Special Educational Needs: linking the core standards to inclusion, SEN and disability

Theme: Developing professional and constructive relationships

Key elements:

• Teachers, support staff and other professionals work in schools and across a range of children’s services to support learners to fulfil their educational potential.
• Teachers develop constructive, respectful relationships with colleagues, learners and their parents or carers, founded on effective and considered communication, collaboration and high expectations of all.

Questions you might have	How you might address these questions	Links to some resources and sites you might find useful
How can I judge whether my classroom feels safe and welcoming for all pupils and staff who work there and for all visitors? How do I encourage parents and carers to become active partners in pupils’ learning? How can I improve working with additional adults?	Use  peer observation to get feedback from other professionals Gather views from the children and young people in your class, ensuring that children with disabilities are involved Ensure that additional adults are clear about their roles, how they contribute to every child’s learning and how you will manage and evaluate this	GTCE resource linked to peer observation (PDF, 195kb) DCSF information around developing partnerships with parents of pupils with SEN

Theme: Working within the law and frameworks

Key elements:

• Teachers have legal obligations, rights and contractual entitlements
• Legislation, statutory and non-statutory frameworks exist to ensure not only that all children and young people receive their educational entitlement but also to protect and safeguard their well-being

Questions you might have	How you might address these questions	Links to some resources and sites you might find useful
What are the key frameworks and legislation relating to inclusion that I need to be aware of? How can I judge whether I need to make any reasonable adjustments to my classroom?	Refer to files and documents that are available in school and online Liaise with your Inclusion or SEN coordinator	Index for Inclusion (Centre for Studies in Inclusive Education) DCSF Standards  and National Strategy sites: www.standards.dfes.gov.uk www.standards.dcsf.gov.uk/SEN National Curriculum Inclusion Statement Disability Discrimination Act:  Reasonable Adjustments Project Every Child Matters Children’s Plan Resources from Engage

Theme: Professional knowledge and understanding

Key element:

Teachers have an understanding and knowledge of how attainment can be raised and the many factors that influence children and young people’s well-being, development and ability to learn.

Questions you might have	How you might address these questions	Links to some resources and sites you might find useful
How can I keep up my professional knowledge of inclusion up to date? How can I respond to the individual learning needs of pupils? How do I know what progress to expect from different individuals?	Keep a learning journal Raise CPD needs with your induction tutor/line manager Consult pupils, parents and colleagues about  things that have been successful in the past Participate in peer coaching	GTC Connect website for information about successful CPD practices Pupil voice Inclusion Development Programme QCA information on the curriculum

Theme: Professional skills

Key elements:

• Learners are given feedback that accurately identifies what they have or have not understood.
• Teachers set meaningful and achievable learning objectives which allow learners to build on and strengthen what they have previously learnt

Questions you might have	How you might address these questions	Links to some resources and sites you might find useful
How can I ensure that targets and objectives are aspirational for all learners? How do I vary my teaching modes to suit all learners? How do I develop specialist skills?	Consult colleagues, pupils, parents/carers Adapt existing assessment and target setting structures to suit all learners Peer coaching Liaise with local specialist services Undertake some observation of specialists at work	P scale information GTCE advice on assessment (PDF) National Strategy Assessment for pupils with SEN National Curriculum Inclusion Statement Engage’s Behaviour for Learning research resource

Theme: Developing practice

Key element:

Teachers have a responsibility to take an active part in identifying and reviewing their own performance and professional development needs so that they can develop their practice and improve their effectiveness

Questions you might have	How you might address these questions	Links to some resources and sites you might find useful
How can I develop my inclusive practice?	Undertake an inclusion focused  TLA Access some specialist CPD Offer to organise some CPD around a strand of inclusion Liaise with inclusion coordinator or Senco	Special Educational Needs Joint Initiative for Training  NASEN