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Needs Code February 2017

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

significant delays in

significant delays in language functioning; any evidence of impaired social interaction or communication or a significantly restricted repertoire of activities, interests and imaginative development; evidence of significant emotional or behavioural difficulties, as indicated by clear recorded examples of withdrawn or disruptive behaviour; a marked and persistent inability to concentrate; signs that the child or young person experiences considerable frustration or distress in relation to his or her learning difficulties; some medical diagnosis, such as deafness and visual impairment; difficulties in establishing and maintaining balanced relationships with his or her fellow pupils or with adults; and, any other evidence of a significant delay in the development of life and social skills. 7.2.16 Concerns may arise, for example, where a pupil, despite receiving appropriate education experiences: makes little or no progress towards meeting their potential, even when teaching approaches are particularly targeted to improve the child’s or young person’s identified area of weakness; continues working at levels significantly below those expected for children or young people of a similar age, or those expected of the individual themselves, such as showing signs of difficulty in developing literacy or mathematics skills, which result in poor attainment in curriculum areas; presents persistent emotional or behavioural difficulties, which are not ameliorated by the behaviour management techniques usually employed in the school; has delayed personal and social development, which are not ameliorated by strategies and techniques usually employed in the school; has delayed physical development or delayed creative development, which are not ameliorated by strategies and techniques usually employed in the school; has sensory or physical problems, and continues to make little or no progress against that which is expected of the individual, despite the provision of specialist equipment; or, has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum. Using data 7.2.17 Tracking pupil’s data is key. Schools should track the progress of all pupils, using data intelligently to support them. This data might come from whole-school tracking, individualised targets which might be co-developed by Page | 52

the school, the child and their parents or the young person, measures of progress against reasonable targets considering baseline data and clear individual benchmarks. 7.2.18 Upon entry to a maintained school, a maintained school should assess each child’s current level of attainment in order to ensure they build upon the pattern of learning and experience already established. Maintained schools should make full use of information passed to them from early years settings or any previous school. This process should ensure that the potential existence of ALN is identified early, which will then trigger the duty of the school to determine the issue. 7.2.19 Assessment against the National Curriculum level descriptions for each subject will enable a school to consider the individual pupil’s attainment and progress against the expected levels for pupils of their age. Similarly, a school will regularly assess and report progress to parents on literacy and numeracy skills, including – but not exclusively – through national reading and numeracy tests and against the Foundation Phase Profile. Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have ALN. Wider consideration ought also to be given to whether the learner is meeting their own potential. 7.2.20 Schools can also measure children’s progress by: their performance, including whether they are meeting their own potential, monitored by the teacher as part of ongoing observation and assessment; their progress in literacy and numeracy and other curriculum areas; their performance against the level descriptions within the National Curriculum at the end of a key stage; the quality of their classroom work, in terms of quality and output; observational data; checklists, including developmental checklists; scaling questionnaires; assessments from other agencies, such as health bodies, behaviour and social emotional questionnaires and standardised tests; and, standardised screening or assessment tools and frameworks. 7.2.21 A school’s system for observing and assessing the progress of individual children and young people will provide information about areas where a child or young person is not progressing satisfactorily. Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all learners. These assessments should seek to identify learners making less than expected progress, which can be characterised as progress which: is significantly slower than that of their peers starting from the same baseline; Page | 53

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