The Key for School Leaders
Supporting pupils with SEN
Engaging pupils with SEN in their targets
We relay advice from one of our associate education experts about how pupils can share their views for EHC plans or statements , or for school-based plans such as IEPs . We also refer to advice from local authorities and a school .
Working towards the review meeting
We spoke to Jenny Moss , one of our associate education experts , about how pupils with SEN can be supported to share their views about their targets .
Jenny suggested ways of supporting pupils to track their progress against their targets , and to contribute to their school-based plans , statements or education , health and care ( EHC ) plans and reviews .
Ensure the pupil has access to the targets
Jenny suggested that pupils have a copy of their targets available at all times . These should be pupil-friendly , and could include an example of what each target would look like in practice .
She explained that staff should be aware of the targets , so that they can help the pupil engage with them in lessons . Ideally this should be planned into their lessons . Jenny added that this is easier in a primary school than in a secondary school , as primary teachers are likely to know the needs of pupils in their classes in more depth .
Maintain a record of achievements
Jenny recommended that pupils keep a record of their achievements in relation to their targets , in a folder ( on paper or electronically ). Good pieces of work could be photocopied or photographed and stored here for use in reviews of school-based plans , statements or EHC plans .
Jenny also suggested that evidence of achieving targets is sent home to parents . Alternatively , it could be communicated by sending a postcard home to parents explaining which target was achieved .
Jenny said that if a target is achieved before the next review , a new one should be set and communicated to parents as soon as possible . This enables the pupil to build on their progress , and not be held back by the timings of the reviewing cycle .
Ensure a supportive adult is available
Jenny told us that a pupil with SEN needs to be able to talk about their targets with a trusted adult who knows them well , and has done over a long period of time . She suggested that this might be a teaching assistant ( TA ) or an SEN co-ordinator ( SENCO ).
This may not necessarily be the class teacher if that teacher has only taught the pupil since the beginning of the year , and has their attention divided between all the pupils in the class .
She explained that when she was a headteacher , she set up a system of ‘ personal advisers ’ who acted as mentors for groups of pupils . Personal advisers could be any staff in the school , from teachers and support staff to administrative staff and caretakers .
The personal advisers met with their designated group of pupils for 15 minutes per week , to discuss how pupils were getting on and their views . This enabled pupils to have another supportive adult available , other than the adults working with them in the classroom . It also gave pupils an opportunity to befriend other pupils in small groups , and develop their social skills .
Jenny said that a personal adviser would be a useful figure to help pupils discuss their targets .
Prepare the pupil for the meeting
Jenny recommended that since review meetings can be unnerving for a pupil , the pupil should have a preparation meeting . This would help the pupil to understand who will be at the meeting , and what they will talk about .
Jenny explained that a pupil does not have to go to the entire review meeting . She said that a parent may find it difficult to speak about the pupil if they are present in the room for the whole meeting .
She said that when she was a headteacher , a pupil came to the last 15 minutes of a review meeting . During this time , the focus was a celebration of what the pupil had achieved . This may involve sharing examples of the pupil ’ s best work .
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