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The SEN Landscape 2014 Briefing for Schools

The SEN Landscape 2014 Briefing for Schools. LA Colleagues. Yvonne Ely; Head of SEN Email: Yvonne.Ely@southwark.gov.uk Ian Morris; Senior Adviser SEN/Inclusion Email: Ian.Morris@southwark.gov.uk Jonathan Lillistone; Email: Jonathan.Lillistone@southwark.gov.uk

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The SEN Landscape 2014 Briefing for Schools

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  1. The SEN Landscape 2014Briefing for Schools

  2. LA Colleagues Yvonne Ely; Head of SEN Email: Yvonne.Ely@southwark.gov.uk Ian Morris; Senior Adviser SEN/Inclusion Email: Ian.Morris@southwark.gov.uk Jonathan Lillistone; Email: Jonathan.Lillistone@southwark.gov.uk Maria Blanchard – Rowe; Email: Maria.Blanchard-Rowe@southwark.gov.uk

  3. Additional Support For Schools Andrew Blow • Ex Headteacher in 11-18 comp with Resourced Provision • One of team who implemented Teachers Performance Management policy – Mainstream, Special schools and PRUs • Senior Adviser SEN City of Nottingham • Implementing SEN strategy as interim since 2008 in Southampton, Oldham, Leicester City, Hull, Lambeth. • Ofsted Inspector accredited for Special and PRUs/APs. • Email: via Lola.Williams@southwark.gov.uk

  4. The SEN Reforms • These are large and wide-ranging. • Issues for C &YP, LAs, schools, parents/ adult carers, health providers and Social Care. • “Schools” includes all mainstream maintained schools, academies, and free schools that are not special schools. • Keep the issues of funding to the fore. • Cross reference to latest Ofsted Guidance especially progress and teaching of groups and individuals.

  5. The Back Drop 1 We now talk about children (0-16) and young people (post-16), adults (post-18) • Who are Disabled and have Special Educational Needs – DSEN (Ofsted) • Pupils with Special Educational Needs and Disabilities – SEND (DfE) • SEND support must be provided from age 0 - 25 Years where there are identified and eligible needs.

  6. The Back Drop 2 • The LA can Monitor and hold to account with respect to SEND provision in any setting. • Where the LA receives an individual complaint they will initiate a dialogue with the school or setting to resolve the issue. • Joint planning between Education, Health and Social Care. • More focus on the views of C & YP and their role in decision making.

  7. The Education Health and Care Plan This replaces the Statement from Sept 2014. The majority of C&YP with SEND will have their needs met through mainstream providers and will not have an EHCP. Issues What are the triggers? Who owns the plan? How does it relate to the CAF? How does it relate to funding? The need for a common language across Education Health and Social Care.

  8. Coordinated Assessment Process from 2-25 years Key Points A local Health Offer from 0-2 years Owned by Education – the setting or school Link to Education Health and Care Plan Accessible to a range of readers, yet contains all the essential information.

  9. Educational Personal Budgets There are three elements to the personal budget: Health: Social Care: Education. The Education Personal Budget does not include the place funding in a mainstream school nor the targeted support managed by the school or other agencies that comes from the targeted funding within the school’s own budget. It is the additional funding that a child or young person receives beyond those two funding streams to be able to learn and make progress.

  10. Educational Personal Budgets • Southwark LA are approaching this element of the new developments cautiously and sensitively with schools. • It will not immediately be implemented with effect from September 2014 but on a longer timeframe.

  11. The New Code of Practice • This will be available from Spring 2014 • The evidence from the Pathfinders is that some of the changes will be challenging. • It is understood that some SEN for some C&YP derive from a disability. • The Draft Code of Practice only relates to SEN, not disability.

  12. Local Offer 1. • LAs must publish information about the provision they expect to be available for C&YP in their area who have SEN including those who do not have an EHC plan. • The information must include provision in their area and also provision outside their area that the LA expects is likely to used by C&YP with SEN for whom it is responsible. • The regulations provide a common framework. • The process of developing the local offer is intended to help LAs and health partners to improve provision.

  13. Local Offer 2.Should Cover • Provision from universal services e.g. schools • Targeted Support for C&YP with SEN who require additional short term support over and above that routinely provided as part of universal services. • Specialist services for C&YP who require specialised longer term support

  14. The SEN Landscape 2014What Schools Need to KnowSEN is a core part of their work

  15. Who is Involved in SEN in Schools? Everyone Governing Bodies Proprietors of academies and free schools Governors of FE institutions Management Committees of PRUs/APs Proprietors of independent specialist colleges and SEN schools. All Teachers and support staff.

