Special Educational Needs and Disabilities. 10.1 The Local Authority shall strategically plan support for children with special educational needs and/or disabilities (SEND) to meet the needs of all children in their local area as per the Special Educational Needs and Disability code of practice: 0 to 25 years (May 2015).
Special Educational Needs and Disabilities. 8.1 Providers must have arrangements in place to support children with special educational needs and/or disabilities (SEND). These arrangements should include a clear approach to identifying and responding to SEND.
Special Educational Needs and Disabilities. All providers in the maintained, private, voluntary and independent sectors must have regard to the Special Educational Needs and Disability (SEND) code of practice: 0-25 years (January 2015) and the Equality Act 2010. Providers must have a SEND policy that is clear and transparent and sets out the SEND support on offer at their setting. The Policy must cover admissions. Providers must complete their Local Offer on the Bracknell Forest Local Offer website and updated it annually so information is available to parents to enable them to choose the right setting for their child. Social Mobility and Disadvantage BFC promotes equality and inclusion, particularly for disadvantaged families, looked after children and children in need by removing barriers of access to free places and working with parents to give each child support to fulfil their potential. Providers should ensure that they have identified the disadvantaged children in their setting as part of the process for checking Early Years Pupil Premium (EYPP) eligibility. Providers will also use EYPP and any locally available funding streams or support to improve outcomes for this group. Partnership Working BFC will support providers to work in partnership to meet the needs of children and parents in the Local Authority. Providers should work in partnership with parents, carers and other providers to improve provision and outcomes for children in their setting. An interactive toolkit has been developed to help providers set up or join a partnership, maximise the benefits of working together and tackle the challenges joint working can bring. xxxx://xxx.xxxxxxxxxxxxxxxxxxxxxxx.xxx/dfes-30-hour-mixed-model-partnership-toolkit Providers should discuss and work closely with parents to agree how a child’s overall care will work in practice when their free entitlement is split across different providers, such as at a maintained setting and a childminder, to ensure a smooth transition for the child. Quality Provision must be offered in accordance with the national parameters on quality as set out in Section A3 of Early Education and Childcare Statutory guidance for local authorities (2017) and the EYFS statutory framework, which states: Outcome: all children are able to take up their free hours in a high quality setting. Evidence shows that higher quality provision has greater developmental benefits for children, particularly for the most disadvantaged children leading to better outcomes. The evidence also sh...
Special Educational Needs and Disabilities. 10.1 The Council must strategically plan support for children with special educational needs and/or disabilities (SEND) in their local area as per the Special Educational Needs and Disability code of practice: 0-25 years (January 2015) SEND code of practice). The Council promotes an inclusive approach to its work. Each provider is allocated an Area Special Educational Needs Coordinator (SENCo) to support the provider to effectively meet the individual needs of a child with SEND.
Special Educational Needs and Disabilities. 4. Early years settings are expected to be inclusive and provide for all children, including those with SEND. Slough early years providers must have regard to the special educational needs and disability (SEND) code of practice: 0-25 years: (January 2015). Slough settings may request support regarding inclusion and provision from the area SENDCo by contacting xxxxxxxxxx@xxxxxx.xxx.xx
Special Educational Needs and Disabilities. 7.1. The LA must strategically plan support for children with special educational needs and/or disabilities (SEND) to meet the needs of all children in their local area as per the Special Educational Needs and Disability code of practice: 0 to 25 years (January 2015).
Special Educational Needs and Disabilities. 12.1. All providers in the maintained, private, voluntary and independent sectors must have regard to the Special Educational Needs and Disability (SEND) code of practice: 0-25 years5 (January 2015).
Special Educational Needs and Disabilities. 10.1 KCC acting with The Education People strategically plans to support children with special educational needs and/or disabilities (SEND) so that the needs of all children in their local area are met in accordance with the Special Educational Needs and Disability Code of Practice: 0-25 years (January 2015).
Special Educational Needs and Disabilities. At ALNS we believe that all children and young people are entitled to an education that enables them to achieve their best.We are committed to providing a suitable curriculum with appropriate challenge, pace and rigour, differentiated to provide for the learning needs of all students and in particular the individual needs of students with Special Educational Needs or Disabilities. Intervention is integrated into our curriculum and we use a variety of strategies to support students to overcome any barriers to learning. Students with on-going significant needs will have designated support in line with their Education, Health and Care Plan. For further information please email the SENCO, Xxx Xxxxxx on xxxxxxx@xxxx.xx.xx Independence & Resilience Independent Learning – Show My Homework Learning beyond lessons is considered essential to success at ALNS. Students will be expected to complete tasks for all the subjects they study which they can complete either at home, in the Information Centre in subject support sessions or in Independent Learning Club after school. To help students to work independently and organise their learning beyond the classroom we communicate our homework through an online platform called Show My Homework. This communication tool is available online and as a free downloadable App for mobile technology such as smart phones and tablets so students and parents can check all homework set and the deadlines for each piece. There is a calendar to help students organise their time and ensure that all homework is completed to deadlines. Emails and App notifications are also available to provide reminders for students. A link is provided on the homepage of the ALNS website for easy access. Log in details will be provided in September for new Year 7 students. Lockers For a £4.00 deposit (payable by ParentPay) students are allocated a locker key and a locker which is theirs until they leave ALNS. Students use their lockers for storing their coats and lunch during the school day and storing their PE kit when it is not needed. Lost keys must be replaced at a cost of £4.00 which can be arranged through reception staff.The £4.00 deposit is refunded back to the student when they leave ALNS providing the key is returned. Exercise books At the start of each academic year students will be issued exercise books. Students will be expected to take ownership of their books, ensuring they bring the correct books to each lesson.They will be expected to pay a smal...
Special Educational Needs and Disabilities. 9.1. SCC must strategically plan support for children with special educational needs and/or disabilities (SEND) to meet the needs of all children in their local area as per the Special Educational Needs and Disability code of practice: 0 to 25 years (January 2015).
