Presentation on theme: "Christopher Robertson"— Presentation transcript:
1Christopher Robertson Next Steps: a summary of proposed DfE changes in SEND provision and the wider context; especially implications for SENCosbyChristopher Robertson& Gareth D Morewood2nd July 2012
2Ideological change Economic change Inclusive education policy Broader education policy and the concept of autonomous schools (e.g. Beccles)Curriculum (‘dissent’) and assessment (‘sheep and goats’)Parents as choice makers and ‘in control’‘Front-line’ servicesEconomic change
3Support and Aspiration (DfE, 2011, p.4, para 4) A Radical Overhaul?‘Our proposed reforms respond to the frustrations of children and young people and the professionals who work with them. We want to put in place a radically different system to support better life outcomes for young people; give parents confidence by giving them more control; and transfer power to professionals on the front line and to local communities.’Support and Aspiration (DfE, 2011, p.4, para 4)
4Next Steps… Training and Development Single School Category Single Assessment – EHCPWidening access to provisionLocal Offer – LA but schools as well?Parents/Carers – giving greater control – controversial?Personal BudgetsSchool Funding reformPreparation for adulthood – independenceSEN Pathfinders
5Training and ITT… ITT is changing Lamb materials & SALT materials Teaching Agency Expert Reference GroupReview of ITT SEND questionnairesPlacements in Special ProvisionImpairment specific trainingTraining Schools – up to 100 placements each year!National Scholarship SchemeOpen market sources of CPD at a variety of levels (e.g. Autism Education Trust CPD programme)Continuation of SENCo training (+ teachers in PRUs) BUT with a new ‘DfE-mediated’ ‘first-come, first served’ application process and a reduction in the number of funded places (1000)Whole school approaches to achieving access, participation and achievement (nasen and Schools Network – involving lead SENCos; Achievement for All)
6Single School Category Workshop attended earlier this monthReplacement of SA and SAP with single stage – or ‘category’Focus on outcomes not processThis will then be followed by revised CoPFocus on ‘early identification’ and ensuring young people are not ‘missed’
7Single Assessment & EHCP ECHP plan designed to be quicker, better integrated and clearer; especially with regard to provision and supportIs this really going to be the case?Statutory safeguards same as for Statement but extended to 25 for those still being ‘taught’ (for debate?)By 2014 …How will Health and Social Care be accountable?Pathfinders still working through trials
8Widening ProvisionSpecial Schools can become Academies … 28 to date (June)3 Special Free Schools from September 2012Is this really widening opportunities, or further segregating and fragmenting provision?Removing the bias towards inclusion in action?
9The Local OfferLocal Authorities to work with schools re: Local Offer …However at odds with the Academy policy and segregation of provision?This ‘offer’ should cover services/provision from 0 – 25, in line with EHCPsThis ‘offer’ should also include complaints procedures and what to do when things go wrong
10Clear ‘local offer’ for families with local services, including schools, outlining what is available This will be set out in law as a broad national framework (balancing consistency requirements with local policy, provision and practice)Simpler school SEND policies (curriculum, teaching, assessment, pastoral support) developed with parents
11Parents ControlAlthough the DfE states that new EHCPs will ‘…allow parents a preference to any state funded school…’ recent issues re: Academy admissions indicate significant ‘gaps’ with regard to this vision and funding agreements of ‘new schools’Personal Budgets are to go ahead, however they will not be a wide-ranging as initially perceived
13Strengthening Parental Rights? To choose the school they want for their child (‘removing the bias towards inclusion’ not referred to)To access timely integrated education, health and care support (‘solving the bureaucracy problem’)To have concerns about assessment, placement and provision addressed through mediation before recourse to more formal complaints (‘early dispute resolution’)Introducing a right of appeal for children if they are unhappy with their support (subject to pilot findings)
14School Funding Reforms Aim is to make the funding more transparentSpecifically with reform of funding for students with ‘high needs’A lot of confusion and misunderstanding hereStill to see what reality means here…
15Preparing for Adulthood The DfE state that by 2015 young people with SEND will have:early integrated support from 0 – 25a single assessmentaccess to better quality vocational provision, especially post-16job support opportunities (conflict here with demise of specific schemes?)better transition from children’s to adult services – a significant issue currently in mental health for example.
