Contribute to research on the use of the SEND Review Guide in school-based sixth-form settings
Would you like to take part in research examining the use of the SEND Review Guide in school-based sixth-form settings?
The aim of this strand of work, led by Achievement for All, is to assess whether the SEND Review Guide can be applied to school-based sixth form settings. This is to contribute to the wider aim of the project that schools and other settings are enabled to assess their SEND provision and upskill their staff with relevant training according to their findings. It will feed into the wider research work being undertaken by University College London’s Centre for Inclusive Education. Settings will receive a free-of-charge SEND Review by an experienced practitioner and will be expected to contribute reflections to reports on the suitability of the SEND Review Guide to the sixth form setting.
For any questions about applications or more information about the process please contact Lisa Knowles.
Closing date for applications 7th December 2018.
Tool - 30 Aug 2019 Silver AND Gold Member Only
A useful tool for silver and gold members in the EYFS, primary, secondary and post-16 settings. This resource is designed to help teachers work their way through the graduated approach for those pupils that haven’t necessarily yet been identified with SEN but for whom there are initial concerns.
Information - 29 Aug 2019 Silver AND Gold Member Only
Available to silver and gold members, this information based resource will be suitable for SENCos and leaders in Early Years settings, Schools and Colleges. The resource can be effectively used as part of the self review and improvement process, key benefits of this resources is to gain a concise overview of the Education Inspection Framework and implications of practice.
Tool - 29 Aug 2019 Silver AND Gold Member Only
Available to silver and gold members, this useful person centred working tool is suitable for those supporting pupils in Early Years, Primary, Secondary and post 16 settings. The resource can be used to outline a pupil’s key strengths, needs and the strategies and key adjustments to teaching that are needed every day. It can provide a useful vehicle for meaningful discussion around learning between the teacher and the pupil, involving them positively in discussing effective approaches to enable better engagement. Working in a person-centred way (across the whole setting), including the use of person-centred tools, is essential for not only populating the passport but also for getting the most from using it.