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Special Educational Needs and Disability National and Local Developments

Special Educational Needs and Disability National and Local Developments. Lorraine Stephen Head of Service Complex Needs SEN Salford Children’s Services. The Background. How did we get to this point?. The current system isn’t working….

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Special Educational Needs and Disability National and Local Developments

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  1. Special Educational Needs and Disability National and Local Developments Lorraine Stephen Head of Service Complex Needs SEN Salford Children’s Services

  2. The Background How did we get to this point?

  3. The current system isn’t working…. • 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 • Schools and colleges can focus too much on the SEN label rather than meeting the child’s needs, and the current Statements/ Learning Difficulty Assessments do not focus on life outcomes • Too many families have to battle to find out what support is available and in getting the help they need from education, health and social care services and • When a young person leaves school for further education, they enter a very different system which does not carry forward the rights and protections that exist in the SEN system in schools

  4. Involvement of children, young people and parents in decision making

  5. Improved identification of children and young people’s needs

  6. Collaboration between education, health and social care to provide support

  7. Greater choice and control for young people and their parents over their support

  8. Successful preparation for adulthood, including independent living and employment

  9. Personal Budgets • Personal Budgets should: • be based on clear, agreed outcomes • be transparent and challengeable • allow families and young people to manage agreed elements of the additional and individual support they need • be an integral part of the planning process in order to empower creative solutions • reflect the holistic nature of an EHCP, covering education, health and care as appropriate, where additional and individual support is needed • come with the support needed for parents and young people to take up and manage it • support and inform market development • allow for local flexibility.

  10. Three mechanisms for control of an EHC personal budget The funds are paid to the parent or young person as a direct payment, and they buy the specified provision within the EHC Plan The local authority retains management of the funds and commissions the support specified in the plan (sometimes called “notional arrangements”) The funds are paid to a third party to manage on behalf of the parent or young person A mix of the above is also possible

  11. Education Health and Care Plan Personal Budgets and School Funding Base funding, notional SEN budget and high-needs block funding enable schools and colleges to provide teaching and support arrangements for all of their pupils and students. Where a pupil or student’s individualised needs exceed the level of provision the school or college normally provides, additional funds will come from the high-needs block. It is normally these additional funds, beyond the normal provision as set out in the local offer, that would be offered as part of an EHCP personal budget

  12. Funding EHC personal budgets LA retained budget School/college budget Pupil/student base funding Notional SEN budget High-needs block to support additional needs with school or college agreement Personal budget

  13. EHCPs – Where are we up to in Salford? • Ideal Business Process Map • Draft template

  14. SE7 – Co-produced with families, developed lists of essential & desirable features of a Local Offer Some of the essentials: • Up to date phone numbers, contact details and names of people who are contactable to include the days & times when at work • Diagrams explaining how services work • Who is accountable and who provides what? • Clear contact for complaints and information • Easy to navigate • Visual symbols • Holistic • Glossary of terms and Some of the desirables: • List of schools maintained/non maintained and specials • Information on schools, not written by the school • Explanation of P scales and NC levels • School policies on SEN, anti-bullying, equality and complaints • Somebody to assist you through the review process • Parent Partnership Service • List of colleges with correct information around wheelchair access etc..

  15. The four areas of SEN • Communication and interaction • Cognition and learning • Social, emotional and mental health • Sensory and/ or physical needs

  16. New World – differences between an EHCP and a statement

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