting post-school support should be discussed, especially if the child is not planning on staying in school. Where the child is intending to attend an FEI, the FEI should be invited to the review meeting to discuss future support needs. School to FE Transition: 17.30 Where a young person is planning on accessing FE and needs additional support to make a smooth transition and/or will require specialist provision, FEI staff should be invited to a year 11 review. Where a child has particularly complex needs it may be beneficial for the FEI staff to attend Year 10 or year 9 reviews. Where it is unclear whether an FEI placement would be suitable, the FEI should be invited to discuss whether the child or young person’s needs can be met within an FEI. It may also be appropriate to invite careers specialists (see below) as well. 17.31 Schools, FEIs, local authorities and Independent Special post-16 institutions should work together to support the young person to make a smooth transition. 17.32 Where it is identified that the child or young person will need a placement at an independent special post-16 institution, the child, child’s parent and young person will need to be supported to understand the implications of this and identify the appropriate placement. The child, child’s Page | 163

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