• SEN Record of Need and EMAG information on staff drive
• Profiles of Need / Strategies for students with a statement of special educational need circulated to all curriculum teams and year teams

• NFER Reading assessments and MIDYIS Y7 - Autumn/Spring Term Year 7
• Previous school records / primary liaison – KS2 N.C. levels English
• Subject teacher referrals to PANEL
• Student referrals / Parent/carer referrals to PANEL

• Admission interview with Head of Year and EMAG specialist teacher
• NFER Reading assessments and MIDYIS Y7
• Previous school records / primary liaison – KS2 N.C. levels
• Subject teacher referrals to PANEL
• Student referrals / Parent / carer referrals to PANEL

• MIDYIS – Y7
• Primary liaison / previous school records
• Subject teacher / tutor referrals

• Admission interview / previous school records – K.S.2 N.C. Tests
• NFER Reading assessments and MIDYIS Y7
• SRA Reading programme (Specific Literacy Difficulties – Dyslexia)

• Subject teacher referrals to PANEL

• Student referrals / Parent / carer referrals to PANEL

• All referrals go to the PANEL which meets every week to discuss new referrals and review existing provision
• The PANEL is a multi-disciplinary group including; Assistant Headteacher – Inclusive Strategy, SENCO, EMAG Co-ordinator, Heads of Year, Year Supervisor, Community Police Officer, Access and Attendance Officer, Health Advisor and Parental Support Worker
• Teachers only need make one referral to the PANEL who then decide which team will lead the support.

• There are two referral routes in the school
• 1 – Referral to PANEL – pink referral form in staff workroom
• 2 – Child Protection referral – CONCERN referral form in staff workroom (see Child Protection Procedures)

• All activities open to all students – transport / support arranged where necessary
• Verbal information given in tutor time and assemblies – written information in appropriate languages
• Students asked individually – parent / carers contacted as necessary
• Participation in school activities built into IEP targets

• Use of electronic registration to look for patterns
• Welcome low attenders to lessons sensitively
• Reward improved attendance
• Discuss the next lesson enthusiastically
• Liaise with the tutor when concerned

• Regular Individual target setting
• Regular tutor group target setting
• Posters highlighting the amount of learning time lost
• Letters to parent / carers in appropriate language
• Same day contact through Group Call text messaging service
• Discussion of importance of attendance at all parents’ evenings and meetings
• Termly attendance reports sent home
• Regular liaison with Access and Attendance

• Follow the school Behaviour Policy as detailed in the Classroom Management File
• Each lesson is a new start – do not carry on issues from previous lessons
• Have clear seating plan(s)
• Be positive – make them welcome - assume they will work well this lesson
• Watch your body language – it is easy to unconsciously sigh and drop the shoulders when they arrive
• Follow any guidelines produced as part of a Pastoral Support Plan or their IEP
• Have clear targets and expectations for the lesson which are positively phrased
• Liaise with the tutor, Head of Year, Year Supervisor, ILT teacher or Learning Mentor as appropriate
• Ignore minor defiance in the lesson. Deal with it later (e.g. gum / coat / lateness)
• Use departmental procedures if they are preventing the lesson continuing at an appropriate pace or if they are being offensive to other students or to you.
• Use ‘on-call’ if they are preventing the lesson continuing at all or if they have walked out without permission

• When the aims of the lesson are given at the start of the lesson, try the use of ALL MUST– MOST SHOULD - SOME COULD model to identify differentiated objectives.

• Identify the use of differentiated resources, tasks and groupings
• Encourage partnership teaching with support teachers
• Clarify how support workers, and learning mentors can support the learning within the classroom

• Support Workers, Learning Mentors are a resource in themselves. Discuss how you work together in order to get the most out of the support allocation
• Ask Support Teachers for guidance even if they are not in the classroom with you –
• Use ICT, the blank screen is often less threatening than the blank page. Identify suitable ICT software in S.o.W.
• Writing frames – cartoon blanks – DARTS often start the more able off as well as provide an essential structure for lower attainers
• Provide practical objects, pictures, display of previous students’ work, videos, tapes

• ICT network staff drive
• SEN Office
• Ask ILT staff supporting in your lesson

• Ask rhetorical questions
• Ask for agreement or disagreement
• Check whether they agree with a correct answer
• Reframe an incorrect contribution and praise the student for contributing
• Be alert for very small signs of wishing to contribute
• Be alert for specific skills and build on these potential areas of self - confidence

• This will vary according to the needs of your lesson and the subject
• Check class list for any physical/sensory needs (e.g. hearing loss on one side)
• Question – if in mixed ability groups – why?
• Question - if in similar ability groups – why?