  16. School Key Requirements • Publish details of the SEN policy and provision and access in the school ( See Special Educational Needs (Information) Regulations Clause 65 ). This must cross reference with the LA Local Offer. • Schools and nursery schools and PRUs/APs must use their best endeavours to ensure that the necessary provision is made. • All schools and nurseries must have a SENCO. This is a strategic role. • Ensure that C&YP with SEN take part in the activities of the school together with C&YP without SEN as far as possible

  17. Four Areas of SEND • Communication and interaction • Cognition and learning • Social, mental and emotional health • Sensory/physical Note: EBSD is not identified. Behaviour is a symptom of other needs.

  18. Teachers • Teachers are responsible for identifying SEN. • Teachers are responsible and accountable for the progress and development for all the children in their class whether or not they receive specialist support. • SA, SA+ are replaced by a graduated approach/response called SEN Support. • Differentiated (Personalised) approaches and learning arrangements are normally provided as part of high quality personalised teaching – it is not SEN provision.

  19. Teaching/interventions • When a school, setting or PRU/AP begins to make SEN provision for a C or YP they must tell parents/carers. • Where a C or YP is in the care of a local authority the LA must be informed/consulted as any other carer. • A focus on “evidence based interventions” • Personalised planning must have a clear set of expected outcomes including academic and developmental targets • Ofsted expect to see evidence of support in place and its impact on the pupils’ progress. • The focus on cost of interventions means that plans/provision maps will need to be costed and impact recorded carefully to justify additional funding from the HNB.

  20. Interventions • Teachers, supported by their leaders, should set high expectations for all pupils and attempt to teach the full curriculum to all regardless of prior attainments. • The focus on cost of interventions means that plans/provision maps will need to be costed and impact recorded carefully to justify additional funding from the HNB.

  21. SENCO • All nurseries and schools must have a SENCO • Must be a qualified teacher and have completed the statutory training course. • All EY settings are expected to have a person who acts as SENCO. • Colleges and FE institutions should ensure there is a named person with oversight of SEN provision to ensure coordination of support.

  22. Leadership and Management • The quality and appropriateness of the overall provision in a school or setting should be monitored. • The impact of the provision on the number of C&YP identified with SEN should be monitored. • Between the AGE of 2 and 3 years, practitioners must review progress and provide parents/carers with a short written summary of their child’s development – focus on communication, language, physical and PSHE development. • Receiving schools should expect to see this report.

  23. Leadership and Management • The quality of teaching for pupils with SEN and the progress made by such pupils should be a core part of the school’s PM arrangements and its approach to professional development of all staff. (Cross reference to Ofsted framework, progress of all pupils, quality of teaching)

  24. The SEN Landscape 2014What Schools Need to KnowFUNDING

  25. FundingThe three elements • The place funding • The notional SEN budget (up to £6k per pupil with identified SEN) • The High Needs Block: applied for on an individual pupil basis when annual expenditure to meet that pupil’s needs exceeds £10,000 (AWPU + £6K)

  26. Funding Transitions and Short Term Needs • Southwark are actively exploring ways in which time-limited funding can be put in place to support C&YP with a specific short-term education need. For example to help a child transition between primary and secondary school, or to minimise the educational impact of a sudden event in a C or YP’s social context. • Information on this will be circulated for consultation in due course.

  27. Funding Essentials • The SENCO should be funded from the core budget. • The school or setting should be able to identify the way in which the notional SEN funding and HNB funding is spent at a pupil by pupil level. • The individual pupil provision map will record this information

  28. Governors Responsibilities Governors should hold the school to account for: • The quality of teaching that includes the teaching of C&YP with SEN. • The use of SEN funding down to individual pupil levels for any intervention above the universal provision, • The quality of SEN provision • The progress made by C & YP with identified SEN. • Good practice suggests that an SEN Governor is the best way to do this.

  29. Parents and Young People’s Rights • Parents and Young People can challenge the school or setting if they consider that the school or setting is not ensuring, to the best of their endeavours, that provision is in place.

  30. What Next 1. ? • The LA is actively working on the thresholds between the universal offer that parents/carers, C&YP can expect from every school, the targeted support from the school’s own budget (up to 6K per pupil) and the use of HNB funding. The task is to find a way forward that is fair and consistent yet allows the schools to individually manage their own budgets. This will be worked up in an action-research process with a number of schools.

  31. What Next 2. ? • SENCO support is being provided by Maria Blanchard-Rowe as a part of the on-going SENCO support programme. • Headteacher and leadership support for individual schools and groups of schools is available from Andrew Blow. Requests for support should be sent to him direct at his email……… • A new inbox has been created for email enquires , comments, requests for help in relation to the SEN Reforms. These will all be responded to. The address is SENDReform@southwark.gov.uk

  32. What Next 3. ? • The LA is exploring the best way to set up a virtual SEN forum for SENCOs, for discussion, development and the dissemination of information and best practice. • How to access this will be circulated as soon as possible. • The engagement of C&YP in the development process is essential. The LA will be exploring with schools how best to address this. • Specific support for Governors is being developed.

  33. Transition to adulthood • New guidance to be issued on support in education and training

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