1. SEND Reform 2014 Implications for Pupils with Dyslexia

2. Aims Changes introduced through the SEND Reforms 2014 Implications for schools, parents and children Funding SEN Support Dyslexia Friendly Schools

3. Significant Changes 0-25 years – FE must now have regard to the Code of Practice Education, Health and Care plans are now in place instead of Statements Parents have access to personal budget which can be combined from Education, Health and Social Care

4. Significant Changes Emphasis on co-production of plans with parents and on the engagement with the views, wishes and aspirations of children and young people Development of a comprehensive Local Offer (including schools SEN information reports)

5. Implications for Schools Schools must: o Use their ‘best endeavours’ to meets pupils SEND o Inform parents when pupils receive support for Special Educational Needs and involve them in the process o Appoint a suitably qualified or experienced member of staff as SENCo (SENCo National award - must have qualified teacher status)

6. Implications for Schools SEN support has replaced SA and SA+ High quality teaching must be the first step in responding to children who have or may have SEN – teachers must meet the needs of and have high expectations for all pupils

7. SEN Support Definition of SEN has remained the same: has a significantly greater difficulty in learning than the majority of children of the same age has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others

8. A Graduated Approach Assess Plan – with parents and children Do – Class teacher remains responsible for working with the child Review – assess impact against desired outcomes

9. SEN Funding Core funding – funding for all pupils Additional Support Funding Top up funding – for pupils with high needs (require support which costs more than £6,000 a year) Pupil Premium – Pupils on Free school meals, Looked after children, Adopted children, Service children

10. Implications for Children with Dyslexia Most children’s needs should be met within the schools funding structure Only placed at ‘SEN Support’ if they require some support which is different and additional to a normally differentiated curriculum

11. Dyslexia Friendly Schools Staff are trained to identify, understand and respond to the needs of children with Dyslexia Staff make reasonable adjustments within their classrooms to meet the children’s needs Evidence based Intervention programmes are used

12. Useful Websites www.glosfamiliesdirectory.org.uk/kb5/gloucs/glo sfamilies/localoffer.page www.glosfamiliesdirectory.org.uk/kb5/gloucs/glo sfamilies/localoffer.page www.gov.uk/government/uploads/system/uploa ds/attachment_data/file/344424/Special_educati onal_needs_and_disabilites_guide_for_parents_ and_carers.pdf www.gov.uk/government/uploads/system/uploa ds/attachment_data/file/344424/Special_educati onal_needs_and_disabilites_guide_for_parents_ and_carers.pdf www.bdadyslexia.org.uk – Useful information about Dyslexia friendly schools www.bdadyslexia.org.uk