Session 2

• Mathematics
• Foundation Degree

Element 11 - Special Educational Needs and Disability

Session 2 

T - Level in Education and Early Years

ZE30801 

[e-mail] 

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. 

What does the
'local offer' mean?

What age does the SEND codes of practice cover?

1. 0 - 25 years
2. 0 - 18 years
3. 0 - 5 years
4. 0 - 7 years

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

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.

EHCP Timeline

https://educationadvocacy.co.uk/what-is-a-ehcp/timeline/ 

_{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.

_{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

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/350685/Early_Years_Guide_to_SEND_Code_of_Practice_-_02Sept14.pdf

'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

https://assets.publishing.service.gov.uk/media/5a7d66d6ed915d2d2ac08bef/Schools_Guide_to_the_0_to_25_SEND_Code_of_Practice.pdf

'Further Education: guide to SEND Codes of practice: 0 - 25 years.'

Statutory duties - page 9,  Principles underlying the code - page 6

https://assets.publishing.service.gov.uk/media/5a7ec1caed915d74e33f239d/Further_education__guide_to_the_0_to_25_SEND_code_of_practice.pdf

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)

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?

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)

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.

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 ! 

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