In order to protect children and young people against the dangers of grooming and child sexual exploitation, we need to teach them how to protect themselves and each other. Debs Ward explains how and why to teach pupils to recognise CSE
The SEND Code of Practice 2014 makes it clear that teachers are responsible for the progress and development of all the pupils in their class – and that high quality teaching, differentiated for individual pupils, is the first step in responding to pupil needs.
Are you feeling daunted at the prospect of implementing the SEND Code of Practice 2014? Or excited about the opportunity to review and increase the effectiveness of your provision for children and young people with SEND? This isn’t something for SENCOs to face alone: with collaborative, coordinated SEND leadership, schools and settings can take a strategic approach to planning and avoiding duplication of work.
The new SEND Code of Practice emphasises the central role of the child and family and an outcomes-focused approach to planning. While we may welcome this as a positive move, what are the potential implications for schools and local authorities? How will the rights of children and families be accommodated in assessment, the development of EHC plans – and allocation of personal budgets?
The new SEND Framework began to be implemented across schools from September 2014 and the impact of wider obligations for schools and the pressure on staff is becoming more and more apparent. From working with your Local Authority to funding implications and ‘best endeavours’, the impact has made quite a bang.
Should teaching assistants support the class as a whole or specifically pupils with SEN? Or are there other methods to be considered? Dee Reid explores the various schools of thought and discusses what options are available for teachers and TAs