1. A DfE presentation pack for school leaders: The 0-25 Special Educational Needs and Disability Reforms
Jane – introduce session /speakers+ aims

2. 1. Overview of slides
The SEND reforms require a whole school approach to SEND. It is essential that the whole school community, governors, teaching and non-teaching staff, young people and parents, understand what the reforms mean for them.
This slide pack has been designed to help school leaders in mainstream schools engage governors and staff so that they understand what is changing and what isn’t changing. It is not formal department guidance.
The presentation is in sections to enable those using it to pick out the slides most relevant to their audience. It is supported by further information and links in the notes sections.
The slides have been developed by the Department in partnership with the Joint Professional Association SEND Forum, comprising representatives from ASCL, ATL, NAHT, NASUWT, NUT and Voice; as well as Achievement for All, London Leadership Strategy and organisations representing disabled children and their families.
Jane
The aim is for school leaders to use selected slides from the pack to engage governors and staff in the reforms.
This is not formal department guidance.
It is not a substitute for the Code of Practice.
The Code of Practice is available at

3. 1. Introduction: The 0-25 SEND Code of Practice - 13 years in the making
The SEND reforms build on the best practice over the past 13 years since the last Code of Practice was written.
They aim to implement a new approach which seeks to join up help across education, health and care, from birth to 25.
The reforms give schools the freedom to develop what works for them in partnership with their local authority, parents and young people.
Jane
Everyone in teaching shares the same vision for children with SEN – it’s the same vision that we have for all children - that they achieve well in their early years, at school and college, find employment; lead happy and fulfilled lives; and have choice and control.
But the current system is not working for all families and children.
The SEN reforms aim to join up services to ensure children and young people get the help they need at the right time and that they and their families are involved in decisions about their support.
The Code of Practice sets some clear expectations on schools to deliver a whole school approach to SEN with good quality teaching a first response, a clearer focus on outcomes and the involvement of parents and children in decisions over support.
Building on best practice, the reforms give schools the freedom to develop what works for them in partnership with their local authority, and crucially in partnership with parents and young people.
This isn’t a sudden revolution. The reforms build on the best practice over the past 13 years since the last Code of Practice was written.
The Code has been written in close partnership with schools, local authorities and the wider sector representing disabled children and their families.

4. 3. The reform vision: Children and young people at the centre
Where disagreements happen, they can be resolved early and amicably, with the option of a Tribunal for those that need it.
Enablers
Children, young people and parents understand a joined up system, designed around their needs.
Joint commissioning
Better disagreement resolution processes
Local offer
Outcomes
Having friends
Positive Wellbeing
Employment prospects
0-25
Children and young people with SEND
and families
Information, advice and support
Making their
views heard
Good qualifications
Jane
LAs and CCGs will work together to commission services jointly to secure a better integrated system for 0-25 year olds, focused on outcomes, working with children, young people, parents and partners across education, health and social care.
Together, they will produce a ‘local offer’ of services developed with parents and young people, so that they can understand what is available, and how to complain if they need to. They must consult publicly on this local offer, and publish the results.
A streamlined assessment process, co-ordinated across education, health and care, and involving children and young people and their families throughout.  
A new 0-25 Education, Health and Care plan to replace the current system of Statements and Learning Difficulty Assessments, which reflect the child or young person’s aspirations for the future, as well as their current needs.
New statutory protections for young people aged in FE, including right to request particular institution named in their EHC plan and the right to appeal to the First-tier Tribunal.
A new duty on health commissioners to deliver the agreed health elements of EHC plans.
A new duty on schools to ensure those with long term health conditions get the support they need.
The option of a personal budget for families and young people with a plan, extending choice and control over their support.
Support to resolve disputes earlier through access to mediation, while retaining the option to go to Tribunal
The SEND Code of Practice sets out expectations of how every child with SEND will be helped in education (whether or not they have an EHC plan).
Option of a Personal Budget
Integrated assessment and planning
Extending choice and control over their support.
Education Health and Care plan is holistic, co-produced and focused on outcomes.

