1 year ago

Needs Code February 2017


a learner is struggling

a learner is struggling on their course, teaching staff should first consider whether the problem is one of a mismatch between the learner’s general academic ability and the requirements and level of the course. FEIs should ensure that teaching staff are equipped with adequate guidance to be able to identify potential signs of ALN. The FEI’s policies should identify what staff and/or the ALNCo should do in response to such concerns. Evidence 7.3.11 When an FEI considers that the young person has, or may have ALN, they should use all available evidence. This evidence might come from staff within the FEI, the young person themselves or other services which are, or have, supported the young person. 7.3.12 It may become apparent that there are particular difficulties or problem areas that can be identified and which may affect the young person’s ability to learn, such as: evidence of clumsiness; significant difficulties of sequencing or visual perception; deficiencies in working memory; 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development; evidence of significant emotional or behavioural difficulties, as indicated by clear recorded examples of withdrawn or disruptive behaviour; a marked and persistent inability to concentrate; some medical diagnosis, such as deafness and visual impairment; signs that the young person experiences considerable frustration or distress in relation to his or her learning difficulties; difficulties in establishing and maintaining balanced relationships with his or her fellow pupils or with adults. 7.3.13 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 young person’s identified area of weakness; continues working at levels significantly below those expected, or those expected of the individual themselves; presents persistent emotional or behavioural difficulties, which are not ameliorated by the behaviour management techniques; 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, Page | 60

has communication and/or interaction difficulties, and continues to make little or no progress. Using data 7.3.14 Tracking pupil’s data is key. FEIs should track the progress of all pupils, using data intelligently to support them. This data might come from whole-FEI tracking, individualised targets which might be co-developed by the FEI and the young person, measures of progress against reasonable targets considering baseline data and clear individual benchmarks. 7.3.15 Upon entry to an FEI, the FEI should assess the young person’s level of attainment in order to ensure they build upon the pattern of learning and experience already established. FEIs should make full use of information passed to them from schools, including any IDPs which are transferred to them. 7.3.16 FEIs might also measure young people’s progress by: the young person’s performance, including whether they are meeting their own potential; the quality of work, in terms of quality and output; observational data; scaling questionnaires; assessments from other agencies, such as health bodies; behaviour and social emotional questionnaires and standardised tests where this informs the identification of ALN; and, standardised screening or assessment tools and frameworks. 7.3.17 A FEIs system for observing and assessing the progress of individual young people will provide information about areas where a young person is not progressing satisfactorily. Tracking data can help 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; fails to match or better the young person’s previous rate of progress; or, fails to close, or widens, the attainment gap between the young person and their peers. 7.3.18 It can include progress in areas other than attainment, for instance where a young person needs to develop wider social or emotional behaviours in order to make a successful transition to adult life. When making a judgment of the young person’s needs there is a need to consider their progress in a range of areas of development, such as learning, social, emotional and behavioural. Page | 61

Traded services offered to maintained schools 2012/13
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Policy and Resources Committee 23 February 2017 Business Planning 2017-2020
6 February 2014 - Draft
February 27 2017 12:15 PM (Ferry departs promptly at 12:30 PM)
Draft Code of Practice for Victims of Crime -
Report to Convocation February 23 2017
sample contracts/specifications for the provision ... - Decision making
Model Special Educational Needs policy - St Ivo School
February 2010 Conference Call Draft - Style Rev. - Uniform Law ...
Special Educational Needs Policy June 2012 - Howard of Effingham
27 February 2013 Report Item 7.8 040/2308/12 - City of Port ...
The Code of Professional Conduct Policy The ... - Edinburgh Airport