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Friday 18 th March. Equality Act 2010 Academy Act 2010 Comprehensive Spending Review Closure of agencies SEN Review – Ofsted Schools White Paper & Education.

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Presentation on theme: "Friday 18 th March. Equality Act 2010 Academy Act 2010 Comprehensive Spending Review Closure of agencies SEN Review – Ofsted Schools White Paper & Education."— Presentation transcript:

1 Friday 18 th March

2 Equality Act 2010 Academy Act 2010 Comprehensive Spending Review Closure of agencies SEN Review – Ofsted Schools White Paper & Education Bill The Wolf Report – Review of Vocational Education SEND Green Paper Early Years Foundation Stage Review National Curriculum Review Role of Local Authority

3 1 October - replaces all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act Schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief and sexual orientation Extends the reasonable adjustment duty to require schools to provide auxiliary aids and services to disabled pupils

4 Expands academy model Includes maintained special schools New free schools (Independent and NMSS) State funded independent schools Maintained Special Schools (Academy Status) New Special Free School

5 Becta – SENCO Forum National Strategies QCDA – EYFS, P Scales, Primary Curriculum, Secondary Curriculum, Diplomas GTCE TDA – SENCO Award – HLTA School Support Staff Negotiating Body (SSSNB)

6 The key implication of these findings is that any further changes to the system should focus not on tightening the processes of prescribing entitlement to services but, rather, on: improving the quality of assessment ensuring that where additional support is provided, it is effective improving teaching and pastoral support early on so that additional provision is not needed later developing specialist provision and services strategically so that they are available to maintained and independent schools, academies and colleges simplifying legislation so that the system is clearer for parents, schools and other education and training providers ensuring that schools do not identify pupils as having special educational needs when they simply need better teaching ensuring that accountability for those providing services focuses on the outcomes for the children and young people concerned.

7 Early Years Provision Discipline School Workforce Qualifications and Curriculum Educational Institutions Post 16 education and training Student finance

8 SEND Green Paper Consultation Document Consultation open until 30 th June 2011 Early Identification and support Giving parents control Learning and achieving Planning for adulthood Services working together for families

9 Early identification of need Health and development review at 2/2.5 years Support in early years from health professionals Greater capacity from health visiting services Accessible and high quality early years provision DfE and DfH joint policy statement on the early years Tickell Review of EYFS Free entitlement15 hours for disadvantaged 2 year olds A new approach to statutory assessment Education, Health and Care plan to replace statement A more efficient statutory assessment process DoH improve the provision and timeliness of health advice Reduce time limit for current statutory assessment process to 20 weeks

10 Supporting families through the system Continuation of Early Support resources Clearer information for parents Local Authorities to set out local offer of support Slim down requirements on schools to publish SEN information Giving parents more control over support and funding for their child Individual budget by 2014 for all those with EHC plan A clear choice of school Parents will have rights to express a preference for a state-funded school Short breaks for carers and children Continue to invest in short breaks Mediation to resolve disagreements Use of mediation before a parent can register an appeal with the Tribunal Preference for a state-funded school

11 Developing excellent teaching practice for SEN in schools and colleges Initial funding for ITT – increase placements in Special School Outstanding Special Schools apply to be teaching schools Continued funding for SENCO award Effective leadership is critical to changing ethos and approach in schools and colleges Getting the best from all school and college staff Improve SEND training for those working in colleges The Achievement for All approach Achievement for all developed across country Challenging low expectations of, and targeting support for, children with SEN Every Child a Reader and Every Child Counts transition funding Phonics based training Replace school action and school plus with single school based SEN category Identifying and tackling the causes of difficult behaviour Anti Bullying Alliance share good practice Trial of new exclusions system Improving access to wider behaviour support Special Schools Special schools become academies Special Free Schools Stronger school accountability

12 Planning for young peoples futures A broad range of education and learning opportunities Wolf Review Employment opportunities and support Role of Disability Employment Advisers A coordinated transition to adult health services Joint working across all services Support for independent Living

13 Local authorities and local health services will play a pivotal role in delivering change for children, young people and families Reducing bureaucratic burdens on professionals Empowering local professionals to develop collaborative, innovative and high quality services Supporting the development of high quality speech and language therapy workforce and educational psychology profession Encouraging greater collaboration between local areas Extending local freedom and flexibility over the use of funding Enabling the voluntary and community sector to take on a greater role in delivering services Exploring a national banded funding framework Bringing about greater alignment of pre 16 and post 16 funding arrangement

14 Every teacher is a teacher of children and young people with SEND Whole school professional development Wider workforce Role of SENCO Specialist teachers TDA Salt and Lamb training Parents, Carers and Families Health and Social Care

15 Senior leadership - status Strategic Relevant skills, knowledge, understanding and attributes Raising Standards School Improvement Lead Teaching and Learning

16 Clusters of schools Outstanding Special Schools Commissioning Multi – Agency Professional development Role of Academies and Free Schools

17 Transparent Fair Consistent Accountability Cost effective Value for Money Pupil Premium

18 Time Extended workforce Appropriate Curriculum Parental choice and voice Financial constraints Quality Professional Development for all Complex Needs

19 Co-existing, Overlapping, Co-morbidity, Co-occurring Neurodevelopmental disorders, chromosomal disorders, poverty, environmental, mental health, alcohol, drugs and smoking, premature birth, modern medical science etc Pedagogy to meet the needs of 21 st Century child

20 The Academies Act establishes a whole new structure to our education system – what are the implications for children and young people with SEND? How will the Education, Health and Care Plan offer more support to children and their families? What are the implications for schools in regard to one single SEN stage to replace school action and school action plus? The Achievement for All pilot in 10 local authorities has been incredibly successful – is it possible to reduce the current 21% of children identified with SEND by 10% across the country if AfA is rolled out in every school?

21 Lorraine Petersen 01827 311500

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