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Resource Name
Choose Area of need, or Expectations for all learners
Whole school, universal, high quality teaching
Assessment and Early Identification
Environment
High Quality Teaching (Curriculum and Adaptations)
Outcomes
Pastoral (Behaviour and Relationships)
Planning for a learner’s whole life
Staff Skills and Training
Voice of the Child and Family
Factor
A regular cycle of the graduated approach (Assess, Plan, Do, Review) is used to ensure that learners with SEND are making progress.
Decision making involves effective partnership with children, young people, and parents/carers.
Expertise is in place to manage examination arrangements (access arrangements).
Learners are prepared for adulthood in all stages of learning
Learners with SEND are included in all aspects of school life including school trips, extra-curricular clubs.
Our leaders can evidence that learners with SEND make good or excellent progress, relative to their starting point across a wide range of subjects at the end of each key stage.
Our progress for learners with SEND across year groups in a wide range of subjects is consistently strong and work scrutiny indicates that they achieve well.
Our suspensions and exclusions rate for learners with SEND are monitored regularly. We ensure that learner needs are being met and reflect/adjust on appropriate provision. There are no informal or unofficial exclusions.
Practitioners have a secure understanding of how a range of factors can inhibit learners’ ability to learn and how best to overcome them.
Practitioners make adaptations and use evidence-based strategies known to be effective for all learners.
Routine and life transitions are planned for.
Settings take a holistic approach to early identification of need and assessment.
Staff are provided with ongoing continuing professional development (CPD) to enable them to effectively support learners with a range of needs.
Staff collaborate and have effective links with relevant outside agencies and specialists.
Support staff are effectively deployed to add value to what teachers do.
Teachers are responsible and accountable for the progress and development of learners in their class(including where learners access support from teaching assistants or specialist staff).
The emotional environment promotes good wellbeing for all.
The physical environment meets the needs of learners.
Value is placed on learner and parent voice; impacts on practice and provision and celebrates achievement.
We ensure our safeguarding procedures ensure all learners (including learners with SEND) are kept safe.
We regularly monitor the attendance of learners with SEND and take actions to improve it.
We regularly monitor types and rates of patterns of bullying to help identify barriers to learning.
Examples of effective practice
or
Area of need interventions
Cognition and Learning
Communication & Interaction
Sensory and / or physical
Social, emotional, and mental health
Sub-area of need
Conditions - Attention Deficit Disorder
Conditions - Attention Deficit Hyperactivity Disorder
Emotional needs - Attachment
Executive function
Hearing impairment
Maths
Multisensory impairment / deafblind
Physical conditions - Neuro-muscular dystrophies
Reading
SLC Developmental language delay
SLC Difficulties with speech sound production
SLC Difficulties with understanding language
SLC Difficulties with using language to express themselves
Social Communication & interaction differences (including Autism)
SpLD
Underlying mental health difficulties - Anxiety
Underlying mental health difficulties - Depression
Visual impairment
Writing
Add sub areas of need above
Supporting / Developing
Anxiety or depression
Behavioral challenges
Challenges in processing information
Challenges with social interactions
Comprehension: learner has difficulties with understanding and interpreting texts.
Decoding; learner reads slowly and finds reading difficult and tiring
Delayed language development
Difficulty in expressing needs or ideas
Difficulty managing emotions
Difficulty with reading, writing, or mathematics
Medical conditions that impact learning
Memory and attention difficulties
Physical disabilities
Speech and language difficulties
Visual or hearing impairments
The resource
What is it?
How to use the resource
<p>Guidance from the DfE emphasises that all children and young people are entitled to a full-time education. Part time timetables should, therefore, only be considered in very limited and exceptional circumstances.</p> <p>This document describes best practice for schools and settings to understand their duties and know where to seek advice. It outlines statutory duties and responsibilities of schools in keeping children safe in education, describes when the use of a part time timetable may be appropriate and includes resources to support a child or young person’s reintegration.<br>Updates to this guidance include:</p> <ul> <li>Strengthening the voice of the child</li> <li>Highlighting the importance of effective partnerships with parents and carers.</li> <li>Implementing the graduated approach to ensure that actions respond to individual needs, are coproduced, and evaluated for impact. </li> </ul> <p>The Leeds Inclusion Service are committed to continuous improvement and welcome any feedback. If you would like to get in touch please contact Jenny Scott. Jennifer.scott@leeds.gov.uk.</p>
Link to resource online
PDF or Document upload (multi = click + to add another doc)
File
Guidance on the Use of Part Time Timetables.docx
File Name
Pricing
Free
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Subscription
Council provided (Free)
Council provided (Purchase)
Stage (multi select)
Early Years
Post 16
Primary
Secondary
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