1621 May 2012SEND Pathfinders …a single education, health and care plan (EHCP) from birth to 25 years old (to improve outcomes)personal budgets for parents of disabled children and those with SEN so they can choose which services best suit the needs of their childrenthe role of Voluntary and Community Sector (VCS) organisations and parents in coordinating a new assessment and bringing greater independence to the processstrong partnership between all local services and agencies working together (pooled and aligned budgets)improved commissioning, particularly through links to health reforms (health and well-being boards)the cost of reform (value for money)mediation for parentstransferability of support across area boundaries.
17Pathfinder ‘options’a national funding framework to see if this would help parents understand what level of funding is available to support their child’s needsbetter support to help parents the assessment processsupport to vulnerable children through the new assessment processthe impact of reforms on children in the early years and young people aged from 16 to 25Note: Much of the Pathfinder development work is targeted at the 2.8% of the school population with statements of SEN (224,210 pupils) rather than the 17.8% of pupils with SEN but without statements (1,449, 685 pupils)
18Emerging Issues …How to ensure that changes being tested are genuinely child/young person centredHow to determine who is eligible for the single assessment process and how this is linked to the local offer (in local authorities) and the work of schoolsWhat outcome focused EHCPs should include and look like (e.g. how child/young friendly should the format and content be)The timescale for completing single assessments, what review schedule is appropriate and who should be involvedAccountability procedures that ‘bite’ across the range of services in the EHCPHow to ensure personal budgets give families more control through the use of personal budgets across education, health and care servicesSchool involvement and knowledge of pathfinders?
19Independent evaluation (SQW): Early findings (June 2012) Better support system – a risk that the introduction of a key worker and summary assessment may actually increase bureaucracy (additions to current roles/documentation)More choice, control & better outcomes – projects ‘seeking to achieve’ .... types of outcomes not yet been well definedGreater independence into the assessment system using the voluntary sector (VCS) – not been a focus of projects, the focus has been on the key worker insteadValue for money – cost of change significant (even for a small number of families), cost of key worker role an addition to the system, unclear how new approaches could be scaled up and resourced
20Fundamental Review of Needs: ‘key’ reform (1) Addressing the over identification of needs concern without setting a target number (Sarah Teather, R4 Today Programme, 15th May) – but through the introduction of a new single school based category (no change the way resources are allocated)Other commentators have referred to ‘as many as 450,000 children’ being taken out of the category of SEN altogether (Harris, 2012)Conceptualising high-incidence needs (already being referred to as ‘low-cost’ needs) and boundaries at both ends of this new category (‘low attainers’ and ‘borderline’ ‘low incidence’ needs)
21Fundamental Review of Needs: ‘key’ reform (2) Less emphasis on BESD/SEBD and more on ‘better discipline’ and ‘better teaching’, with access to appropriate multidisciplinary support (e.g. to address emotional and mental health needs), but no reference to MLDRecognition of the importance of PRUs and the high number (79%) of pupils attending PRUs with a special educational need (Charlie Taylor report 2012)The development of statutory and non-statutory advice and guidance that addresses concerns, is helpful and does not exacerbate problems for children, parents and teachers/schools is crucial (Code of Practice Mk3)
22The Front Line…‘To transfer power to professionals on the front line and to communities we will: strip away unnecessary bureaucracy so that professionals can innovate and use their judgement; establish a clearer system so that professionals from different services and the voluntary and community sector can work together; and give parents and communities much more influence over local services’.Support and Aspiration (2011, p.5, para 7)
23Specialist Provision: a positive & preferred choice Enhanced role (teaching and training providers) - new models to meet demand (resourced mainstream, academies, free schools) based on expertise and specialist knowledgeIntegrity of provision valued (i.e. not having to be linked to outreach activity)Greater autonomy to innovate and pioneer new education pathways and curriculaBetter continuity of provision (e.g. school > college; local > regional)SENCo role?
