Amended Form and Checklist for applying for a

Statutory Assessment

SENCO UPDATE - MARCH 2011

A statutory assessment request being prepared………..( a real life example!)

• Work done as part of Lynda Mitchell’s Panel Working Group.

• Is a pilot- running till December 2011- (assuming statutory assessments are still going ahead at this time) - not everything will be perfect.

• Information needed is not new- we are still using the information outlined in the Inclusion Strategy folder.

Background Information

Why Bother?

SENCOs have said….

• We want to put in good applications but, for complex cases, we don’t always know what is needed.

• It is harassing when we are asked for more information after we have put in the application.

• We like the checklist for the SpLD Panels –it helps us to assemble the information in a logical order.

SENCOs and Head Teachers attending Panels have said ….

• It would be much easier if the information to consider was in a clear set order. It is daunting to be faced with a huge pile of unsorted documents.

• Having the application with pages numbered would enable Panel discussions to go along the lines of ‘on page 5 it says…. etc’

Using the Check List and Form

This should not be extra work!• Use the working documents you already use in

school.

• Information needed is very similar to that needed for AEN cluster meetings.

• For some children, you will already have collated the information needed in an earlier section. This is fine, you just need to note this in the relevant page section.

Checklist (2011)

Please look at the Check List in your pack.

• The new statutory assessment request form is based on the previous form.

• There are changes to the order of some items.

• Some items are expanded to include a framework to help you to give us more precise information.

Amended Application Form (2011)

• Attendance data.

• Reason for request.

Changes to Page 1

• Pupil’s strengths.

• Pupil’s needs.

• Evidence of school based intervention (School Action)

• This is a cumulative summary of interventions and child’s response – it is important as it gives information about progress over time.

Changes to Page 2

Example of Page 2 – Part 3Part 3: Summary Evidence of School-based interventionSchool ActionAction taken by SENCO and class/subject teachers:Date Intervention Implemented and the Response and

Progress (even if the progress is very limited)

27/02/10 Peer mentoring to support social skills

-10/4/10 Better in class but not in unstructured timeevery day

10/3/10 Each literacy session targeted adult support, using scaffolding to help with writing tasks twice a week –

better at starting the task but still needs help with middle

10/5/10 Structured peer mentoring put in place for playtimes as continuing as small steady progress

• Evidence of action at School Action Plus (that is, the specific advice given by involved professionals and precisely how this has been implemented).

• Need to be clear about which professionals have been or are actively involved in working with the school to solve the problem.

• Their advice.

• Details of implementation.

• Asks you to provide copies of supporting evidence rather than more report writing.

• Parental views.

Changes to Page 3

Example of Page 3

Part 3: Summary Evidence of School-based intervention

School Action Plus

Name and Title of Professional/Support Staff involved:

Bert Bloggs Educational Psychologist

Date Professional/Support Staff Recommendations Made

27/02/11 Bert Bloggs E.P. Precision teaching of spelling of high frequency words (see E.P. discussion record and precision teaching/ record of intervention).

Reading Record Sheet…Name…..Week Starting……………….

Words to Spell

MonSch

Hom Tues Sch

Hom WedSch

Hom Thusch

Hom FriScho

Ho

is - √ √ √ √

here - - - - -

a - - √ √ √

this - - - - -

look - √ √ √ √

Target- 6 ticks in a row for all 5 words

Comments- what helped …………to learn?Breaking the word helps

Name……………………………

Date Who worked with W?

What task was W asked to do? What reward was offered (as well as ‘Well Done’)

Did ……..achieve his target of working for 2 minutes?

10-12-10 K Posting task, reward pen and folder

Yes 5 minutes

13-12-10 K Doing baking- reward raisins

Yes 10 minutes

14-12-10 J Lots of different tasks-reward a run outside

Just about

Example of a Behaviour and Intervention Log

• Needs to let Panel know the current behaviours of concern – so Panel can consider against the criteria.

• Behaviour log needs to be in the context of the intervention recommended.

Date Buddies + structured game

Good things noticed Challenging Behaviours Was Target Met?

15-09-10

AH, BNfootball

James liked playing football

Pushed TY over, spat at LK No

16-09-10

RH, THBand tag

James liked playing band tag

Played well –only swore several times

Yes

17-09-10

ST, BGhockey

Started well, didn’t object when other team got a goal

Punched TY and HB, chased others with a stick, put his hands over SA’s mouth

No

18-09-10

AH, TH,Band tag

- Pulled out the bands for tag, pulled hair of adult supervisor

No

20-09-10

DT, PMDressing up

After bad start, he did apologise

Pushed WG to the floor and stamped on his back

No

• Pupil’s views – question pupil about their strengths and weaknesses and how they think they should be supported.

• Check list against criteria.

Changes to Page 4

• Signatures – this must be completed.

Please note that this form will be available as an electronic version shortly.

Changes to Page 5

Checklist (2011)

Review Check List.

Pilot

Help us to get it as good as it can be.

Use the evaluation sheet to make creative

Suggestions.