Presentation on theme: "LOGO SEND Training: Supporting Additional Needs in Practice Jenny Bates Anne Porter"— Presentation transcript:
LOGO SEND Training: Supporting Additional Needs in Practice Jenny Bates (firstname.lastname@example.org) Anne Porter (email@example.com) Lata Ramoutar (firstname.lastname@example.org )
Aims of the Day To understand the national context of SEND To understand Devon’s processes for supporting SEND for those aged 0-25 within a multi-agency context To use the Devon Assessment Framework to provide a ‘plan, do, review’ approach to SEND
National Context Children & Families Bill: Support and aspiration: A new approach to special educational needs and disability: Progress and next steps Code of Practice (2014) Statutory guidance: Identify, assess and make provision for children and young people (0-25) with SEN Replaces Statements with Education, Health and Care Plans Personal budgets Local Offer Focus on views of children, young people and parents/carers in decision-making Joint planning and commissioning of education, health services and social care Guidance on SEN support in education and training settings, enabling them to transition to adulthood
National Context: SEN Funding Pre 16 SENPost 16 SEN & LDD Mainstream SettingsSpecialist SettingsAll Settings Element 1: Core Educational Funding Mainstream per-pupil funding (AWPU) Base funding of 10k for SEN and 8k for AP placements (roughly what a mainstream setting would cost Mainstream per- student funding (as calculated by the national 16-19 funding system) Element 2: Additional Support Contribution of 6k to additional support required by pupils with high needs, from the notional SEN budget Contribution of 6k to additional support required by a student with high needs Element 3: Top-Up Top-Up funding from the commissioner to meet the needs of each pupil or student placed in the institution.
Formula Factors for Mainstream Schools Primary formulaSecondary formula Deprivation Low cost high incidence Deprivation Low cost high incidence Model BFree School Meals Free School meals, Prior attainment, IDACI Free School meals Prior Attainment
Transition to New Formula Issues raised: Impact of formula Culture of linking resource to TA time In-year admission Schools with higher than expected numbers of pupils with SEN Perverse incentive relating to attainment
Transition to new formula: addressing the issues Increased delegation possible by freeing up MSG funding, this has been used to reduce the number of schools losing money Transitional protection in 2014/15. A decision to be made on 2015/16 ‘Targeted fund’ to ensure no school receives less than £5k from the LCHI element of the formula. A school with at least one pupil receiving top-up receives a minimum of £11k of SEN funding SEN Financial Intervention Panel (FIPS) which could, under exceptional circumstances, provide additional support where Element 2 demonstrably inadequate
Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. Stories of Winnie-the-Pooh AA Milne 1989 Is There Another Way?
National Context: Definition of SEN A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: a)Have a significantly greater difficulty in learning than the majority of other of the same age; or b)Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions A child under compulsory school age has special educational needs if they fall within the definition at a) or b) above or would do so if special educational provision was not made for them (clause 20, Children & Families Bill 2013, Department for Education)
Code of Practice: Parental and Young Person’s Engagement Views, wishes and feelings Participating as fully as possible Need to be supported to contribute
How? Devon Parent Partnership Advocacy service for young people Person centred planning tools e.g. ‘Listen to Me & My Family’
EducationHealth Care The Local Offer Code of Practice: What is the Local Offer?
The Local Authority Must… INFORM: Provide clear, comprehensive and accessible information about the provision available RESPOND: Make provision more responsive to local needs and aspirations by involving children and young people with SEN, parents, carers and service providers in its development and review 1 2
The Local Offer Will Be: Local Offer Accessible Easy to understand, factual and jargon free Collaborative Parents and CYP are involved in developing and reviewing the LO Transparent Must be clear about how decisions are made. Accountability and responsibility Comprehensive What’s available? Education, Health, Social Care, 0-25 Eligibility criteria
Code of Practice EHC Plans Statutory Process Complex Needs Personal Budgets Assess & Planning Integrated Working Parents Involved Child and Young Person
Personalisation “Every person who receives support, whether provided by statutory services or funded by themselves, will have choice and control over the shape of that support in all care settings“ Department of Health, 2012 “Personalisation means thinking about public services and social care in a different way – starting with the person and their individual circumstances rather than the service” Social Care Institute for Excellence
Personalisation Personal Budgets An amount of money or resources identified by the LA and its partners to deliver all or some of the provision set out in an EHC plan
Personalisation: A system wide offer of support, opportunity and activity Element 1 – Core school funding Universal Services e.g. Libraries, Youth Clubs Element 2 – Delegated SEN funding Targeted / centrally commissioned services by LA Element 3 – Higher Needs block / ‘top- up’ funding (retained by LA) Fair Access to Short Breaks Continuing Healthcare Funding An unknown and untapped resource!
Code of Practice Local Offer EHCPs Child, Young Adult, Parent voice Joint Agency/ Integrated Working
SEND Collaboration Education Universal Provision Elements of Funding Specialist Provision Social Care Short Breaks funding Section 17 Funding Health Nursing Specialist Equipment Complex Care Funding Local Offer DAF/EHCP
Devon’s SEND Collaboration Education Health Social Care SEN matrices Stat’/Non-Stat’ Assessment Costed Provision Maps SEN Audit Information about personal budgets ICS Thresholds Devon Children Safeguarding Board Thresholds ICS Thresholds Fair Access to Short Breaks
SEND Pathfinder 1 of 20 nationally A coordinated approach to a single assessment A single plan for those aged 0-25 years Personal budgets (greater choice & control for parents) Support to parent carers and young people Support to vulnerable children, including children in care and children with complex health needs (0-25)
DAF Process. Universal Early Help Complex/ statutory
DAF Forms DAF1 – universal, all children DAF2a – My Plan DAF 3 – request for additional funding DAF 2b - EHCP DAF 4 – Education Transition, Assessment and Guidance (Learning Difficulties Assessment) Consent Form DAF Practical Guidance
SEND Process Single Point of Access (SPA) Enquiry point Accessing support and advice Feedback loop and lines of communication Co-ordination of Education, Health & Care plans
DAF Links With SEN Funding DAF1 (Information Gathering and Assessment) E1 DAF2a (My Plan) E1&2 DAF3 (Request for Additional Resources/My Plan continues) E2&3 EHCP (Statutory Plan) DAF2b E2&3
What is an Outcome? An ‘outcome’ is a result – positive, negative, neutral. Start with a vision of long-term positive change…which route do we need to take to achieve the vision? What do I want this child or young person to be able to do/achieve? Provide a framework against which we measure progress
Outcomes - Fuzzy or SMART? SpecificDiscrete NOT broad dimensions Measurable To monitor performance AchievableTo build on success RealisticTo work within our resources/skill set Time-limitedTo stay motivated Consider the Impact – SMARTIs Language should be clear and understandable Positive statements
Activity: Case Study Activity 1: Completing a DAF 1 In mixed agency groups of 3-4 Read the case study and complete tasks 1-6
Activity: Case Study Activity 1 (part ii): In your groups have a go at completing the DAF 2a (My Plan) Write three SMART outcomes Complete tasks 7 and 8
Activity: Case Study Activity 2: My Plan Review (TAC) Tasks 1-6 Complete a DAF 3 (request for additional resource)