24Support ServicesCinderella is not invited to the ball even though she is wanted (Ellis et al, 2012; NUT 2012)Struggling to manage budget cuts at a time when they are needed (Gross, 2011; NUT 2012) (valued ‘front line services’?)Need to trade services in a system that is ‘opened up’ to include independent providers (a service may have been privatised), special schools (including academies and free schools)Need to work in competition with other services a school may wish to buy, for example educational psychology and advisory services including those run by voluntary and community sector organisations
25A framework for outreach, in-reach & support In addition to any frameworks already in use it might be worth reviewing and adapting Quality Standards for SEN Support and Outreach Services (DCSF, 2008)The Quality Standards cover 16 dimensions of support and outreach organised under 2 headings:outcomes standardsservice management and delivery standardsThe standards are designed to be used as suggested markers against which services provided can be evaluated
26The SENCo may …want to consider whether their school or setting has sufficient access to serviceswant to identify how service support and guidance has contributed to improved outcomes, or how they think it might do so in the futurewish to reflect on the nature of support, whether they think is sufficient, and how it impacts on individual learners challenge and support services to work in ways that they consider to be most effective in classroom contextswish to contribute to discussions about how to disseminate advice to teachers and teaching assistants and to collate feedback for services on collaborative support practicewish to be included in a self-evaluation feedback cycle and to share their views on specific aspects of ithave important things to say about capacity building and how this needs to be balanced against work overload and the over delegation of responsibilities.
27Ofsted and Inspections Half-day notice now ‘settled on’Clear focus on ‘age’ and ‘starting point’ re: progress of groups (Especially SEND)Looking for ‘rapid’ and ‘sustained’ progressionStill place of specific ‘stories’ and ‘case studies’Cannot be ‘outstanding’ without teaching being judged so; a new limiting factor
29Enhanced Special Provision Is outward looking (connected to mainstream and the work of SENCos).Offers in-reach for pupils and staff from partner schools.Maintains its ‘integrity’ (with clear core and support service roles).Supports the professional development of its own staff, with a particular emphasis on enhancing skills to support colleagues in mainstream schools.Is reflective and self-critical with regard to both provision and pedagogy, recognising the importance of academic and broader educational outcomes.
30Enhanced inclusive support Takes account of the preferences of parents, children and young people and values the time involved in partnershipRecognises the role that schools and SENCos play in determining the use of support (and the strengths and weaknesses of this)Recognises that aspects of support to learners, provided by teaching assistants should focus on outcomesMaintains its ‘integrity’ (with clear core and support service roles) and operates within an appropriate service framework that is evaluativeSupports the professional development of its own staff, with a particular emphasis on enhancing skills to support colleagues in schools and other settings.Involves working with a range of professionals/organisations
31Timescale for change Summer Spring Spring 2012 2013 2014 Introduce Bill to ParliamentConsultation and pre-legislative scrutiny periodRoyal Assent and implementationDraft Bill PublishedSummer Spring Spring
3215 May 2012September 2014 (1)Expect to be working with a new slimmed down SEN or SEND Code of Practice that contains essential advice the professionals need and reflects changes to the law, including statutory advice on inclusive schoolingExpect to be using a single assessment framework and Education and Health Care Plans (not Statements)Expect to play a role in the use of personal budgets and direct paymentsExpect to be working with a clear ‘local offer’ that you are part of and will be using to access services and support15 May 2012
3315 May 2012September 2014 (2)Expect to be working with more parents as ‘decision-makers’ with regard to choosing the ‘right’ school for their child as a ‘right’Expect to be using a new single school category of SEN or SEND (Who’s in/out ????)Expect to be developing more effective ways of working with children experiencing behavioural, emotional, social and mental health difficultiesExpect to be using effective interventions and approaches to implement these that work for you (matching provision to needs)15 May 2012
3415 May 2012September 2014 (3)Expect – with time and leadership support – to innovate (teaching and curriculum provision)Expect to be taking a lead in providing, facilitating and choosing training in a more open marketExpect to play a key role in accessing external advice and support from a range of providersExpect to know how funding models operate and how funds are used (without clear ring-fencing)Expect to have to build, rebuild and sustain SENCo networksExpect to clarify – with governors and school leaders the scope of the SENCo role ....15 May 2012
35Questions… Watch this space… However consultations and ‘trials’ go … change is ahead …Much of which is very uncertain …… and complex …Questions…Christopher Robertson andGareth D Morewood2nd July 2012