• A good homework for a new or lower attaining student is to fill in and decorate your seating plans for the wall
• If a student has a support worker allocated make use of the resource for other students requiring additional support

• IEP targets for all students school action are their targets from the Academic Review Day. Encourage the students to share their targets with you. You may wish to group them accordingly (either separating or keeping together students with similar targets).
• IEP targets for students at support plus and statemented students can be found on the network and on the staff drive
• Select the most appropriate target for the term and include in your mid term planning. You are not expected to try to address all the targets for one student in your subject area.
• If you have support in your lesson share the planning, resources and ideas
• Identify students with similar needs
• Common targets will refer to literacy / concentration / working with others. Include differentiated work in your planning to meet these needs

• Departmental marking policy
• Inclusive assessment methods which include all N.C. levels W – 8
• Partnership teaching with support teachers
• Ask for support from student’s IEP co-ordinator
• Take care when writing written comments in books – can they be understood?
• SMART targets as part of diagnostic marking
• Plan tests or modular assessments with support teachers

• The majority of annual review meetings follow the production of the school report so that subject teachers’ assessment and feedback are included
• Where this is not possible support teachers will request information from subject teachers for inclusion in the report. N.C. levels or expected GCSE grades are essential and will be taken from centrally held data
• All tutors will be invited to the review meeting and where cover allows, are encouraged to attend.

• Monitoring performance data, as with other students
• Ipsative assessment (against previous performance not the performance of others)
• Against subject set goals and targets
• Against IEP targets

• Hidden needs can be highlighted, particularly girls who often have good peer support in lessons
• Hidden abilities can be highlighted, particularly where students present challenging behaviour or have become disaffected
• Performance across all subjects can be useful when looking for ways to re-engage or motivate disaffected students

• Inclusive whole school ARR Policy and Practice
• IEP targets – Half termly feedback and review for statemented students
• PANEL review process
• Departmental analysis of exam results
• Inclusive Learning Team departmental KS3 audit

• S.o.W. created with all abilities in mind
• Implicit differentiation built in to S.o.W.
• Following planned S.o.W. so that ILT staff can produce additional support materials which can be shared across the department
• Sharing lesson plans and mid term planning with ILT staff
• Stating the aims of the lesson at the start, to benefit both students and support staff
• When reviewing S.o.W. invite key members of ILT to contribute with regard to differentiation
• Use student data to build a profile of the class / generalise issues for differentiation
• Time for liaison with support teachers is an issue in all schools. Share written plans and try to allocate 10 mins at the end of one shared lesson each week.

• It is a yearly meeting to review the statement of special educational needs of students with statements
• Attendance varies – usually included are; student, parent carers, SENCO, support teachers, main support worker, tutor / Head of Year, Year Supervisor other professionals involved from Health and Social Services
• The outcome of the meeting is sent to the LA
• The Special Needs Panel make any decisions regarding any changes based on the outcome of the meeting
• At EASTBROOKSCHOOL students at stage 3 (support plus) also have annual review meetings in order to review the allocation of support. The same procedure is followed but the outcome of review does not go to the LA – the PANEL makes any decisions to change the provision (under implementation)
• To ensure all staff can contribute, annual reviews are timed, as far as possible, to follow school reports. If this is impossible the teacher compiling the report will gather information from subject teachers and school data
• Tutors or Heads of Year / Year Supervisors are invited to the review meeting
• The dates for the annual review meetings are set at the start of the school year. They are circulated to staff.