Lsas
Critically discuss your role as SENCo as it pertains to working in partnership with others (for example, working with; outside agencies, teaching assistants, parents and students or governors). Support your discussion with reference to evidence in a portfolio of artefacts or documents (3,000 words).
Abstract:
This study focuses on an Academy providing for 1800 pupils, 59% being identified as having Special Educational Needs (SEN). The large number of SEN pupils is attributable to the identification of any pupil who had had intervention deemed to be outside the usual educational processes, as ‘School Action’, as a larger number of SEN pupils were advantageous within the CVA agenda. The Teaching Assistants (TAs) have recently declined in numbers, but under new leadership, they aim to build a new reputation of progress, effectiveness of intervention, impact and achievement. The SEN department is in a new era of accountability in terms of answerability for its impact on attainment; Schools must identify ‘not just what they do and the provision … but also the difference that provision makes on education - the impact’ (Briggs and Cunningham, 2009:71). This passion for progress has to translate to the working practices of the TAs, through the effective partnership between the SENCo and TAs. The literature review evolved into a questionnaire, which attempted to reconcile the expectations and the potential of TAs, concluding in meaningful recommendations on how the TA can be used to impact underachievement.
Introduction:
The effective SENCo should be strategic leader, promoting the inclusion of SEN pupils to enable achievement, within an ethos which values achievement for all. Through effective partnerships, barriers can be removed and all pupils can fulfil their potential. A partnership is a strategic alliance; successful partnerships being based on trust, equality, and mutual understanding and obligations. As with the relationship between the SENCo and TA,
Abstract:
This study focuses on an Academy providing for 1800 pupils, 59% being identified as having Special Educational Needs (SEN). The large number of SEN pupils is attributable to the identification of any pupil who had had intervention deemed to be outside the usual educational processes, as ‘School Action’, as a larger number of SEN pupils were advantageous within the CVA agenda. The Teaching Assistants (TAs) have recently declined in numbers, but under new leadership, they aim to build a new reputation of progress, effectiveness of intervention, impact and achievement. The SEN department is in a new era of accountability in terms of answerability for its impact on attainment; Schools must identify ‘not just what they do and the provision … but also the difference that provision makes on education - the impact’ (Briggs and Cunningham, 2009:71). This passion for progress has to translate to the working practices of the TAs, through the effective partnership between the SENCo and TAs. The literature review evolved into a questionnaire, which attempted to reconcile the expectations and the potential of TAs, concluding in meaningful recommendations on how the TA can be used to impact underachievement.
Introduction:
The effective SENCo should be strategic leader, promoting the inclusion of SEN pupils to enable achievement, within an ethos which values achievement for all. Through effective partnerships, barriers can be removed and all pupils can fulfil their potential. A partnership is a strategic alliance; successful partnerships being based on trust, equality, and mutual understanding and obligations. As with the relationship between the SENCo and TA,