SEND update

1. SEND update SENCO networks Summer 2019 Nikki Joyce

2. Banding Implementation update All current children in special schools have been transferred onto new banding system – overall budget within 5% of can-do budget All children identified as potentially band 10 have been allocated their E3. 29 were identified as band 10 of which 6 were band 9 and 1 was band 8 Average allocation for the 22 was £20498 – estimate of £20k

3. National SEND update Timpson review into Exclusions has been published – full report and government response https://www.gov.uk/government/news/edward-timpson-publishes-landmark-exclusions-review 4 key areas in which recommendations were made…

4. National SEND update Leadership recommendations include: review and update of exclusions guidance (and all other relevant / overlapping guidance to ensure consistency); DfE should clarify the role of the LA and set expectations that schools and LAs will work together to support the most vulnerable; new £10 million fund to train new and existing school leaders; and, increase diversity amongst school leadership.

5. National SEND update School-level recommendations include: greater support for the workforce to meet behavioural needs; review SENCO training and ensure school MH leads have a good grasp of trauma and attachment; strengthen guidance on in-house exclusions; new Fund to help develop and share good practice; DfE to raise the profile of AP whilst investing in workforce and facilities; PRUs renamed; and, government to continue to explore and invest in multi-disciplinary teams around schools.

6. National SEND update Incentivising inclusion recommendations include: schools should be accountable for the outcomes of learners they exclude; DfE should look at funding and links to the timings of exclusions; Ofsted should exclusions in its leadership and management judgement for outstanding; build capacity in governors to offer challenge; LAs to include details of support in their SEND Local Offer; DfE should publish more detailed exclusion figures including SGOs, adoption etc.

7. National SEND update Safeguarding recommendationsinclude:consult on options for pupils receiving multiple FTEs (revising down the annual limit of 45 days); DfEreview reasons for exclusion; new guidance on managed moves; DfEimprove monitoring and oversight of AP; increased transparency when pupils move out of a school; Ofsted to report trends with regards to exclusions/ AP; consider a ‘right to return’ period for pupils who become EHE; consider new safeguards to stop schools refusing to admit pupils when they should; review regulations to allow CSC to be notified when CIN is moved out of school; £200 million Youth Endowment Fund should be open to schools and AP.

8. Local SEND update Selby Free School bid was approved and the tender process is underway. For more information please go to: https://www.northyorks.gov.uk/proposed-special-free-school-selby . Information including the specification for the tender can be found here.

9. Local update – Primary Need data

10. Local update – Primary Need data

11. Local update – Primary Need data NSA – changes in guidance in 2019: Please note: Schools are expected to identify a type of need for all children at SEN Support - there is no requirement for a pupil to have a specialist assessment to be recorded in the main SEN types. The No Specialist Assessment code (‘NSA’) should only be used in those very rare instances where a pupil is placed on SEN support (Code ‘K’), but the school is still assessing what the primary need is. This might occur, for example, where a child on SEN support has transferred into the school shortly before school census day. Where code ‘NSA’ is to be used, the pupil MUST have SEN Provision of code ‘K’.

12. Local update – Primary Need data Table top discussion: Do you feel that the primary need data reflects your experience in school? Is there any of the data that surprises you? Any thoughts about those changes highlighted in green for both SEN Support and EHCPs – and why there might be differences?

13. Local update – SEN data We have the census data for North Yorkshire but NOT yet the national data (due 30th May!) North Yorkshire: January 2019 SEN Support: 10.5% (10.2% Jan 18) Secondary: 8.5% (8.8% Jan 18) Primary: 12.1% (11.5% Jan 18) EHC plan: 2.8% (2.32% Jan 18)

14. Local update – SEN Support pilot Funding was available as a pilot from 1st April 2018 through to 31st March 2019 to cover transitions into the 18/19 academic year and expenditure in that academic year. Total funding for the year was capped at £230k Funding for each child was capped at £3k per child per year Application via funding request form and was reviewed according to the critieria by Head of SEND and Head of IES

15. Local update – SEN Support pilot Funding was available in 3 specific circumstances: Moved-in children with evidence high needs but no EHCP – this was the only situation in which we anticipated an EHCAR following funding Children at phase transfers whose needs could be met at SEN Support long term but who may need additional support at transition Children with short term high needs as a result of trauma / illness etc but who long term should be maintained at SEN Support or no SEN.

