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THE SEND Reforms– Opportunities and Challenges. Jean Haigh SE7 SEND Pathfinder Regional Lead. Time for an armistice. Things we need to address. Too many children with SEN have their needs picked up late
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THE SEND Reforms– Opportunities and Challenges Jean Haigh SE7 SEND Pathfinder Regional Lead
Things we need to address • Too many children with SEN have their needs picked up late • Young people with SEN do less well than their peers at school and college and are more likely to be out of education, training and employment at 18 • the current Statements/ Learning Difficulty Assessments do not focus on life outcomes; • We can all tend to focus too much on the SEN label and lower our aspirations for the child or young person rather than supporting them to overcome their challenges • Some staff lack confidence that they have the knowledge or expertise to support children and young people with SEND well • Too many families feel they have to battle to find out what support is available and in getting the help they need • Too often we offer a ‘one size fits all’ approach
HUGE,HUGE Opportunity • Involvement of children, young people and their parents needs to be from the start and at every level – strategic and individual level – statutory agency and school level
Involvement of children, young people and parents in decision making
Ladder of involvement Information Consultation Participation Co-production
Co-production Co-production happens when all team members together co-produce recommendations, plans, actions and materials as a collective. This learning process: develops over time, blends a range of expertise and perspectives, is driven by a solution focused approach from all participants and requires: strong leadership, communication that is transparent and open, relationships that are equitable and respectful to help the team overcome complex challenges and continue the process of learning together.
Review how expertise and resources used to address SEN can be used to build quality whole school provision Quality of teaching and progress of pupils with SEN should be a core part of the performance management arrangements and professional development for all staff Identify any patterns in the identification of SEN and use these to reflect on and reinforce the quality of teaching Identification of SEN built into the approach to monitoring progress of all pupils Set high expectations for every pupil whatever their prior attainment Have clear approach to early identification Assess each pupil’s current skills and attainment on entry building on information from previous settings Make regular assessments of progress for all pupils Improved identification of children and young people’s needs
Greater choice and control for young people and their parents over their support
Person centred planning Starts with the individual (not with services) • takes account of their wishes and aspirations • focuses on the support they need to be included and involved in their community • empowers parents, children and young people so that they have more control over their lives • built on listening and learning, focusing on what is important to someone now and in the future • acting on this in partnership with their family and their friends.
The Local OfferInformation, Advice and SupportIndependent Support
Key learning Involvement of young people and their parents needs to be from the start Assessment and planning should be personalised and holistic Outcomes must be aspirational and longer term as well as shorter term Culture change isessentialfor services and families – needscomprehensive and extensive workforce development
Further information www.sendpathfinder.co.uk www.se7pathfinder.co.uk www.councilfordisabledchildren.org.uk www.preparingforadulthood.org.uk jean.haigh@eastsussex.gov.uk
