[senco-forum] A tricky question (secondary)

Dear Brendan,
You may be referring to the IEPs produced by IEPWriter, which have a narrow
column for "outcome" but also have a second page which is a proforma for
review meeting notes. We use the "outcome" for a brief note of progress in
discussion internally between teachers, then use the second page for a more
full record of the meeting. Hope that makes sense?
Mary

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Maggie Downie
Sent: 16 April 2007 21:57
To: senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] A tricky question (secondary)

Targets for all the SAs, Brendan?!

Do you need to set targets for children who are academically fine, but need
the CTs to be alerted to the fact that they need to be seated where they can
see the board, or hear the teacher?

As I said, the definition of SA seems very 'fuzzy'.  Do these children need
to be 'on the register' or not?

I have no bone to pick - I'm just curious!

Maggie

kngbrndn at aol.com wrote:  Maggie -- "Obliged" to review? Probably not if you
imply legal requirement. The CoP is Statutory Guidance not the law. But,
whatever terminology is used for the first graduated phase of identifying a
child's addtional (special) educational needs, it would be difficult to set
"relevent and measurable" targets for these, without periodically checking
whether they have been acheived (met) even if only for the child itself to
be aware of its progress. It is often labled, on IEPs that I've seen
recently, as "Outcomes" in a very narrow column with room enough for about
six words at best. The review also enables a meeting with parents at least
twice a year, which is good enough reason in my view.

   Lorraine, my response in being asked to falsly indentify a child as
having special educational needs, in order to erroniously boost a schools
'so-called' performance on national league tables, would be (as Brian
Hepburn would suggest) to "naff off". (Reason? "I'm a professional"). I
never stop being shocked, on behalf of children and parents, even after 35
years of SEN work. Brendan King

 -----Original Message-----
 From: maizie2004 at yahoo.co.uk
 To: senco-forum at lists.becta.org.uk
 Sent: Mon, 16 Apr 2007 6.58PM
 Subject: Re: [senco-forum] A tricky question (secondary)

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Are you obliged to 'review' SAs?  We have a goodly number of SAs on our SEN 
register, but they have never had reviews.  The only children who are
'reviewed' 
are Statements and Band D.

I'm not saying this is 'right', just saying what happens (or doesn't
happen!)

Our SENCo puts on all children who have more than just class based
instruction 
or a 'disability' which doesn't necessarily affect their learning but may
need 
flagging up to teachers to ensure that they are seated in the appropriate
place 
in the classroom.  So this includes mentored children, children withdrawn
for 
basic literacy intervention, children with slight hearing impairment,
monocular 
vision etc.

I think that the COP is rather vague when it comes to deciding whether or
not 
children should be at SA.  It is not surprising that schools try to 'up the 
numbers' when CVA is so important to them.

Maggie

Bill Graham <williamgraham at blueyonder.co.uk> wrote: Dear All

Are any of you being "encouraged" to put pupils on the SEN Register to help
with 
the school's overall value added for KS3 /4?

I've no real issues providing we're offering something to suggest School
Action 
but i'm concerned about how to go about reviews with lots of pupils on the
Reg. 
How do large secondaries cope with reviews at SA?

Lorraine

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