ASVCE Health & Social Care - Co-ordination of services.
ASVCE Health & Social Care
Task 8: Co-ordination of services
My setting is linked with SENCO (Special Education Needs Co-ordinater) and Ofsted to ensure the child receives the rights it deserves i.e. education. In the project I am to show how the role of each service and how it is linked to my setting.
Each year, parents of children with disabilities have the important responsibility of working with school personnel to develop an appropriate educational program individualised to their child's needs.
With the increase the increase in inclusive practices and a growing awareness of the rights of all children, perceptions of special educational needs (SEN) are changing in the community in general and in education in particular. These changing perceptions are reflected in government and legislative contexts. Guidance materials for special educational needs co-ordinators (SENCO) outline the professional knowledge, understanding, skills and attributes that are required to carry out the key task of the role in order to raise achievements and to improve the quality of education provided for people with special educational needs.
The role of the SENCO has developed significantly over recent years and is likely to become more complex as increasing numbers of children with special educational needs are included in main streams schools. It involves working closely with pupils, staff, managers, parents, governing bodies and other agencies.
The development of the potential of pupils with special educational needs in schools requires high levels of expertise. Whilst SENCOs must have an in-depth knowledge of special educational issues it is also necessary for them to be skilled leaders, managers and administrators in order to take on broader and more senior roles.
ROLE OF the SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR (SENCO)
General
. Is responsible for the day to day operation of the school's SEN policy
2. Is responsible for answering requests for advice from teachers
3. Is responsible for the ...
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The development of the potential of pupils with special educational needs in schools requires high levels of expertise. Whilst SENCOs must have an in-depth knowledge of special educational issues it is also necessary for them to be skilled leaders, managers and administrators in order to take on broader and more senior roles.
ROLE OF the SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR (SENCO)
General
. Is responsible for the day to day operation of the school's SEN policy
2. Is responsible for answering requests for advice from teachers
3. Is responsible for the co-ordination of provision, including liaison with all teachers involved.
4. Is responsible for maintaining SEN register for all pupils with special needs.
5. Is responsible for establishing and contributing to SEN inset training
6. Is responsible for liaison with external agencies
When a child is identified (Stage 1):
. The SENCO should ensure child is placed on register.
2. The SENCO should help and advise the class teacher on assessing the child
At Stage 2:
. The SENCO is primarily responsible for assessing, planning, monitoring and reviewing child's provision and progress.
2. The SENCO should consult with outside agencies involved with the child.
3. The SENCO with the classroom teacher, should draw up an Education Plan (EP)
At Stage 3:
. The SENCO still takes a leading role but shares responsibility for the child with the external specialist services.
2. The SENCO should inform the ELB when a child moves to stage 3.
3. The SENCO will work with the external specialists and the classroom teacher to draw up a new EP for the child, considering different teaching approaches, support materials and ICT.
4. The SENCO will make arrangements for monitoring progress against the EP, and will arrange a review of progress, usually within a term.
At Stage 4:
. The SENCO will be asked for details of the assessment of, and provision for the child's special needs during his time at the school.
At Stage 5:
. The SENCO, or the class teacher, will be required to attend the annual review of a statemented child.
2. The SENCO will be asked by the principal to provide written information about the child.
3. After the review, the SENCO should receive a report summarizing outcomes and targets for the coming year.
Another service that my setting is interacts with is Ofsted.
The Office for Standards in Education (OFSTED) was set up on 1 September 1992. It is a non-ministerial government department, independent from the Department for Education & Skills.
OFSTED's remit is to improve standards of achievement and quality of education through regular independent inspection, public reporting and informed independent advice. OFSTED's principal task is the management of the system of school inspection defined originally by the Education (Schools) Act 1992. This provides for the regular inspection of all 24,000 schools in England which are wholly or mainly state-funded.
The purpose of the inspection is to assure government, parents and the public that funded nursery education is of an acceptable quality. Inspection also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals by the end of the Foundation Stage. This inspection report must be made available to all parents.
If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.
Also social services interact with my setting this is to safeguard and promote the welfare of children in need. This includes who:
* may be at risk of harm or neglect
* have a disability
* have serious family problems
Social Services aim to keep families together by providing back-up and support to prevent problems getting too big. They realise everyone has strengths and skills and will help children, young people and families build on these. They will always take into account the child's and families religious, cultural and social background. And also work closely with children, parents, relatives and carers to provide help, advice, support or information about other services.
If my setting senses that a child appears to be at risk because of neglect or abuse, social services and the manager of my setting will investigate and make sure that the child is safe. Social Services and my setting will work together and will carry out a thorough investigation, talking with families, doctors, health visitors and teachers. And if, however they have special concerns about the child, they may hold a Child Protection Conference. This is a meeting with the family, Social Worker and other professionals to try to find a solution to the difficulties at home and will always try to work with families to support and help them cope.
In conclusion, I have learnt services that interacts with my setting and how they work together to ensure every child receives special educational care.
