SEND

Question 1

What is the name of the standards relevant to SEND?

Answer 1

The mainstream core standards from SEND code of practice, 2015

Question 2

What is the name of the cycle used to ensure pupils with SEND are making progress? A / p / d / r

Answer 2

Assess, plan, do, review

Interventions are based on knowing pupils’ starting points and use regular formative assessment.

Question 3

What adaptions to exam / assessment arrangements might we use as part of our everyday practice with SEND pupils?

Answer 3

Rest breaks, use of reader/scribe/laptop, extra time with regard to exams

Question 4

List three strategies used in teaching & learning for SEND pupils

Answer 4

Visual timetable, written a visual prompts, concise instructions.

Additional time for processing.

Breaking down to us into manageable steps and explicit instructions.

Varying order and place of activities.

All of this appropriate for all pupils

Question 5

What key documents for SEND do headteachers need to understand?

Answer 5

The SEND Code of Practice, the Equality Act 2010

Question 6

What are the key takeaways from the SEND code of practice 2015

Ensure all children and young people with SEND engage in the activities of the school alongside..?

Designate a teacher to be responsible for..?

Inform parents when making..?

Prepare an SEN information report and arrangements for the admission..?

Including the steps being taken to prevent ..?

SEND children should be identified and placed on..?

To help staff identify and support children with SEND, ??? must be provided.

Answer 6

Ensure all children and young people with SEND engage in the activities of the school alongside pupils who have not been diagnosed with SEND

Designate a teacher to be responsible for coordinating SEN provision, also known as the SEN co-ordinator or SENCo.

Inform parents when making decisions on the SEND provisions a child receives
Prepare an SEN information report and arrangements for the admission of disabled children.

Including the steps being taken to prevent disabled children from being discriminated against, the facilities provided to enable access to the school for disabled children, and their accessibility plan that demonstrates improvements that progress over time.

SEND children should be identified and placed on a SEND register with provision mapping in place.
To help staff identify and support children with SEND, training must be provided.

Question 7

What are the four areas of need? SEND

Answer 7

CI
CL
SEMHD
PSN

Question 8

According to Code of Practice, what is an essential part of teaching?

… understanding pupils’ d……… (and p…. k…..) AND their b…… to l……. .

Answer 8

… understanding pupils’ differences (and prior knowledge) AND their barriers to learning

Question 9

Headteachers must know that the bar for disability as a protected characteristic…

Answer 9

… is low under the Equality Act of 2010 meaning many more children fall under its remit than you might think.

Question 10

SpLD, dyslexia, dyspraxia and dyscalculia, ADD and autism are all…

Answer 10

… considered disabilities in that they are long-term and can substantially affect day-to-day life.

Question 11

The duties for schools/colleges under the equality act include equality of access under which 3 strands?

(Enjoy sound clue)

(And a presumption of ncnoiilsu )

Answer 11

Quality of access under three strands:

Physical
Informational
Curricular

(Inclusion - for example school trips)

Question 12

The SEND code of practice (2015), and Equality Act (2010), state that all children and young people are entitled to an ap……… ed…….., one that is appropriate to their n…., promote hi.. st……. and the fu……… of po……. .

Answer 12

• appropriate education, one that is appropriate to their needs, promotes high standards, and the fulfilment of potential.

Question 13

The SEND code of practice set out for areas of need, which are c……….. and ……….. , c…….. and …….. , s….. , ……… and …… …… ……….. and p……. and / or ……. needs.

Answer 13

Communication and interaction; cognition and learning; social, emotional and mental, health difficulties; physical and/or sensory needs.

Question 14

Considering the four areas of need is a useful first step, but …

Answer 14

… a more detailed understanding of an individual pupil is required for action to be beneficial.

Question 15

Pupils with special educational needs, or disabilities are likely to require additional or adapted support; working closely with…

Answer 15

… colleagues, families and pupils to understand barriers and identify effective strategies is essential.

Question 16

With reference to SEND, what is likely to increase pupil success?

Answer 16

Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling.

Question 17

Pupils are likely to learn at d…….. ….. and to require different l…… and types of s…… from teachers to succeed.

Answer 17

Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed.

Question 18

Seeking to understand pupils’ differences, including the different levels of p…. k…….. and potential b…… to l……. , is an essential part of teaching

Answer 18

Seeking to understand pupils’ differences, including the different levels of prior knowledge, and potential barriers to learning, is an essential part of teaching