RESOURCES AND FURTHER INFOMATION
Supporting Children and Young People with Reading Difficulties
This document has been written by the Portsmouth Educational Psychology Team to provide guidance to schools, parents, support teachers, and other professionals on the issues involved in helping children and young people with reading difficulties. On a day-to-day basis, schools are responsible for supporting pupils with literacy difficulties and each school should describe their provision in their provision map or Special Educational Needs and Disability (SEND) Support Plans.
Portsmouth SEN Support Partnership (PSENSP)
The Portsmouth Special Educational Needs Support Partnership (PSENSP) is a service for schools, commissioned by the Local Authority, which is designated to:
- offer free targeted support aimed at staff who are supporting specific pupils with SEN
- provide access to a range of continuing professional development and training for individual and/or groups of staff working with pupils with SEN
Please complete a referral form to request CPD or targeted support and a member of the PSENSP team will contact you.
NASEN (The National Association of Special Educational Needs).
NASEN provides support for practitioners by providing relevant information, training and resources to enable staff to meet all pupils’ needs. Working with dedicated education professionals, nasen aims to ensure that practice for special and additional needs is both effective and current.
Free Online Training from NASEN
Focus on SEND training is a free course aiming to help teachers and educational practitioners working across the 0 – 25 years age range to develop high quality practice in order to better meet the needs of their learners with SEND. It is based on the evidence of what constitutes good continuing professional development (CPD) and so takes a practice- led, enquiry-based and collaborative approach.
The modules explore: high quality practice and what this means for SEND; the participation and engagement both of children or young people and of their parents and families; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; meeting needs and how the cycle of assess, plan, do, review can be used to best effect. Focus on SEND training offers both online content and opportunities to carry out practical activities in your own setting.
Although it won’t make you an expert in SEND, it will help you to recognise your own skills and experience and use them to begin to unpick the needs of learners
SEN Information Reports
School SEN Information Report should be updated on an annual basis and dated for the academic year. SEN Information reports should be easy to find on the school website and should link to the Local Offer website www.portsmouthlocaloffer.org. Please note it should be called the SEN Information Report (NOT the school local offer). This checklist serves as a reminder of what should be included in a SEN Information report.
‘What works’ resource for those working with pupils and students with SEN
A new interactive ‘what works’ resource for those working with pupils and students with SEN has been published.
The resource – ‘SEN support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges’ – provides school and college leaders, teachers and practitioners with information and evidence-based practice that can be effective for SEN support.
School and colleges leadership teams, SENCOs and classroom teachers are encouraged to review their provision against the seven key features of effective support. Practitioners can look at the detail of interventions and approaches and consider what would be most beneficial for meeting the needs of children and young people with special educational needs in their settings.
Both the development of the resource and the underpinning research were e undertaken by ASK Research and Coventry University. The resource is hosted on nasen’s SEND Gateway and the Education & Training Foundation Excellence Gateway
Examples of effective practice include:
- Reorganising lesson structure, learning environments and curriculum
- Measures to address attendance issues
- Effective transition support and preparation for adulthood
- Effective progress monitoring
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