5. 3. The reform vision: A whole school approach
Assess
Review
Engage parent
External support
Wider support/specialist expertise
Engage parent e
Engage parent
SENCO
Jane
Whilst the main legal duties on schools will not change; the way they will be met will change.
The reforms aim to bring about a culture change by placing classroom and subject teachers at the heart of the new SEN Support system, with parents or carers fully involved in decisions about their support and what they want to achieve.
Classroom and subject teachers work together with the SENCO, drawing in specialist expertise to remove barriers to learning and put in place effective provision in the form of a four part cycle of assessment, planning, action and review (the graduated approach).
The Teacher’s Standards 2012, make it clear that it is every teacher’s responsibility to “adapt teaching to respond to the strengths and needs of all pupils”. The SEN Code of Practice echoes this point, as it states that “teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff”. c
Class/subject teacher
Child or young Persons with SEN
Class/subject teacher
SENCO
Wider support/specialist expertise
Plan Do
Engage parent

6. 3. The reform vision: What does success look like for schools?
Positive outcomes for children, young people and their families
Improved attainment and progression of pupils with SEN.
Increase in the percentage of KS4 and KS5 SEN cohort going to, or remaining in, Education, Employment and Training.
Reduction in percentage of pupils with SEN receiving one or more fixed period exclusions.
Reduction in school absence of pupils with SEN.
Effective preparation for adulthood
Better support received to prepare young people for a successful transition to adulthood.
Positive experience of the system
Planned and well managed transition at key points.
Parents, children and young people get the right support at the right time and feel that they are listened to and in control of their support, choices, decisions and opportunities.
Jane
At a school level, success for the implementation of the reforms will be reflected in the overall performance of the school as demonstrated in key outcomes such as:
attainment and progression;
percentage of KS4 and KS5 SEN cohort going to, or remaining in, Education, Employment and Training;
percentage of pupils with SEN receiving one or more fixed period exclusions; and
school absence of pupils with SEN.
But success is much wider than that – it will also be about parents, children and young people feeling they have been supported with their transition from early years to primary to secondary to post-16 provision, in planning and decision making about support and in preparation for adulthood.

7. 4. Implementation: What schools need to do to be ready in September 2014?
Initiate a review of your school’s SEN Policy engaging governors and staff, parents and young people.
Publish your SEN policy as set out in the SEND Information Regulations 2014.
Tell parents about the reforms and explain to them how the transition will happen, make staff aware of the reforms and start essential training needs.
Engage with LAs in relation to the requirements, in particular the development of the local offer and their process for transferring from statements to EHC plans.
Ensure the SENCO has the right qualifications and explore how the SENCO fits into strategic management of the school.
Have arrangements in place to support pupils with medical conditions.
Jane
The new reforms for SEN will be effective from 1 September Nobody is expecting instant overnight transformation on the 1st September and some of the changes are being phased in over time. But there are some things which need to be done for September.
School leaders and governors should start exploring what the reforms mean for their school so that the SEN policy can be reviewed and refreshed in a co-production partnership with parents, carers, families and children and young people from September.
Schools should be thinking about how they will inform parents about the reforms, reassure them that their child will get the support they need and engage them in their child’s review.
One of the central pillars of the reforms is that classroom teachers play a pivotal role in reviewing a child SEN support so all schools should be looking at the training needs of all their staff to support the reforms.
All schools are required to publish an SEN information report which must include information for identifying, assessing and making provision for pupils with SEN and admission of disabled pupils. The requirements are set out at Also, see nasen Helpsheet: SEN Information Publication Requirements for Schools, September 2014.
Schools must also cooperate with local authorities in the development and review of the Local Offer. And at the same time, school leaders should be engaging with their local authority in relation to the process for transferring from statements to EHC plans, delegated funding, joint commissioning, Education, Health and Care Plans and implications of personal budgets.
The SENCO must be a qualified teacher working at the schools and where a newly appointed SENCO has not been the SENCO for a total period of more than 12 months, they must achieve a National Award in SEN coordination within three years of appointment.
The reforms place a duty on schools to make arrangements to support pupils with medical condition and schools must have regard to statutory guidance supporting pupils at school with medical conditions.

8. 4. Implementation: What schools need to do from September
Review and refresh the school’s process for the early identification and assessment of SEND to follow the graduated approach.
Review pupils currently on SA/SA+, engaging the child and parent in decision making and planning and being clear about the extra support that they need, what impact you expect support to have and by when.
Review and refresh the schools procedures for effective engagement to ensure children, young people and parents are involved in decision making and planning.
Review how the schools support pupils with SEN with their transition to post-16 education and preparing for adult life.
SEN support isn’t about ‘compliance’ – it’s a cycle of continuous improvement.
Jane
September is the start of the reform process.
These check lists have been developed through discussions with schools.
But there is no exhaustive list of things that must be done. The aim of the reforms is to give schools the freedom to develop what works for them in partnership with their local authority, and crucially in partnership with young people and parents.
So it is up to schools to create their own action plan and check list.

