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Session 2

Element 11 - Special Educational Needs and Disability




Session 2 
T - Level in Education and Early Years
ZE30801 
Manpreet.phagura@colchester.ac.uk 
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Slide 1: Slide
MathematicsFoundation Degree

This lesson contains 14 slides, with interactive quizzes, text slides and 1 video.

Items in this lesson

Element 11 - Special Educational Needs and Disability




Session 2 
T - Level in Education and Early Years
ZE30801 
Manpreet.phagura@colchester.ac.uk 

Slide 1 - Slide

Learning Objectives
By the end of the session all learners will:
  • Recap and recall the importance of EHCP's.
  • Explore the requirements for the SEND Code of Practice (2015) for different educational providers.
  • Research the guides to SEND code of practice in different provisions. 

Slide 2 - Slide

What does the
'local offer' mean?

Slide 3 - Mind map

What age does the SEND codes of practice cover?
A
0 - 25 years
B
0 - 18 years
C
0 - 5 years
D
0 - 7 years

Slide 4 - Quiz

Slide 5 - Video

On your tables on the sugar paper mind map the potential benefits of an EHCP.

Slide 6 - Slide

Recap & Recall - EHCP's
The process of obtaining an EHCP timeline. 
Read the timeline for EHCP approval. 
Each table will have a different time frame each. 
Group 1 : 1 - 6 weeks 
Group 2: 6 - 12 weeks 
Group 3: 13 - 16 weeks 
Group 4: 17 - 20 weeks 

Each group will write one key point on the piece of paper, this will form our class timeline for EHCP's.

Slide 7 - Slide

How Early Years provision use the SEND Code of practice (2015)
  • As a Early Educator it is of high importance to have knowledge of how to support and identify children's needs.
  • Educators are encouraged to use Development Matters 2023 to assess and support children's progress. 
  • Remember we looked at milestones in element 2?
  • Partnership working is significantly important when assessing and supporting a child's needs, this could be with parents and professionals.
  • Using the asses - plan - do & review approach.
  • All Early Years provisions must have a SENCO in line with this legislation and the Children and Families Act 2014.

Slide 8 - Slide

The guides to using the SEND Code of practice 2015
Table research and read the 'Early Years Guide to the 0 - 25 SEND Code Of Practice' 
The Local Offer - Page 7 / EHCP - Page 20 / SEN support in Early Years - Page 14
'Schools: guide to the SEND codes of practice: 0 - 25 years' 
Identifying SEN in schools - Page 12, EHCP - page 25, The Improving outcomes - page 10
'Further Education: guide to SEND Codes of practice: 0 - 25 years.'
Statutory duties - page 9,  Principles underlying the code - page 6
For example: "The SEND Code of practice 2015, is influenced by the Children and Families Act 2014 to which it is important to identify the importance of the 'local offer of services'  & EHCP's. (Gov.Uk 2015 : P5)

Slide 9 - Slide

In core skills you created a resource that you can
use to support children with additional needs.

1 Reason it was beneficial in creating folder games?

Slide 10 - Mind map

How Schools use the SEND Code of practice (2015)
Any working in a school has a legal requirement to have knowledge of the SEND code of practice.

Some of their main responsibilities is: 
Supporting and promoting early intervention
Supporting any one who needs an EHCP by identifying SEND needs. 
Supporting academic progression and ensuring learners are on the correct journey.
Requesting an Education health care assessment (EHC)

Slide 11 - Slide

How Further Education use the SEND Code of practice 2015
Further Education provisions have no requirement to have  a college SENCO, there is support in place for students and learning needs are supported however there is minimal guidance on having a SENCO in colleges. 
Our College SENCO Gemma Parrot was CI's first SENCO and was appointed the role 2 years ago.
Main duties for FE colleges in line with legislation: 
  • Telling local authorities if students have an EHCP
  • Identifying individual needs and providing reasonable adjustments.
  • In lien with Children and Families Act 2014 any one over 16 can make their own decisions for referrals. 
  • Supporting transitions , such as employment.

Slide 12 - Slide

Paper Cut out 
Design a paper cut out to promote inclusion. 
Consider different needs and disabilities.
Why?
We are going to create a chain on my wall where each cut out is holding hands. (Just like the picture)

Use Colours! Googly eyes !! 

We are all one team ! 

Slide 13 - Slide

Independent research task 
When you go in to placement next ask them about the following policies and their policies and procedures in meeting the requirements of each policy. 
  • Diversity and equality policy 
  • Accessibility policy 
  • Behaviour policy 

Slide 14 - Slide