Explore the intricacies of Special Educational Needs (SEN) funding in the UK, including categories like High Needs Funding, Notional Budget, EHCP Pot, Early Years SEN Funding, and SEND Transport Costs. Unlock the mystery of where these resources go and their importance in supporting children with special educational needs.
Welcome to our SENCO news and updates series, where we’ll keep you up-to-date with the latest developments, trends, and best practices in the world of Special Educational Needs Coordination. If you’re a SENsible SENCO member, you get even more amazing help, advice and insights when you log in.
Gain insights into Special Educational Needs (SEN) funding, including its components like Notional SEN Budget, High Needs Funding, and the SEN Code of Practice. Understand the role of the SENCO in optimizing SEN funding for student support.
Explore the importance of hosting regular SEND drop-in sessions, fostering open communication, building trust, and engaging parents, pupils, and staff in the Special Educational Needs and Disabilities (SEND) process. Learn how to plan and execute these sessions effectively and address challenges that may arise.
Explore the vital role of SENCOs in updating reading and spelling ages for SEN students. Learn how this data serves as a diagnostic tool, influences interventions, and informs curriculum planning. Discover the importance of collaboration and technology in the process.
Dive into the art and science of planning and reviewing support provisions for SEND students. Learn how to grasp student needs, set clear objectives, create flexible timetables, and engage stakeholders like parents and support staff. Navigate the seas of interventions with precision and care.
Explore the importance of coordinating with support specialists in the realm of Special Educational Needs and Disabilities (SEND). Discover who these specialists are, their key roles, and why regular engagement with them is vital for tailoring interventions, skill transfer, holistic understanding, and efficient scheduling.
We are in a dire position. Increasing number of EHCPs dictating 1:1 for significant hours and vast time out of lesson for intervention, LA response is ‘write a costed plan’…this does not solve the problem…we CANNOT recruit.
STEER Education had been gathering data on student well-being before the Covid-19 pandemic, and they continued to do so during the outbreak and beyond. What they found was surprising and contradicted the narrative we heard in the general press about the well-being of students with SEN. But was it really that strange?