9. 5. What the reforms means for governors
Must have regard to the SEND Code of Practice and should oversee the implementation of the reform and provide strategic support to the head teacher
Must publish information on the school’s websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN.
Must ensure that there is a qualified teacher designated as SENCO.
Must cooperate generally with the local authority including in developing the local offer and when the school is being named in an EHC plan.
Must ensure that arrangements are in place in schools to support pupils at school with medical conditions.
Must also publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.
Caroline
Governors understanding and involvement in the implementation of the reforms will help ensure schools are meeting the spirit of the Code and fulfilling their best endeavours duties. It is good practice to appoint a member of the Governor team as SEND lead.
In overseeing implementation of the reforms, the governing body should consider their strategic approach to meeting SEN in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium. Code of Practice, section 6.97)

10. 5. What the reforms mean for heads
Should take overall responsibility for implementing the SEND reforms (see preparation and implementation slides).
Ensure that the SENCO is able to influence strategic decisions about SEN.
Ensure the wider school community understands the implications of the reforms for whole school improvement (from governors to classroom teachers and teaching assistants).
Put in place arrangements to ensure parents are regularly engaged in discussions about the progress of their child (at least three times a year).
Ensure a process is in place for involving parents and young people in reviewing provision and planning for those currently on school action/plus and any newly identified pupils with SEN.
Develop relationship with post 16 providers and explore how you will support pupils with SEN with their transition to post 16 education.
Caroline
The head plays a pivotal role in driving culture change – supporting the SENCO in engaging the whole teaching community to ensure everyone understands the reform is about whole school improvement.
The senior leadership team needs to:
consider how SENCOs fit into the strategic management of the school including how they feed into strategic decisions
ensure that the SENCO has sufficient time and resources to carry out their functions - this should include providing the SENCO with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school. (Code of Practice section 6.91)
examine the relationship between school and parents to ensure that it is as strong as can be - meetings with parents should be at three times a year. (Code of Practice section 6.65)

11. 5. What the reforms means for SENCOs
The SENCO role is a strategic one working with the senior leadership to review and refresh the SEN policy and then with the classroom/subject teacher to review its practice ensure every child with SEN gets the personalised support that they need. The role involves:
overseeing day-to-day operation of school’s SEN policy;
coordinating provision for children with SEN;
liaising with designated teacher where a Looked after Child has SEN;
advising on graduated approach to SEN Support;
advising on use of delegated budget/ other resources;
liaising with parents of children with SEN;
links with other education settings and outside agencies;
liaising with potential next providers of education;
working with head and governors on Equality Act; and
ensuring that SEN records are up to date.
Caroline
The SENCO must be a qualified teacher working at the school. A newly appointed SENCO must be a qualified teacher and, where they have not previously been the SENCO at that or any other relevant school for a total period of twelve months, they must achieve a National Award in Special Educational Coordination within three years of appointment. (Code of Practice, 6.85).

12. 5. What the reforms mean for classroom/subject teachers
Classroom and subject teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support guidance of the SENCO and specialist staff.
The classroom teacher should:
Focus on outcomes for the child: Be clear about the outcome wanted from any SEN support.
Be responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement.
Have high aspirations for every pupils: Set clear progress targets for pupils and be clear about how the full range of resources are going to help reach them.
Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress.
Caroline
The classroom teacher plays a central role constantly reviewing and monitoring progress and setting targets for the child. (Code of Practice, section )
Teachers should set a clear date to check progress and evaluate the support and have open conversations with parents about what support is intended to achieve, how they will know whether it has worked and what they will do next if it hasn’t.
Hearing the views of parents and carers and of children and young people themselves, then planning on the basis of those views, are key elements in securing parental confidence and involvement.

13. 5. What do the reforms mean for parents?
A core principle of the reforms is that parents of children with SEN and young people with SEN should participate in decision making.
Parents should know what they can reasonably expect their local school, college, local authority and local services to provide.
Schools and local authorities should work with parents and carers to plan what services their children need.
Local authorities have a duty to provide information, advice and support on SEN to children and young people directly, as well as to parents; this has been extended to include children and young people with disabilities (even if they don’t have SEN) and their parents.
Caroline
Note: By ‘parents’ we mean anyone with parental responsibility, which could include other carers.
Engagement in what are tricky decisions about funding and levels of support can help manage expectation. Parents tend to understand it’s hard, but need to know they’ve been listened to, understand the rationale behind decisions and what is intended to be achieved as a result.
Bullet points from additional slide What schools need to do:
Reassure parents that, just because the system is changing, that does not mean that children who have SEN won’t get the support they need.
Explain the new system to parents so they understand what is changing and what is not changing in their school.
Be clear when changes are being made and what impact they will have - ensure parents understand how the school determines “outcomes”
Clarify what role parents and pupils will have to influence the changes.
Ensure parents are involved in on-going planning, progress reporting and decision making.
Sign post parents to further information and support.

