1. SEND Reforms Meeting for Parents SEND Reforms Meeting for Parents 17 th November 2014 SENDCo: Sandra Coggin Weston Turville CE School

2. New SEND Code of Practice Was Published in June 2014 It contains 271 pages of guidance in 11 chapters. The Code of Practice (2014) now covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN. Now includes Health Care provision as well as education.

3. SEND Code of Practice There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels. There is a stronger focus on high aspirations and on improving outcomes for children and young people. It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care. It includes guidance on publishing a Local Offer of support for children and young people with SEN and disabilities (available on the schools website. Social, emotional and mental health replaces behaviour, social and emotional as an area of need.

4. SEN and Learning Support Single category of SEN support bringing together school action and school action plus to be finalised by January census 2015. Involvement of children and young people and their parents. Quality First Teaching at the heart of support: High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have additional learning needs. Additional intervention and support cannot replace good quality teaching. Assess, Plan, Do and Review. o Assess –Each child and their individual needs (in particular areas) o Plan - What is the most appropriate support or intervention? What has worked well before for this child? What has worked well for others? o Do – The intervention. o Review - How successful has this been? Should it continue? What else should/could we do? SA becomes Learning support for any child below national curriculum levels who is not making expected progress, including those with short term medical or emotional needs.

5. The Three Waves Wave 1 : Quality First Teaching. Wave 2 : Wave 1 plus additional programmes and/or planned support, time-limited and tailored intervention support programmes. Wave 3: Wave 1 plus increasingly individualised programmes. WAVE 2 Additional programmes and/or planned support that are designed to accelerate learning WAVE 1 Inclusive high quality teaching for all WAVE 3 Additional highly personalised interventions

6. Wave 1: Quality First Teaching Wave 2: Learning Support WAVE 1: not SEN support but may be part of Learning Support group Inclusive high quality teaching for all children. All children, regardless of their ability, regularly taught by the class teacher. Differentiation, scaffolding e.g. writing frames, word mats etc. WAVE 2: not SEN support but may be part of Learning Support group Small group interventions for a specified period of time to work on a specific area of learning. Continue if working well, change if not. Designed for pupils with the potential to ‘catch up’ and reach age-related norms by the end of the programme delivery. Relatively fast pace of learning. Delivered by a trained member of staff. However, some children may continue to need learning support in order to maintain progress but would not need to move to Wave 3. Parents will be involved and informed of the support being offered and progress but not on a SEN provision map.

7. Wave 3 SEN support children For a small percentage of children and young people who, even with high-quality Wave 1 teaching and Wave 2 support, cannot maintain or make progress and have significant learning needs. The definition of SEN is a significant long term difficulty or disability which is acting as a barrier to learning. Outside agencies involved for advice and strategies for support Specific strategies to enable child to access the learning in the classroom. Structured and intensive programmes that are tailored to the individual’s specific difficulties. Aim is to narrow the gap between an individual and their peers A SEN support plan which includes the provision map will record the support being offered and be reviewed termly with parents and child.

8. Assessment and reviews On-going process: assess, plan, do and review. Involve child and parents: termly review meetings to review the SEN support plan in addition to: Parents’ evenings which should be an opportunity to discuss. progress for all children including those receiving learning support. Specific SEN issues will be discussed at the SEN support plan meetings rather than at parents’ evening: more time available. Person centred SEN reviews: what does the child want to be able to do that they can’t do now? Outcomes of support not objectives. Only the most complex needs will go forward for statutory assessment (EHCP) based on clear evidence from the school and outside agencies.

9. Education, Health and Care Plans Replacing statements of educational need, phased over 3 years “Tell us once” approach: Families not having to repeat information Effective Co-ordinated education, health and social care EHCPs focused on outcomes and forward looking Written in first person – hopes and aspirations - describe positively what child or young person can do and has achieved Sets out how services will work together to meet the child’s needs If health is referenced in EHCP they must provide health provision

10. Summary of changes A rough guide Old Code of PracticeNew Code of Practice Statement Education Health Care Plan (EHCP) Written and supported by LA School Action Plus (high needs) SEN support Wave 3 SEN support plan (written and reviewed termly) School Action Plus Learning support Wave 2 School Action Learning support Wave 1 & 2

11. Funding for SEN Support Schools have an amount identified within their overall budget, called the notional SEN budget. This is determined by a number of factors such as deprivation not by number of children on the register. This provides additional support such as TA support, intervention resources. Schools are not expected to meet the costs of the more expensive support from their core funding e.g. SALT and OT. These are provided by the LA through the EHCP.

12. What do we need to do now? School’s own local offer needs to be published on the website and on the Bucks family information service. (July 2014) Ensure parents are made aware of the changes. (Tonight’s meeting) Agree SEN register and set up SEN support plans with parents, teachers and children for children receiving SEN support (By Christmas 2014) Send out new provision maps based on wave 3 interventions and outcomes (Christmas 2014) Change statements to EHCP’s at annual reviews in line with the County timetable Produce our SEN policy (on school website) and SEN information report (Spring Term 2015)

13. What does all this mean for you and your child? A summary You will receive a letter telling you if your child is or is not considered SEN under the NEW Code of Practice. If your child is not considered SEN they will no longer receive an IPM but your child WILL continue to receive appropriate support and their class teacher will keep you informed. This is now called Learning Support. If your child is considered to be SEN then you will receive part of a form (SEN Support Plan) to complete about your child prior to a meeting to discuss outcomes and steps forward to support your child. The SEN Support meeting will take place three times a year with the SENDCo, Class Teacher, Parents and child (Where this is felt appropriate). This is now called SEN Support. SENDCo will continue to monitor the support for both Learning Support and SEN Support children to ensure the best progress is maintained.

14. Thank you! Thank you for coming tonight. Are there any questions?