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Handouts for the SENCO

Attached are a range of handouts for use within your school to aid the formal access arrangements process, and other aspects of the management of SEN provision.  You can click on each link to open the page. Once the new page is open, you can print the handout by clicking again on the page.

If you would like the handouts in Word format, with full Copyright, please contact Pearl. Unfortunately, there is a small charge for this service to cover administration costs. 

Exam Access Arrangements:
  • Normal way of working questionnaire - for completion by teachers of candidates who may be eligible for exam concessions in public exams; to provide additional anecdotal information from teachers regarding their differentiation in class to support the individual needs of the student. The information completed on this form can be used for completion of Form 8 Section A by the SENCO. It is recommended that the SENCO forward this form to all teachers of candidates with access arrangements, to obtain evidence of need and normal way of working. It is also essential that the SENCO provides on-going evidence of need when the student enters the 6th Form (Y12 and Y13) as a NEW application for exam concessions must be made.
  • Internal/mock Exam Feedback sheet: for completion following mock and trial exams to obtain subject-specific evidence of need; the mock exam should be completed with the exam concession provided and comments made regarding its effectiveness. Where extra time is awarded, it is recommended that the candidate is requested to change colour pen during the additional time and the paper is double-marked...the first mark is given for the answers until the end of the normal exam duration, the second mark is the overall score for the whole paper, including the additional time.
  • Student feedback questionnaire: to provide evidence of need from the pupil's perspective following performance within internal exams. The information gained from this questionnaire can be used to enable teachers to coach students in how to use their exam concession, and gauge the need for exam concessions within specific subjects.
  • Teacher Referral Form for access arrangements: enables teachers who suspect their students to require access arrangements in exams, following internal exams, to refer a student for assessment for examination concessions.
  • What arrangements can be made?: Overview of the various exam access arrangements available to candidates and the evidence required to support an application
  • Categories of need: Overview of the four categories of need (Cognition and Learning; Behavioural, Emotional and Social Developmental Needs; Communication and Interaction Needs; Sensory, Physical and Medical Needs) and evidence required to support an application for exam concessions in each case.
  • Evidence of need/normal way of working: Checklist to be completed by teachers/TAs and passed to the SENCO, to aid evidence-gathering of evidence of need/normal way of working in class.
  • Front Page for Access Arrangements Files: example of a cover sheet/front page for the SENCo to keep an overview of the access arrangements files.
  • Handout for Teachers: Access Arrangements: Provides a brief overview of the access arrangements/exam concessions available, suitable for SENCOs to give to all teachers to aid their identification of students who might require or qualify for exam concessions.
SEN/D Provision:
  • Definitions:Handout providing key definitions of Disability, Learning Difficulties, and SEN
  • Identification of Concerns Checklist: Checklist to be issued by the SENCO following a teacher/parent/pupil raising a concern; within a Secondary context this should be issued to all teachers of the student.
  • Provision map: an example of a provision map which is a table outlining the provision being offered for individual pupils within the setting
  • Referral Form: example of a form to refer a student of concern for assessment for additional support.
  • Differentiation and Quality First Teaching: provides details for all teachers to enable 'all teachers to be teachers of Special Educational Needs
  • SENCo Timeline: an overview of managing SEN/D provision throughout the year
  • Preparing for Inspection; Top Tips: An overview of what staff need to be aware of when preparing for inspection, regarding SEN/D
  • What are Specific Learning Difficulties (SpLDs): A synopsis of the most prevalent specific learning difficulties
  • Strategies to support Specific Learning Difficulties: Handout to aid all teachers in their differentiation to support students with SpLD
  • Strategies to support AD/HD: key activities which will help all teachers to effectively support pupils who have been diagnosed ADHD.
  • Previous School Questionnaire/Transition Questionnaire: questionnaire to be issued to previous school when supporting pupils with SEN/D to determine what support will be necessary within the new setting.
  • SEN/D Department Handbook: every SEN department should have a handbook with their policies and protocols provided within one place, updated annually. This document provides and overview of the key documents to be included within an SEN Department Handbook
  • SEN/D Data File: Overview of the information to be collated within an SEN/D data file to ensure pupils are supported effectively and progress is monitored regularly
Checklists:
  • Identification checklist - dyslexia:
  • Identification checklist - movement and co-ordination difficulties/dyspraxia: Secondary
  • Identification checklist: AD/HD
  • Identification checklist: movement and co-ordination difficulties/dyspraxia: Early Years

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