14. 5. What do the reforms mean for young people?
A bigger focus on their aspirations for the future and the support they need to achieve their goals
Being consulted with about the services that will be offered
Being involved in making decisions about how they are supported
Having more information, advice and support to understand their options as they move into adulthood
Greater say in the support they receive as part of their EHC plan, to help them achieve their aspirations such as going to work or university; this will include having the option to choose to have a personal budget ( aged over 16).
Caroline

15. 5. What the reforms mean for learning support assistants/teaching assistants
LSA/TAs are part of the whole school approach to SEN working in partnership with the classroom/subject teacher and the SENCO to deliver pupil progress and narrow gaps in performance.
It is for schools to decide how they deploy teaching assistants depending on their level of experience. To be most effective the support they give should be focused on the achievement of specific outcomes within the graduated approach to SEN support agreed with parents in the context of high quality teaching overall.
LSA/TAs can be part of a package of support for the individual child but should never be a substitute for the teacher’s involvement with that child.
Caroline
The classroom or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main classroom or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The Code of Practice, section 6.52

16. 5. What the reforms mean for maintained nurseries
Providers are required to:
follow the standards set out in the Early Years Foundation Stage framework, which includes supporting children with SEND;
use their best endeavours to make sure that a child with SEN gets the support they need, ensuring that children with SEN engage in the activities of school alongside those who do not have SEN;
adopt the new SEN Support approach – they are no longer required to record on early years action / early years action plus;
work in partnership with parents/carers to develop a plan of support;
admit a child, where the nursery is named in their EHC plan;
co-operate with the local authority in developing the local offer; and
have a qualified teacher designated as a SENCO.
Caroline - for primary briefings only
Maintained nursery schools must:
• use their best endeavours to make sure that a child with SEN gets the support they need
• ensure that children with SEN engage in the activities of school alongside children who do not have SEN
• designate a teacher to be responsible for co-ordinating SEN provision (the SEN co-ordinator, or SENCO)
• inform parents when they are making special educational provision for a child
They must also prepare a report on:
• the implementation of their SEN policy
• their arrangements for the admission of disabled children
• the steps being taken to prevent disabled children from being treated less favourably than others
• the facilities provided to enable access to the school for disabled children, and
• their accessibility plan showing how they plan to improve access over time.
The Code of Practice, section 5.6

17. 6. Reform in practice: Legal duties
The main legal duties on schools will not change, but the way they will be met may change. Schools must continue to:
meet their Equality Act duties for pupils with disabilities;
use their ‘best endeavours’ to meet pupils’ SEN – this means doing everything they can to meet children and young people’s SEN;
inform parents when pupils receive support for special educational needs and involve them in reviews of progress;
admit a young person, where the school is named in an EHC plan;
co-operate with the local authority in developing the local offer; and
have regard to the new 0-25 SEND Code of Practice. 
New duties require schools to:
produce and publish online a School SEN Information Report;
appoint a suitably qualified or experienced member of staff as SENCO (National Award);
make arrangements to support pupils with medical condition and schools must have regard to statutory guidance supporting pupils at school with medical conditions.
Caroline
The new Code of Practice applies to all state funded schools, early years settings, schools and further education.
So what are the ‘must dos’ for schools? The main legal duties don’t change for them.
Everything starts with the equalities duties for disabled children. All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations. Code of Practice, section 6.9
These duties should create a level playing field in terms of access and schools have to make the necessary reasonable adjustments.
Then if the child is not progressing or needs additional support , they would then be identified as having a SEN and assessed and reviewed for SEN support or an ECHP plan.
The duty on schools to co-operate with the local authority in developing the local offer is new.
It is aligned to the requirement on schools to publish SEN information, which gives details about their individual approach to identifying and supporting children with SEN (and all the other requirements in the Regulations and set out in the Code).
The duty on schools to engage with the LA on the local offer should be a useful and positive process in which all the services the school may need to support their pupils are set out and how to access them. Code of Practice, section 4.15.

