You are currently not logged in. Login here

Get the Adobe Reader (Opens in a new window)

SEN policy and practice

Policy

Ealing's special educational needs policy and development plan (pdf)
For 2006-9.

TeacherNet - SEN policy
Information on legislation, best practice, code of practice and key documents.

Guidelines for statutory assessment for schools and early years settings in Ealing (word)
Guidance on requesting statutory assessment for all areas of need.

Strategy for access 2006-2009 (word)
Revised and improved accessibility strategy rooted in statutory responsibilities under SENDA and building on guidance from the DfES, 'Removing Barriers to Achievement, the Government's Strategy for SEN, 2004'.

SEF and SEN

SEN self-evaluation form (word)

ERSA form

Download the ERSA form (word) (Ealing's request for statutory assessment). Schools should complete this form to request a statutory assessment.

Early years ERSA form (word)
Request a statutory assessment when a child is in a nursery/playgroup/children's centre.

Provision mapping

Information on provision mapping and examples are available in 'Leading on Inclusion' Ref: DfES 1183-2005, and 'The effective management of teaching assistants to improve standards in literacy and mathematics' Ref: DfES 1228-2005

These can be downloaded from http://www.standards.dfes.gov.uk

Proformas for individual education plans (IEPs):

Early years settings (excel)

Primary and secondary schools (excel)

The effective SEN plan meeting guide

Answers to questions such as which pupils, how frequent, how long, who should attend and when.
Primary schools (word)
High schools (word)

Annual review of statements of Special Educational Needs (SEN)

New Content
Report of annual review of statements of special educational needs (word)
Proforma for the review of the statement of educational needs.

Where statements of special education need (SEN) are made, reviews of the statement must be conducted at least annually. This review considers the pupil's progress and whether any amendments to the statement are necessary.

Annual review meeting for year nine pupils onwards

A transition plan (word) should be completed for each annual review from year nine until the pupil leaves school.

Connexions personal advisors must attend the annual review meeting in year nine, and subsequent reviews when applicable. Social services, LA and health service representatives should also be involved. The young person's parents or guardians must also be invited and encouraged to contribute.

Most young people will also be eager and able to attend the review meeting and express their views. Pupils should be made aware of the post-school options available to them.

When a pupil reaches year nine, and for all subsequent reviews until the pupil leaves school, the transition plan must be drawn up. This time is particularly significant as the pupil's transition into further education, work-based training, higher education or adult life should be considered.

Transition planning should incorporate the information given from a wide range of individuals involved in the pupil's development.

Transition plans must be:

The connexions service is responsible for the delivery of the transition plan. Where there is already a connexions action plan in place, the transition plan should build upon and expand this.