Sentences with phrase «on pupils with special educational needs»

Statistics on pupils with special educational needs including attainment, destinations, tribunal appeals, school absence and exclusions.

New information on pupils with special educational needs (SEN) alongside further interpretation of existing findings.

Information from the school census on pupils with special educational needs (SEN), and SEN provision in schools.

Not exact matches

«Will the Minister make a statement on resources for pupils with special educational needs?

Commenting on the Department for Education's announcement on SEN and disability provision Christine Blower General Secretary of the National Union of Teachers the largest teachers» union said: «The NUT fully supports the aspiration to improve services available for pupils with special educational needs and disabilities.

The keen observers among you will have noted that the most recent Ofsted inspection framework revealed an increased focus on the achievement of pupils with special educational needs and the quality of teaching that enables learning to take place.

Minister for vulnerable children and families, Edward Timpson, said: «We've already made the biggest changes for pupils with special educational needs and disabilities in a generation, but we want to go further and build on that success.

Penarth Learning Community School, Cardiff, South Wales, comprises a mainstream comprehensive school with 1280 places, together with a special educational needs (SEN) school, catering for 205 pupils with a wide spectrum of learning needs including those with learning and physical difficulties and those on the autism spectrum.

The research involved surveying 1,100 school leaders, the results of which suggested that 82 per cent of mainstream schools in England do not have sufficient funding to adequately provide for pupils with SEND; 89 per cent of school leaders believe cuts to local authority services have had a detrimental impact on the support their school receives for pupils with SEND; three - quarters of schools have pupils who have been waiting longer than expected for assessment of special educational needs or an education, health and care plan; and 88 per cent of school leaders think initial teacher training does not adequately prepare teachers to support pupils with SEND.

In recent years, dramatic changes in both policy and attitudes to children and young people with special educational needs and disabilities (SEND) have taken place, putting additional pressure on SEN professionals to provide the best possible support for pupils with SEND.

Special educational needs A school's website must publish a report on its policy for pupils with special educational needsSpecial educational needs A school's website must publish a report on its policy for pupils with special educational needsspecial educational needs (SEN).

I want all schools to have a formal identification system for siblings of children with SEND, with this specific question on intake forms for parents / carers: «Does this pupil have a brother or sister who is disabled or who has special educational needs or a serious long - term illness or condition?»

At Trafalgar College our provision for pupils with special educational needs is based on the following principles:

Last month the Rochford Review on assessment of pupils with special educational needs was finally published.

«We've already made the biggest changes for pupils with special educational needs and disabilities in a generation, but we want to go further and build on that success.

Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner's family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

This statistical first release (SFR) provides analyses on the characteristics of pupils by their provision of special educational needs (SEN) together with the assessment and placement of pupils with statements of SEN.. It is based on pupil - level data collected via the school census and local authority - level data collected via the SEN2 survey.

The «Teachers» Pocketbooks» Series provides a useful range of quick - reference resources on many aspects of teaching pupils with special educational needs.

Depending on the school's size and context, some of these actions will be delegated to teams or other members of staff while the principal retains overall responsibility for the school's provision for pupils with special educational needs.

In 2013 the National Council for Special Education (NCSE) published a research report on the experiences of young students with special educational needs (SEN), and their parents, of the move from primary to post primary school - «A Study of Transition from Primary to Post-primary School for Pupils with Special Educational Needs» [PDF, Special Education (NCSE) published a research report on the experiences of young students with special educational needs (SEN), and their parents, of the move from primary to post primary school - «A Study of Transition from Primary to Post-primary School for Pupils with Special Educational Needs» [PDF, special educational needs (SEN), and their parents, of the move from primary to post primary school - «A Study of Transition from Primary to Post-primary School for Pupils with Special Educational Needs» [PDF, 53needs (SEN), and their parents, of the move from primary to post primary school - «A Study of Transition from Primary to Post-primary School for Pupils with Special Educational Needs» [PDF, Special Educational Needs» [PDF, 53Needs» [PDF, 536Kb].

At the whole - school level, schools are encouraged to review their approaches to pupil engagement and participation so that all pupils, including those with special educational needs, have opportunities to share their views on issues that affect them in school, and so contribute to reviews of relevant policies and practices in schools.

The Guidelines for Primary Schools (Supporting Pupils with Special Educational Needs) aim to provide guidance to schools on the use, organisation and deployment of additional teaching resources for pupils with special educational Pupils with Special Educational Needs) aim to provide guidance to schools on the use, organisation and deployment of additional teaching resources for pupils with special educationalSpecial Educational Needs) aim to provide guidance to schools on the use, organisation and deployment of additional teaching resources for pupils with special educational nNeeds) aim to provide guidance to schools on the use, organisation and deployment of additional teaching resources for pupils with special educational pupils with special educationalspecial educational needsneeds.

«Access and Participation in Science: Supporting Inclusion through Teacher Education (SITE)- a pilot initiative» This reports on a project which identified concrete inclusive strategies, examined changes in the classroom practice of individual teachers and provided support for a wider cohort of teachers who wished to enhance the participation of pupils with special educational needs in the science classroom.

Depending on the learning needs identified, a pupil with special educational needs may be supported at classroom level, or through mainstream classroom placement with additional teaching delivered through in - class or withdrawal support models.

The main purpose of this seminar is to provide guidance to Primary school leaders on the use, organisation and deployment of additional teaching resources for pupils with special educational needs.

To assist schools in reflecting on their provision for pupils with special educational needs a Self - Reflective Questionnaire is provided.