18. 6. Reform in practice: Information regulations
The SEN information report sets out information about the school’s SEN policy and its implementation.
They should publish information about their current arrangements in September 2014.
Schools should ensure that the information is easily accessible by young people and parents and is set out in clear, straightforward language. It should include information on the school’s SEN policy and named contacts within the school for situations where young people or parents have concerns. It should also give details of the school’s contribution to the Local Offer and must include information on where the local authority’s Local Offer is published.
Caroline
The information required is set out in the Special Educational Needs and Disability Regulations 2014 and must include information about:
• the kinds of SEN that are provided for
• policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools)
• arrangements for consulting parents of children with SEN and involving them in their child’s education
• arrangements for consulting young people with SEN and involving them in their education
• arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
• arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society
• the approach to teaching children and young people with SEN
• how adaptations are made to the curriculum and the learning environment of children and young people with SEN
• the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured
• evaluating the effectiveness of the provision made for children and young people with SEN
• how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN
• support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying
• how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families
• arrangements for handling complaints from parents of children with SEN about the provision made at the school 6.80 The above should include arrangements for supporting
Nasen has produced guidance for updating your school SEN Policy in line with SEND Code of Practice 2014 available on the SEN Gateway -
Code of Practice section 6.79 to 6.83

19. 8. Support for schools: Local authority
LA will work with schools to ensure there is appropriate provision in place to support children with SEND.
Through the local offer schools will be able to access information about provisions and services available in their area.
For children with more complex needs, the LA will work with schools to conduct an assessment for EHC needs.
Joint commissioning arrangements should enable partners to make best use of all the resources available in an area to improve outcomes for children and young people in the most efficient, effective, equitable and sustainable way
Jane
When carrying out their statutory duties under the Children and Families Act 2014, local authorities must do so with a view to making sure that services work together where this promotes children and young people’s wellbeing or improves the quality of special educational provision.
Code of Practice, section 3.1

20. 8. Support for schools: Funding
Schools need to engage with their LA as part of the schools forum on how money is distributed and the process for seeking high needs top up funding.
Funding for schools is provided by central government to local authorities through the Dedicated Schools Grant. LAs distribute this to schools by using a local funding formula.
Schools are given an additional amount, referred to as the ‘notional SEN budget’ it covers around £6,000 per pupil with SEN, over and above core funding.
For each pupil whose high level needs cost more than £6,000 per year, the local authority can provide high needs top-up funding.
Schools can buy in specialist support to meet children’s SEN.
Jane
Funding for schools is provided by central government to LAs through the Dedicated Schools Grant. LAs distribute this to schools by using a local funding formula.
Schools can buy in specialist support to meet children’s SEN, for example:
Achievement for All (
London Leadership Strategy (
Autism Education Trust (
Dyslexia SPLD Trust (
National Sensory Impairment Partnership ( support for children with sensory impairment
I CAN –( experts in helping children develop the speech, language and communication skills

21. 9. Ofsted: What does good provision for children with SEN look like?
High aspirations for all students, including those who have SEN.
Ensure those pupils in most need receive the most expert support.
Focus on enabling pupils to make the best possible progress, and to increase their independence, so that they are well prepared for their futures.
Leaders ask challenging questions about the progress and attainment of every pupil or young person. They use whatever information is available to compare their pupils’ progress against that of other pupils who started at the same level, at the same age, across the country. They do not make excuses for lower rates of progress. They focus on ensuring teaching is strong, that staff meet the needs of all pupils, and provide well targeted challenge in lessons.
There is a very well-understood view of how to help an individual become self-reliant and independent.
Ambitions and views expressed by the young people are taken into account when devising the curriculum and style of support.
The best schools that meet the needs of pupils with the most complex social and emotional needs understand and make use of the community in which the children live as well as the one in which they are educated.
Jane
To provide outstanding provision for SEN, school leaders need to be able to address three fundamental questions:
How do you know your children and young people are making good progress?
What is the difference between good and outstanding provision?
What would poor performance look like? How would you spot falling levels of provision?

22. 10. Further Information
Search the SEN Gateway which provides access to all information, training materials and advice funded by DfE and produced by voluntary and community organisations to develop at
Visit the pathfinder website at for case studies, video clips, evaluation reports and information about delivery partners who are supporting the reforms
For further information from VCS organisations that are working to support the reforms visit:
Access the Preparing for Adulthood support materials

23. The 7 Elements of Effective Management of SEN/D Support

24. The 7 elements of effective SEN/D Support
Existing good practice in the nursery/school/college
What issues are there?
Next steps….
1. Partnership work with parents/carers to plan and review progress
2. Involvement of the child/young person in decision making and the promotion of independence
3. Teaching and non-teaching staff with a knowledge and understanding of SEN/D
4. The use of SEN/D checklists(descriptors) and guidance to identify needs and actions
5. High quality teaching (Quality First Teaching) from the class teacher/subject teacher/tutor
6. Adaptations to the teaching and learning environment to enable access
7. Implementation and monitoring of time-limited SEN/D interventions linked to outcomes.