working better together: provision services susan marsh (fless manager)
TRANSCRIPT
Learning outcomes
• To understand the new provision structure
• To explore integrated ways of working to improve outcomes
• To understand the impact of SEND reforms on provision for children with mental health needs
Provision ManagerSue Marsh
Sensory Needs Coordinator
Kate Risseeuw (interim)
Teaching and Learning Provision Senior Coordinator
Chloe Cushing
EAL CoordinatorTanya Mason
Area Coordinator E+H
Sonia Clarke
Area Coordinator LWC
Jess Holiday
Area Coordinator H+R
Sue Wilson
Provision Structure Chart
Lessons learned … • Good quality teaching
based on high quality CPD & quality assurance in partnership with schools
• Good assessment and tracking recording and reporting
• Efficient communication processes with all key partners
• Parents and students involved in all planning and review
• Other support services possibilities and limitations
• Persistence • Creative, solution focused
positive team: Let’s try, Why don’t we? We could work together Create traditions
• Improve outcomes• Celebrate achievements
- HMI survey , Ofsted, evaluations
Activity
• Discuss an intervention with a student with SEND or vulnerable to underachievement which involved a least one support agency
• What worked well?
• What were the key elements of success?
• Where you able to repeat the good practice?
Recent legislation & guidance
• SEND Code of Practice June 2014
• Supporting pupils with medical conditions April 2014
• Ensuring a good education for children who cannot attend school because of health needs January 2013
Social, emotional and mental health difficultiesChildren and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.
These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self harming, substance misuse, eating disorders or physical symptoms that are medically unexplained SEND Code of Practice
Medical Conditions • The Children & Families Act 2014 places a
duty on schools to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Schools are required to have regard to statutory guidance Supporting Pupils with Medical Conditions
Activity:Within the context of teaching children who are not accessing education via a mainstream school?
What do you feel are the biggest challenges to ensuring equal opportunities for all students