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I would like to know whether IEP's are over and above classroom practise- I have recently had a discussion with senco about the IEP's for my sen children. I think the targets set for them are too difficult, the targets are the same for all 6 of them, and don't reflect profile or early learning goals. I was told the IEP was over and above the work I did in the classroom, and were for her when she did her 1 hour session each week. I really am bothered by this as we are currently being monitored by HMI.

Does anybody have any ideas or know where i can look on the web? xD:o

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I not sure where you can get any help myself but would be interested in other replies. Not sure how six children can all have the same targets? Aren't all children indivivduals? We have a child in our preschool setting with an IEP and have always been in on setting the targets with there family keyworker / pyschgolist, me being the SENCO and the childs keyworker and these are usually for within the whole time the child attends.

I have questioned the targets myself sometimes as they don't fit in with the early leaning goals and have had them changed eventually- it has been a struggle sometimes.

I attended a course for IEP's and was told Target shoulf be small and achievable not too difficult.

 

 

Sorry not much help.

 

 

Sue

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Hi

IEPs can either be over and above classroom practice or incorporated, depending on the child and the childs needs. All targets should be SMART (small, manageable, attainable, realistic targets I think thats right!) and tailored to the child. So why you have six the same I have no idea!!!

What sort of setting are you based in and who writes the IEPs? I write the IEPs for the children in my class (I'm a SN TA) in consultation with other professionals, parents etc. Not sure where to look on the web, will have a look around and see if I can find anything

Jo

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I am in a mainstream setting in the foundation stage and the SENCO writes the IEP's one target is that they learn 15 hfw by july this i think is an unachievable one

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Just rereading your post + thought I would clarify the over and above thing. IEP targets shouldn't duplicate those goals which are recorded in another way eg ELGs, profiles etc and they should be different to your differentiated planning, but they should be based on each childs particular needs for example if a child has S+L problems their targets should be S+L targets.

 

Am I right in thinking the SENCo takes the children for an hour a week, in one group? In which case I can see why she has written the same targets (much easier!), but they should be Individual Education Plans not Group plans and not all six children will have the same needs. Without knowing the children and their needs it would be hard to give you an answer of what should be on their IEP.

 

If you think learning 15 hfw is unachievable you need to discuss this with the SENCo again and maybe suggest alternative target/s. Have the children had reviews, or are they all in July? This would be the ideal opportunity to change and discuss an IEP but an IEP is a workable document which should be reviewed and updated regularly, so changing an IEP is not a big deal, just more paperwork!

 

IF you do a search for 'guidance on IEPs' on the web there are quite a few returns which may help you.

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Hi ecorri1

 

The SEN Code of Practice is a very useful document to read - sets out our statutory duties. (Can be ordered from Dfes publications ref: 581/2001 and I am sure it can be downloaded - try inclusion

 

4:13 (page 33)

"Where progress is not adequate, it will be necessary to take some additional or different action to enable the child to learn more effectively".

 

Interventions should be additional to or different from those provided as part of usual differentiated curriculum and strategies. This might be providing specialist equipment or different learning materials to be used in class, possiby individual or group support (sounds like your senco is doing some additional work with group, outside of your classroom).

 

I have a high number of children with SEN (speech delay/disorders/physical difficulties/hearing impairment/autism) and we provide for their needs during sessions by differentiating activities, having a range of different equipment available, planning activities to support their needs (we plan daily following the child's lead). Occasionally we work 1:1 with children on physical exercises or specific speech work etc but I find it works better as part of whole group activities (circle time/movement and dance sessions). We don't remove children from classrooms to work on IEP targets. We are, however, lucky to have a support worker who comes into classrooms once a week and works one-to-one with a couple of children on EYA+ and we have play plans in place for these children and monitor their progress regularly to ensure our additionality is helping them to progress. Most IEPs are reviewed every six weeks and some every twelve weeks. Code of Practice states IEPS should be reviewed termly and more often for some children.

 

All IEPs are written jointly by keyworker and myself (SENCo), taking advice from Speech Therapist, EP, OT/PT, Portage, whoever is involved with that child. For those on EYA, IEPs are written by keyworker and myself. I could not do it without keyworker's knowledge of individual children's progress/styles and rates of learning. It actually states in code of practice that class teacher remains responsible for working with child on a daily basis and for planning and implementing individualised programme. SENCo is responsible for coordinating provision and liasing and advising class teachers and would take the lead in further assessments and contacting external agencies. Parents should be consulted when initial concern is raised and kept informed of action taken and outcome of action.

 

I have in the past grouped children with same targets into group IEP, for ease of planning/delivering targets. For instance on my planning sheet for Tuesday I have four children to focus on with an activity aimed to develop their listening and attention skills and observations will be written on how well they concentrate and follow instructions at this activity. I take your point that all children are different and progress at different rates but sometimes you get a few children having difficulties with same area of learning and similar additional strategies work to help them progress. IEPs are reviewed individually with parents.

 

To go back to something you wrote earlier ecorri1 - I can't see how child will make progress this term, if it is just being done by SENCo once a week for one hour. I can tell from your post that you don't agree with this and targets should be delivered through foundation stage curriculum but including additonal strategies to help them progress (as children identified as causing concern for us are obviously not making adequate progress from those strategies and teaching methods we use with all children). I think you should have a say in the wording of actual targets in IEPs and perhaps you could quote sections of code of practice to SENCo as it is a statutory document (that she/he should be all to familiar with).

 

I hope this isn't too rambling and makes some sense - feel free to IM me if you want to know more about how we work but of course all schools and settings are different and code of practice acknowledges that additonality will mean different things to different settings, depending on strategies and learning arrangements that are being provided for all chidlren.

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Hi ecorri1

 

Just to put my work in context: I am Senco in an Early Years Centre (child in need admission criteria, as outlined in Education Act) and have a lot of children with additional needs, some looked after children, some at risk. I work with children aged 2 - 5.

 

We have been designated a Children's Centre and admission criteria will be changing in the future, taking children from 0 - 5 (with a mixture of child in need/social services places and fee-paying places).

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Thank you to everyone, I have targets for each group in the class including the sen children. ( the other foundation 2 class also has ch that go to the senco and they have the same targets as my children) the targets in my class are small and achievable I think, the reviews were also done by senco alone. I will have to see what i can do :o

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