2009-2010 - Hornbill School Website

27
All staff should read the current Inclusion Policy, SEN Policy, EAL Policy and all
other related policies for our school before they commence teaching a class.
Our records are subject to SCE’s Moderation Procedures and these in turn are subject
to National Moderation – hence the importance of precise and effective identification,
targeting and recording.
Planning for SEN children
Term 1
• Read the existing paperwork for each child. Check if there is a current IEP in
the pack.
• Talk to the child’s previous teacher and the Inclusion Leader.
• Read the current IEP, this will be active until at least half term. If a child
meets a target before this, a new target will have to be set.
• Set up a folder/plastic bag for each child. In the bag should be a daily diary
for the LSA to complete daily, the current IEP and any resources needed to
work towards targets. Throughout the term, your LSA should be aware of
short-term targets. Keeping records and evidence is an important part of their
role – class teachers need to ensure this is being carried out efficiently and
effectively. Please work with and oversee the designated LSA, to ensure
s/he knows what is expected of them. As the teacher, you are responsible
for ensuring the progress for any child with SEN.
Every Term
• Before half term, begin to formally assess the children to see if they have
met/partially met/not met their set targets. You need to complete the
‘progress’ column on their current IEP (AR7).
• Gather together evidence (photocopies of books, behaviour charts, LSA daily
diaries) to support whether a child has met/partially met/not met their target.
• All evidence should be attached to form AR4/5 and the form completed prior to
termly review.
• Ensure children complete the ’pupil’s comments’ box on the back of their
current IEP (AR7) prior to review.
• Prior to writing the new IEP, check each child is on the correct level of
intervention. This can be checked against moderation sheets found in the class
SEN file.
• Write new targets for each child (if you have several children with similar
difficulties you can write a group IEP). Please ensure targets are SMART
targets (Specific, Measurable, Achievable, Relevant, Time-bound)
• All reviewed IEP with form AR4/5 and new IEPs should be given to the
Inclusion Leader one week prior to the termly review.
• Please do liaise with the Inclusion Leader throughout the SEN process if you
have any concerns and to update them on children’s progress.