EXAMPLE - SCHOOL BROCHURE - The New Teachers Times - Flipbook - Seite 27
Don't worry about spending too much
time on SEND pupils as whatever you
put in place to support will support
other pupils and those yet not
recognised as having a need.
Not all pupils with a need will be
labelled as SEND and not all
pupils with the label of a specific
SEND issue such as ASD or dyslexia
will need the same provision so it is
important to recognise that all
students have different needs and
every child is unique. Look at each
pupil individually rather than making
assumptions from their labels.
The code of practice sets out the
graduated response. It consists of four
steps in a cyclical process – assess,
plan, do, review.
This isn't something that the SENCO
does from afar, this is what you'll do
everyday in your class room . You'll
assess pupils formally and informally
through your marking and
observations. You'll make adjustments
in your planning to support pupils ,
small adjustments such as sitting,
word banks, deployment of Teaching
Assistants and after lessons
you reflect on how successful your
differentiation and adaptations were.
Ask the pupil what they need and want
in lessons. Starting the year with:
"what do you want me to know about
you/ how you like to learn" can save
weeks of trying to 'get it right'.
Engage with parents throughout the
cycle, formally with your SENCO and
informally celebrating progress
regularly and discussing issues as
Remember, when looking at individual
pupils and what they might need, you
need to take a look at you and think
What could you be doing differently?
What would have made that task
accessible to them?
If something went well reflect on why
and can that strategy/ activity be
included in future lessons to build on
get to know your SENCO
read the school SEND report
remember that every child is
seek pupils voice
assess, plan, do, review
engage with parents