SEND Code of Practice – update

The new SEND Code of Practice reminds us

The bodies listed in paragraph iv. (see list below)  must have regard to the Code of Practice. This
means that whenever they are taking decisions they must give consideration to what
the Code says. They cannot ignore it. They must fulfil their statutory duties towards
children and young people with SEN or disabilities in the light of the guidance set out
in it. They must be able to demonstrate in their arrangements for children and young
people with SEN or disabilities that they are fulfilling their statutory duty to have
regard to the Code.

and that ‘Identifying and assessing SEN for children and young people whose first language is not English requires particular care’.

Something that I am particularly pleased to see addressed too often schools have stood behind ‘I only have one or two of those,’ whatever those are. I assume they are talking about those in the vulnerable category, and in my view rather than treating them with extra special care and interest they use it as a reason not to develop the child,  but subconsciously hope if they withdraw it/them in small groups then they disappear from the periphery.

All children are ‘entitled to a full and appropriate curriculum, whilst being challenged to move to the next level as soon as they are ready to do so.’

This does mean that teachers will find classes more challenging and that skills they had previously, no longer work in this new environment.

A practical guide to supporting EAL and SEN learners

As school managers and leaders we must be open to this and ensure staff are trained and/or supported whilst developing the child.  Added to this the new classification (under the new code of practice) from BESD to SEMH that stands for Social, Emotional and Mental health difficulties teachers need to be more aware.

Mental Health difficulties in a child and young person manifest differently … as it does in adults. Some become quiet, withdrawn others are loud and can be verbally adept, but once asked to put pen to paper there is a difference between their abilities. The wider it is the more the alarm bells should be ringing. If you are interested a good start can be found at http://www.youngminds.org.uk/  I will write more about mental health in future posts.

To buy A practical guide to supporting EAL and SEN visit the website here

SEND Code of Practice –  Who must have regard to this guidance?
iv. This Code of Practice is statutory guidance for the following organisations:
• local authorities (education, social care and relevant housing and employment
and other services)
• the governing bodies of schools, including non-maintained special schools
• the governing bodies of further education colleges and sixth form colleges
• the proprietors of academies (including free schools, University Technical
Colleges and Studio Schools)
• the management committees of pupil referral units
• independent schools and independent specialist providers approved under
section 41 of the Children and Families Act 2014
• all early years providers in the maintained, private, voluntary and independent
sectors that are funded by the local authority
• the National Health Service Commissioning Board
• clinical commissioning groups (CCGs)
• NHS Trusts
• NHS Foundation Trusts
• Local Health Boards
• Youth Offending Teams and relevant youth custodial establishments
• The First-tier Tribunal (Special Educational Needs and Disability) (see v.)

EAL or SEN? You decide

At last Rona and I have completed our handy practical guide to help and support you as teachers through the … are they just EAL or SEN or both? minefield.

Bang up to date with the curriculum and SEN changes for the 2014/15 academic year which sees the age range higher and the introduction of a new acronym SEMH which we will all have to be familiar with not just the SENCO or EAL TA.

 

 

A practical guide to supporting EAL and SEN learners

A practical guide to supporting EAL and SEN learners

Structured around current legislation it gives practical support to support you in your decision making as to whether they are naughty children just trying it on or have a need that is currently not supported.

Great for new teachers or experienced alike.

Contents page EAL SEN

Contents page EAL SEN

 

For a full copy of the SEND code go to –

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf

For a copy of the e book priced at £15.00 (not including p and p) contact lsbooksinfo@gmail.com. Printed copies available soon.

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