The Key for School Leaders
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Supporting pupils with SEN
Then the pupil was told what their new targets
could be, and asked what they think about them.
Targets for pupils with SEN:
school example
Greenside School is a community special school in
Hertfordshire for pupils aged 2-19 with a range of
complex, severe and profound learning difficulties.
Annual reviews
of EHC plans:
guidance and
It has published a document about pupil voice in
the teaching and learning policies section of the
school website.
forms
Costing SEN
provision for
individual pupils
Babcock Education
has developed a
Section 4 includes information about planning
IEPs and target setting. It says:
Each IEP should consider ‘what’s in it for the
pupil’ and how the target will improve his or her
experience of school.
number of digital
education resources
to meet speech,
language and
communication
The document explains that the targets should
consist of clearly understood strategies, so that
the pupil knows what to do. Pupils often have their
targets stuck on their desk.
needs and deaf and
hearing impairment.
Find out more:
The policy says that pupils who contribute to
planning and evaluating their targets, and know what
they want to achieve, are more likely to succeed.
key.sc/babcock_shop
A section on annual reviews explains that the
school uses PowerPoint presentations in review
meetings to share the pupil’s learning and
achievements over the year. This includes photos
and video clips of the pupil and their work.
Link on our website
Pupil voice, Greenside School
(Adobe pdf file)
Strategies to enable pupils to
communicate their views
Hackney Learning Trust has published guidance
for its schools on how to help pupils with SEN to
communicate their views. The document features
case studies of techniques used to facilitate the
expression of pupils’ views.
Strategies covered by the guidance include:
•
•
•
•
Active listening
Drawing
Observation
Videos and photos
For example, in the section about observation on
page 7, the guidance suggests that observations
might take the form of:
• Event sampling (observing the behaviour leading
up to an event, and afterwards)
• Time/interval sampling (observing the number of
times a behaviour is observed over a set period)
• Anecdotal records
It says:
Observations should ideally occur over time, in a
range of contexts and across different activities to
allow for facilitators to build up a cohesive picture
of children and young people’s views.
The guidance includes a case study of a fictional
pupil, ‘Tom’, and observation strategies used to
understand the ideal conditions for Tom to feel calm.
Link on our website
Obtaining the views and opinions of
children and young people: guidance
for schools and professionals, Hackney
Learning Trust (Adobe pdf file)
Find more on our website
This resource, with links to further reading, is
available on www.thekeysupport.com/sl.
Members of The Key for School Leaders can
find the article quickly by entering ‘Pupils with
SEN, targets’ into the website search tool.
Pupils with SEN, targets |
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