16. Local update – SEN Support pilot We received 168 funding requests Exactly 50% (84) were granted and 50% (84) were refused Reasons for refusal: • Did not meet critiera (58) • Long-standing within E2 (4) • Insufficient information (2) • Lived outside of North Yorkshire (2) • Outside of timescale – request for transition into September 2020 (18)

17. Local update – SEN Support pilot 45 approved requests for moved-in children 26 approved requests for children at transition points 13 approved requests for children with short term high needs As of May 2019 we were expecting 58 monitoring forms to be returned (remainder due July 2019). Only 31 have been returned and many needed chasing. Report has been delayed as a consequence as we needed the evidence to recommend continuation

18. Local update – SEN Support pilot Of the 31 monitoring forms returned: 15 were received for moved-in category of which following the funding 3 received an EHCP in the timescale, 4 are under assessment, 1 was excluded (now under assessment) and 7 are being supported at SEN support. All 15 were identified as needing EHCARs at the outset so short term funding has reduced those requests by 7. 12 were received for children at transitions. Schools felt that all 12 would have been EHCARs if not for funding. 5 have had EHCARs submitted but 7 have made transition successfully at SEN Support

19. Local update – SEN Support pilot 4 forms received (out of 8 due) for short term high needs. 3 are being maintained at SEN Support but there is an EHCAR submitted for 1 due to a sudden and unexpected deterioration in health. Across all categories, 14 applications identified that the likely consequence without this funding would be permanent exclusion. Only one child was excluded from the funded cohort Report has now gone to High Needs Funding group with recommendation to continue but it is IMPERATIVE that if you have received funding and haven’t returned the monitoring form that you do so! Thankyou!

20. Free training for NQTs SENCO networks Summer 2019

21. Free SEN Training for NQTsInclusive Education Service IES are looking to develop free SEN training for NQTs to start in September 2019 Free to attend Webinar based Launch event – September 2019 To run fortnightly til February half term Additional support to be provided online

22. Free SEN Training for NQTsInclusive Education Service How do we get it right? Research with ITT providers Collaborate across IES Collaborate with Education and Skills But – we also need your help

23. Free SEN Training for NQTsInclusive Education Service Feedback from NQTs Short questionnaire – 5 questions only Return to clare.leonard@northyorks.gov.uk This years cohort to be invited too If you have a NQT can you please add your email to the list circulating so that we can send you a questionnaire to pass on

24. Free SEN Training for NQTsQuestionnaire 1 / My Initial teacher training (ITT) was - School based * College/University based * (*please tick as appropriate) 2 / Did your ITT cover any aspects of Special Educational Needs? Yes No 3 / If Yes was the focus …. (please highlight) The Code of Practice 2015 Identifying Need The graduated response - Assess/Plan/Do/Review Areas of Need – Cognition and Learning; Communication and Interaction; Sensory, Physical, Medical; Social, Emotional, Mental Health Other – please specify ………………………….. 4 / Reflecting back on your first year of teaching so far what SEN information do you feel would have been beneficial to you ……………………………………….. 5 / Would ongoing peer support throughout the course be valuable to you? YES / NO

25. SEN Advisor Support project SENCO networks Summer 2019 Christine Noyes

26. Monitoring, Advice and Support Small number of schools visited. Targeted based on: Census data Outcomes data Element 2 and 3 funding Warmly welcomed Two schools with best practice and good outcomes

27. Census – issues identified Incorrectly entered data Mismatch between those identified as SEN (SEN register) and the census. School leader (SENCo) not completed the data dashboards – particularly the ‘doughnuts’, so were unaware. Schools identifying pupils but not recording them. Faith schools – tendency to under identify pupils with SEN

28. Outcomes Census identifies pupils by their UPN So, if not on census then their outcomes are not recoded. This led to low outcomes for pupils with SEN.

29. Good practice schools Strong leadership from HT as well as SENCo – Good or outstanding leadership (OFSTED) HTs know children’s needs really well and get actively involved in supporting them Strong engagement with parents – even the hard to reach – never giving up with getting them on-board. Teachers deliver teaching – not outsourced to teaching assistants

30. Good practice schools Hardest to teach were taught by the best, most experienced teacher(s) Teaching assistants predominately used for pastoral work with pupils with SEMH needs. Mainly used for in-class support for all pupils. Teaching assistants deployed effectively based on need. Involving outside agencies appropriately and in a timely manner

31. Good practice schools Regular and rigorous pupil progress meetings – accountability No ‘glass ceilings’ attitude. HT wants to know what teachers are doing in-class to make a difference day in and day out. HT has high presence in and around the school. Normal to drop into lessons to support teachers and get to know children. Emphasis on team work not punitive. Focus on attendance

32. Good practice schools PE seen as a real focus – core strength, coordination, team work, opportunity to excel, enjoyment and fun. Adopt Olympic attitudes ‘Respect, Determination, Passion, Self belief, Honesty’ - these attributes are in school marking policy. 15 Points of positive contact – every day! 3 different adults, 5 x day incthe HT. Highly effective SEN support plans with a focus on overcoming barriers to learning.

33. Really positive feedback! Welcomed the support to clarify understanding. Opportunity for SENCo/ HT questions Supportive and helpful. “You made me feel better about what we do, honestly! “Remember you are welcome any time!” Continue to identify schools to visit, Favourably consider requests for a visit.

34. Coffee and networking