Monthly Archives: November 2014

Essex Provision Guidance

With the advent of the new SEND code of practice, many professionals are feeling uncertain about how to support children in their class with additional needs. However, help is well and truly here in the guise of Essex’s Provision Guidance Toolkit. This interactive working document is easy to use and should be the first port of call for all teachers who want to provide the best support for the children in their care.  See below for more details from the Essex Schools Infolink.
The Essex Provision Guidance provides an evidence-based reference for schools and other practitioners to include advice on all that could be done to meet the needs of children with special and additional needs.

The Provision Guidance draws on good practice in schools, and evidence-based, applied psychological theory and research. It has been created by Educational Psychologists in close collaboration with the Specialist Teacher teams within Essex.

What is its purpose?

The purpose of the guidance is to support school staff in the process of building on current good practice and to help schools to develop systems, skills and structures for responding to pupils’ needs.  It provides clarity and consistency when deciding the level and type of support a child needs.

Ideas for use:

  • Supporting the One Planning environment through identifying provision to help meet outcomes
  • As a self-help guide for practitioners when considering provision in their classrooms
  • Providing a point of reference for school staff when deciding which level of the graduated response pupils are working on
  • As an audit tool for individual pupils or for school practice identifying gaps in provision
  • New ideas for working with individual pupils

For working in partnership with parents and carers providing clarity and transparency when explaining provision the school is making for their child

What does it include?

It covers the main Categories of Need identified within Essex.  Each area comes under one of the umbrella categories in the new SEND Code of Practice.

  • Learning Difficulties and Disability
  • Social, Emotional and Mental Health
  • Social Communication: including Autistic Spectrum
  • Speech, Language and Communication
  • Physical and Neurological
  • Sensory (Hearing and Visual Impairments)
  • Early Years Provision
Categories: Mindset, SEND, Teaching and Learning | Tags: , | Leave a comment

Learning Assistants: maximising impact

Learning Assistants (Teaching Assistants or Learning Support Assistants) are a large, and indispensable, part of the school workforce, yet research has found the support they provide has no effect on pupil attainment, as schools tend to inhibit their potential, rather than release it.

MITA (Maximising the Impact of Teaching Assistants) provides evidence-informed school improvement services based on the extensive research and development work they have conducted at the Institute of Education, London. They offer service to schools, local authorities, federations, chains, and partnerships of schools on how to maximise the impact of Learning Assistants.

Check out their website and blog to explore the research, find courses or conferences and keep up to date on best practice.

Categories: Teaching and Learning | Tags: | Leave a comment

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