1. The Draft Indicative SEN Code of Practice – Primary and Special School Head teachers briefing Tessa HodgsonSept 2013 CHILDREN’S & ADULTS’ SERVICES

2. Early identification of needs High expectations and aspirations for children and young people Focus on the outcomes that children and young people and their families want to achieve, so that all decisions are informed by these aspirations. The views and participation of children and their parent/carer and young people are central Choice and control for young people and parents Education, health and social care partners collaborate Clarity of roles and responsibilities to ensure that collaboration goes hand in hand with accountability to fulfill duties. High quality provision to meet the needs of most children and young people, alongside rights for those with EHC plans to say where they wish to be educated. The skills, knowledge and attitude of those working with children and young people are central to achieving excellent outcomes. The Principles

3. 2. Family centred system Person centred planning – http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalasse ts/@dh/@en/@ps/docume nts/digitalasset/dh_115246.pdfhttp://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalasse ts/@dh/@en/@ps/docume nts/digitalasset/dh_115246.pdf. Each local authority commissions a Parent Partnership service – CONTINYOU in Ealing Parent Carer forums

4. 3. Education, Health and Care: Integration, Joint Commissioning and Co-operation The joint commissioning arrangements must include arrangements for: securing Education, Health and Care assessments; securing the education, health and care provision specified in EHC plans; and agreeing personal budgets. Local authorities will provide Information about the services that result from joint commissioning arrangements in their local offer. https://www.gov.uk/government/uploads/system/uploads/attachment_data/fi le/153482/dh_131901.pdf.pdf

5. 4. Local Offer must include: Engaging, accessible, transparent – published on website ID of children and young peoples SEN Assessing and reviewing progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review. Transition between educational phases and adulthood Availability of specialist expertise amongst staff commissioned in school Assessment and evaluation of the effectiveness of SEN provision. Access to facilities and extra-curricular activity used by all children and young people at the educational setting. Extra pastoral support including practices for listening to the views of children and young people with SEN and measures to prevent bullying.

6. 5. Education settings Teachers are all teachers of children with SEN. Focus on good QFT that meets all ch needs Early ID essential 4 areas of SEN – Communication and interaction, Cognition and Learning, Emotional, Social and Behavioural development, Sensory and/or physical Support for under achievement to be offered without ch having SEN MUST consider quality of teaching and attendance before id SEN.

7. A new graduated approach (to be part of local offer) NO more SA and SA+ Rigorous assessment by institution – (may involve specialists) include data and cf to peers Plan to work towards specified outcomes (PCP) NOT IEP Reviews 1 x term minimum Consideration of application for EHC Monitor quality of provision and outcomes. (devolvement of funding through school funding reforms – already happened)

8. Integrated support plans for ch with SEN from 0-25 Person centred, outcomes focused and evidence based. The LA must set out in Local offer what support is available and timescales for assessment process The publication of Local offer must include evidence of what works in achieving good outcomes. Statutory assessment will not always lead to EHC EHC reviewed annually – plans reviewed at least termly 6. Assessments and EHC plans

9. Ealing SENco questionnaire highlighted “time” as a big issue when ensuring SEN provision was good. Thorough joined up management systems essential. Much more freedom for types of support BUT need to focus on the impact of additional provision. Commissioning other services – how do we ensure quality? Accountability for the use of funding – First £6000 of additional provision is delegated to schools. Local Offer – any volunteers for working group? Implications for Ealing Schools