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André Imich, SEN and Disability Professional Adviser, DfE

SEND Reforms Conference Buckinghamshire Learning Trust The Children and Families Act 2014 and the SEND Code of Practice Tuesday 10 June 2014. André Imich, SEN and Disability Professional Adviser, DfE. Outcomes of Reforms…. SEN picked up early; support quickly put in place;

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André Imich, SEN and Disability Professional Adviser, DfE

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  1. SEND Reforms ConferenceBuckinghamshire Learning TrustThe Children and Families Act 2014 and the SEND Code of PracticeTuesday 10 June 2014 André Imich, SEN and Disability Professional Adviser, DfE

  2. Outcomes of Reforms….... • SEN picked up early; support quickly put in place; • Knowledge, understanding, skills and attitudes of staff; • Provision from school, college, LA & local services clear; • Raising aspirations for children and young people (CYP); • Co-ordinated assessment - single Education Health & Care Plan (0-25); • Greater control for parents and young people. .....Opportunities for school development

  3. Children & Families Act 2014 - Highlights 2. All duties apply to all schools, inc. Academies 1. Involvement of children, young people and parents 3. Coordinated assessment; 0-25 Education, Health and Care Plan 7. Offer of a personal budget; more choice and control 4. LA, health and care services to commission services jointly 6. Statutory protections for 16-25s; focus on preparing for adulthood 5. A clear, transparent local offer of services for all CYP with SEND

  4. The new Code of Practice (draft–April 2014) • Principles • Impartial Information, Advice and Support • Working together across education, health and social care • The local offer • Early years providers • Schools • Further education • Preparing for adulthood • Education Health and Care Plans • Children and YP in specific circumstances • Resolving disagreements

  5. Code of Practice - who must have regard • local authorities (e.g. education, social care, housing, employment) • early years providers • schools • FE colleges • sixth form colleges • academies/ free schools • SEND Tribunal • independent special schools and independent specialist providers • PRUs/ alternative providers • NHS England • clinical commissioning groups (CCGs) • NHS Trusts/ Health Boards • NHS Foundation Trusts

  6. SEN Support in Schools • Graduated approach - Assess; Plan; Do; Review • Involving parents/carers - Regular conversations • Use of data and record keeping - provision maps • Publishing information/ SEN information report • Role of SENCO in school • Involving specialists • Improving practice and staff training • Transition at 16 and preparing for adulthood

  7. SEN Support – Application in school • “Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, working with the SENCO, should assess whether the child has a significant learning difficulty. • Where this is the case, then there should be agreement about the SEN support that is required to support the child.”

  8. Key responsibilities of SENCO include: • Overseeing day-to-day operation of school’s SEN policy; • Coordinating provision for children with SEN; • Liaising with designated teacher where a LAC has SEN; • Advising on graduated approach to SEN Support; • Advising on use of delegated budget/ other resources; • Liaising with parents of children with SEN; • Links with other education settings and outside agencies; • Liaising with potential next providers of education; • Working with head and governors re Equality Act • Ensuring that SEN records are up to date.

  9. School SEN Information Report - Contents • Identifying and assessing SEN; • Assessing and reviewing progress towards outcomes, • Working with parents and YP; • Support to move between phases/prepare for adulthood; • Adaptations to curriculum, teaching, learning environment; • Securing expertise among teachers, lecturers and others; • Evaluating the effectiveness of SEN provision; • Ensuring access to facilities and extra-curricular activity; • Supporting/ improving emotional and social development; • Measures to prevent bullying.

  10. Timetable for reform (Indicative) • 2013 – Improved Bill in Parliament. • 2013 (9 December) - Code consultation ends • Spring 2014 - Royal Assent • Transition arrangements to be clarified by DfE • September 2014 – reforms go live

  11. Implications for schools and colleges New Code (Sept 2014) applies to all state funded schools Reinforced role of SENCo Application of SEN Support category Putting parents and children at the heart of the system Greater clarity about what school/ college provides Work with LA on local offer Ensuring no discrimination over admission decisions Working with Education, Health and Care Plans Improved transition planning and arrangements Support families in using personal budgets Outcomes/ outcomes/ outcomes

  12. Actions for schools and colleges in 2014 Agree the school contribution to the local offer with LA Feed into local joint commissioning arrangements for specialist services and/or how to draw on these services Review core teaching and wider policies. Engage parents and pupils with SEN more widely. Identify and deliver any training needed by staff Review pupils on SA/ SA+; put in place SEN Support. Record all who need special educational provision in Jan 2015 school census – SEN Support or EHCP. Publish the annual SEN information report Develop partnerships with post-16 providers.

  13. ………… Questions ………… Comments ………… Points of clarity ………… Discussion

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