- National policy, guidance and research
- Croydon SENCO Tool Kit: Demonstrating impact of SEND provision
- Croydon SENCO Tool Kit - Guidance to Support Identification of Pupils with SEND
- Croydon SENCO Tool Kit - Using nurture
- Croydon SENCO Tool Kit - Other useful resources
- Croydon SENCO Tool Kit - Model policies and guidance
- Croydon mainstream school offer for SEND
- Requesting, reviewing and ceasing EHC plans
- Working with Education Services - Croydon Sensory Support Service (CSSS)
- Working with Education Services - Primary FAP
- Working with Education Services - Virtual School
- Working with Social Care
- Working with Health Services - Occupational Therapy
- Working with parent groups and voluntary agencies
- Working with Health Services - Speech and Language Therapy Service
- Training and networks
What does the SEND Code of Practice Say?
What is SEN?
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her, namely provision different from or additional to that is normally available to pupils of the same age.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- Has a significant greater difficulty in learning than the majority of others of the same age
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions
How to identify SEN in schools?
Class teachers and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances.
This can be characterised by progress that:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous progress
- Widens the attainment gap
It can include progress in areas other than attainment- for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to the next phase of education or to adult life.”
SEND Code of Practice January 2015
This guidance provides a range of resources to support and develop approaches of Croydon schools to identify pupils who may have SEND. It includes prompts to consider whether a pupil is falling behind because they have SEND or whether there are other factors acting as barriers to learning.
The guidance includes:
- Resource 1: Suggested flowchart to map process for identifying pupils who require SEN support in schools.
- Resource 2: Pupil Voice: Information and resources to support positive engagement with pupils to identify needs and plan provision.
- Resource 3: Engagement with parents - Information and resources to support positive interaction and involvement in parents on assessing needs and decisions on provision.
- Resource 4: Inclusion Checklist – descriptors to evaluate quality of provision for pupils with SEND within daily teaching.
- Resource 5: Prompts to support consideration of other factors that might be affecting progress and wellbeing.
- Resource 6: Directory of check lists and diagnostic tools to support further assessment or pupils experiencing difficulties across the four broad areas of need defined in the SEND Code of Practice.