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Preparing for adulthood EHC Plan reviews

All annual reviews taking place from Year 9 and onwards must include a focus on preparing for adulthood, including employment, independent living and participation in society. This transition planning must be built into the EHC plan and where relevant should include effective planning for young…

Prevalence of SEND in Islington schools

According to the Summer Term 2017 School Census, there were 4,618 children in Islington schools with a SEND (18.5% of all Islington pupils). 3.6% of children in Islington schools had an Education, Health and Care Plan. Both figures are higher than national, London and statistical…

Provision Mapping

What is a provision map? A provision map is a management tool providing an 'at a glance' way of documenting and showing the range of interventions, additional staffing and support that a school makes available Provision maps enable schools to look strategically at the needs…

Pupil Premium

What is the Pupil Premium? The Pupil Premium was introduced in April 2011 to raise the attainment of disadvantaged children and young people (i.e. those eligible for free school meals nationally). The national allocation to schools is £2.4 billion in 2017/18 (£15 million to Islington).…

Quality Assurance

The Council ensures effective quality assurance (QA) of provision for children with SEND before and during the delivery of provision. The Children and Families Act 2014 places a duty on LAs to improve the quality of provision for children with SEND. The Code of Practice says…

Review of Education, Health and Care Plans

Schools and settings are required to meet with parents at least three times a year when their child is receiving SEND support and are responsible for setting up these meetings.

Role and Responsibilities of all Teachers

The Council recognises has an expectation of participation, fulfilment and success for all our children. Planning for progression and differentiation are fundamental to successful teaching and learning. High expectations of progress must apply to all children working above, at, or below age-related expectations, including those who have SEND.…

The Role of a Special Educational Needs Coordinator (SENCo)

All mainstream schools must ensure they have a qualified teacher designated as SEN Coordinator (SENCo). Where they have not been a SENCo at that, or any other school for more than 12 months, they must achieve a National Award in Special Educational Needs Coordination within…

The Role of Governors

Duties of Governing Bodies for SEN Governing Bodies have statutory responsibilities for pupils with SEND – they are set out in primary and secondary legislation The governing body must do its best to ensure that the school makes the necessary provision for every pupil with SEND…

The Role Teaching Assistants (TAs)

'Deployment and Impact of Support Staff' by the Institute of Education (2009) reported on a five year study of 8,200 children.  The study found that children who received the most support from TAs consistently made less progress than similar children who received less TA support.  'There has been…

School Attendance and SEND

Despite progress in recent years, both primary and secondary phases in Islington currently perform poorly in terms of school attendance in comparison with statistical neighbours. Children with SEND have higher patterns of non‐attendance; our aim is at least 96% attendance for all children. In 2016‐17,…

School SEND Information Report

The SEN Code of Practice says that Governing Bodies must publish information on their websites about the implementation of their SEND policy. The information published must be updated annually, with any in-year changes updated as soon as possible.

Secondary Transfer for Children with SEND

The aim of this information is to help parents of children with Education Health and Care (EHC) Plans who are coming up to secondary transfer. This is because secondary transfer arrangements work in a slightly different way for your child.

SEN Data Dashboard

View our 2017-18 data dashboard which shows: Children and young people with an EHCP by need Outcomes at Key Stage Progress against outcomes in EHCPs

SEN Governance in Islington

The process of governance (or making policies and monitoring how effective they are) takes place at various levels across the Council. The SEN Governance Map provides details of all the Boards and groups which all contribute to the governance of SEN provision for children and young people…

SENCos in Early Years Provision

Nursery schools that are maintained by the local authority must ensure that they have a Special Educational Needs Coordinator (SENCo) who is a qualified teacher.  The Early Years Foundation Stage Framework requires other Early Years providers to have arrangements in place for meeting children’s SEN. …

SEND in the Early Years

It is critical that there is no delay in the early years in identifying the need for, and making any necessary special educational provision. Delay can give rise to loss of self-esteem, frustration and subsequent learning and behaviour difficulties. Early action is crucial to future…

SEND Outcomes Framework

Focus on outcomes All plans should be written in collaboration with, parents, children and young people. They should be outcomes driven. Plans should not be about input determined by a professional, but have has the child / young person at the centre, with the child…

SEND Outreach Services

SEND Outreach Services are commissioned on behalf of Islington’s mainstream schools to an agreed service specification. Their role is to improved outcomes for all children and young people with SEND by helping schools to increase their capacity to meet a wider range of needs. The…

Single Route of Redress - National Trial

In line with Schedule 2 of the Special Educational Needs and Disability Regulations 2014 all local areas in England are required to publish details in their local offers for ‘notifying parents and young people of their right to appeal a decision of the local authority…