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Assess, Plan, Do, Review cycle
schandler1schandler1

Assess, Plan, Do, Review cycle

(0)
Developed to facilitate the APDR process. As SENCO, I use this to support me in collecting evidence for the assessing and reviewing stages and to inform conversations with parents in the planning and reviewing stages.
Pupil Passport Template and examples
schandler1schandler1

Pupil Passport Template and examples

(0)
This is a pupil passport template including anonymised completed examples. Ideal for SEN students. If completed alongside the student it is far more effective and becomes person centered as set out in the SEND code of practice. Sections include: I would like you to know that... I find it difficult to.... It would help me if you could.... etc I started off using these with my SEN students, however, now most students in my school have these and take control of these passports - very powerful tool.
Learning Concerns - Teacher concern/referral/feedback form
schandler1schandler1

Learning Concerns - Teacher concern/referral/feedback form

(0)
A handy resource I have created and made available to teaching staff in my setting. They can use this to highlight where a student is struggling with their learning and hand to the SENCO to look into further. Makes it easier to collate information on particular pupils if concerns are raised. Creates an easy way of contacting the SENCO/Inclusion Manager/Year heads - rather than being told things in passing whilst walking down a corridor!!
Assess, Plan, Do, Review - Parent questionnaire
schandler1schandler1

Assess, Plan, Do, Review - Parent questionnaire

(0)
Questionnaire to be sent out to parents in advance of the APDR meeting each term to gain their views. Provides parental voice and can be collated alongside school and child questionnaires as evidence to back up targets.
Homeostasis research task
schandler1schandler1

Homeostasis research task

(0)
Ideal for a cover lesson or computer room lesson. Cover regulation of temperature and blood glucose Questions to answer and keywords to support.
Learning Walk Proforma - TA/SEND
schandler1schandler1

Learning Walk Proforma - TA/SEND

(0)
A Learning walk proforma designed specifically to focus on SEND and TAs in the classroom. Designed to make the process much more efficient and allows for feedback to be given to TA in a timely fashion - including good practice seen.
SENCO Toolkit
schandler1schandler1

SENCO Toolkit

9 Resources
Includes: Assess, Plan, Do, Review Cycle Focused feedback forms x 3 Intervention tiers Pupil Passports template Student support booklet template Learning Walk proforma Student observation sheet
Assess, Plan, Do, Review - proforma
schandler1schandler1

Assess, Plan, Do, Review - proforma

(0)
This form can be used to facilitate meetings with parents, set targets for students and review previous targets set. As outlined in the new SEND code of practice, this process has to take place 3 times a year for SEND students - this form evidences and tracks the whole cycle.
Form star chart
schandler1schandler1

Form star chart

(0)
Star chart tracker used with my year 7 form. Each colour reached receives rewards and phone calls home.
Behaviour and emotional concerns - Teacher concern/feedback/referral form
schandler1schandler1

Behaviour and emotional concerns - Teacher concern/feedback/referral form

(0)
This form can be made available to teachers in your school to enable them to report concerns they may have with a pupil's behavior and/or emotional well-being. Makes it easier to collate information on particular pupils if concerns are raised. Creates an easy way of contacting the SENCO/Inclusion Manager/Year heads - rather than being told things in passing whilst walking down a corridor!!
Student Support Booklet Template
schandler1schandler1

Student Support Booklet Template

(0)
As a SENCO I found it extremely frustrating constantly having to remind teachers about specific students needs and how to support these. Despite having access to an inclusion register. I have created this booklet that has been given to all staff to ensure they are fully aware of all students with additional needs and how to support these fully in their lessons. The contents have been collated from various websites and sources for ease of use in one document. Including key documents made by myself. The booklet contains: 1. An introduction to the booklet and how to use it 2. Key and Acronyms 3. Broad areas of need explained 4. List of students identified with SEND (anonymized ready to input your school's information into) 5. Students for whom reasonable adjustments should be made (anonymized ready to input your school's information into) 6. Supporting Pupils with Statements of SEND/EHCPs (anonymized ready to input your school's information into) 7. Student’s Health Care Plans. 8. Named Students/students with mentors 9. Specific Learning Difficulties (SPLD) definition 10. ADHD and Autistic Spectrum Disorder definition 11. Supporting students with Dyslexia 12. Supporting students with ASD 13. Supporting students with numeracy difficulties. 14. Supporting students with ADHD 15. Supporting Students with SLCN 16. Questioning Blank Levels 17. Simplifying questions 18. Differentiation techniques to teach key vocabulary and key concepts 19. Referral form – Learning Concerns 20. Referral form – Behavioural and emotional concerns 21. Record of concern form (CP) 22. Subject teacher feedback form 23. Pupil passport proforma 24. Interventions offered in school 25. Assess, Plan, Do, Review Cycle
Experiment write up - Assessment criteria
schandler1schandler1

Experiment write up - Assessment criteria

(0)
Students to have a laminated copy of this while completing an experiment write up. Could be used alongside the peer assessment sheet where students can rpovide formative feedback to each other and areas for improvement.
Air Quality and Pollution
schandler1schandler1

Air Quality and Pollution

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Which chemical make up air, and which ones are pollutants? How do I make sense of data about air pollutants? What chemical reactions produce air pollutants? What happens to these pollutants in the atmosphere? What choices can we make personally, locally, nationally or globally to improve air quality?