Specialist Teaching Service
Specialist Teaching Service
The Specialist Teachers aim to give school-based staff across the county the appropriate skills to enable them to meet the varied SEND needs of Buckinghamshire Pupils. This is done through a range of appropriate training delivered by a trained specialist in different areas of SEND. This training provides staff with specific knowledge and strategies to best meet the needs of pupils with SEND in their schools.
All Specialist Teachers have experience in teaching pupils with SEND. Each specialist teacher has Qualified Teacher Status (QTS) with Specific Specialist Qualifications in their areas of SEND, including Master and Post Graduate level specialisms.
The Specialist Teachers provide statutory and additional services to support schools to meet the needs of their pupils (statutory school age upwards) with
- Communication and Interaction needs (including Autism and language needs)
- Difficulties with understanding, including Down Syndrome and specific learning difficulties
- sensory impairments – hearing, visual or multi-sensory
- Physical difficulties
The tiered approach
The Integrated SEND Service is aimed at supporting settings when their own resources have been utilised, but where difficulties remain so that they can successfully include children and young people who have SEND. This includes those who may or may not have or require an education, health, and care plan (EHCP).
The tiered approach encompasses work around the most vulnerable children and young people, based on their individual needs.
When considering involvement through the tiered approach, the needs of the child or young person will be assessed, with consideration of their individual needs and the wider context, for example, family situation, the experience of the setting, and involvement of other agencies.
The tiered approach is provided via the local authority and is free at the point of delivery, where children and young people meet the eligibility criteria.
The tiered approach includes the whole SEND system of the local area, encompassing the responsibilities that schools and settings have in relation to the SEND Code of Practice, for example, that they are expected to do the Assess, Plan, Do, Review cycle (APDR).
This includes where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put an effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined, and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes.
This is known as the graduated approach and it draws on more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people (chapter six of the SEND Code of Practice).