Presentation on theme: "SEN Governors Meeting SEN Governors"— Presentation transcript:
1SEN Governors Meeting SEN Governors George Thomas, Professional Leader, Autism Outreach TeamJackie Hibbert, School Development Adviser (SEN/Inclusion)Charlie Palmer, Assistant Head of Pupil SupportMay 2007SEN Governors
2There will also be time for SEN Governors to talk together ContentsWhat is Aspergers Syndome? (George Thomas)Finance for SEN (Charlie Palmer)Inclusion Standards and Monitoring (Jackie Hibbert)There will also be time for SEN Governors to talk together
3What is Asperger syndrome? Autism Outreach TeamTelephone:George ThomasLeicestershire AutismOutreach Team
4Aims To give an overview of Asperger syndrome To introduce the ‘Triad of ImpairmentsTo look at the effect the triad has on the childTo understand that every person with Asperger syndrome is a unique individual
5The Man!Hans Asperger1930’sVienna University Children’s Clinic
6Flexibility of thinking Triad of ImpairmentsLorna Wing 1981Social interactionCommunicationFlexibility of thinking
7Prevalence 1 child in 250 (Gillberg 2002) Perhaps 50% receive diagnosisAverage age at diagnosis is 11 (Howlin & Asgharion 1999)
8Social Interaction Less interest in other people Interest but less ability: getting things wrongPoor understanding of social role/genrePreference for adult companyLimits to social learningMisinterpreting other people’s actions and intentions
9Understanding other people Noticing objects and facts rather than thoughts, feelings and intentions
10Understanding other people Descriptions of pictures and events may not include thoughts, motivations and feelings
11Communication Expressive and receptive communication Normally developing vocabulary and grammarLimited awareness of audience: poor turn takingPossibly less ability to understand long periods of speechCould be confused by other information such as gesture, tone and facial expressionLiteral understandingCommunication breakdown under pressure
12Flexibility of thinking Poor insight into the thoughts and feelings of othersLess able to predict and generalise from experienceLiteral and concrete in understandingTendency to develop limited but intense interestsDifficulty networking or patterning knowledge
13Sensory DifficultiesPeople with Asperger syndrome may encounter many obstacles in everyday lifeMany people with Asperger syndrome experience over-sensitivity to normal daily practices that we take for grantedOne or more of the five senses could be affected.
14Summary (I)Asperger syndrome, like autism, has an organic origin. It is not the result of environment or nurture. There is, as yet, no cure.Autistic spectrum disorders involve a triad of impairments: social interaction, verbal and non-verbal communication and flexibility of thinking style.
15Summary (II)Individuals can move along the spectrum during the course of their livesPrevalence estimates range from 75:10,000 to 115:10,000. This means from 7 to 10 in each high school.Boys are more likely to be affected by a ratio of 9:1.
16Finance for Special Educational Needs Charlie Palmer
17Hypothecation and Virement An hypothecated budget is one in which the elements making up the budget are precisely specified, and amounts cannot be vired among different budget headings. A shopping list given to a child is a good example. It has always been the practice in the UK Treasury to argue that both Taxes and Spending are not hypothecated and similarly, it has always been argued that education budgets are not hypothecated. For governors, the non-hypothecation of budgets means that it is up to each governing body to determine local spending priorities within the overall budget. Fair Funding continues this tradition. But...“[Although budgets are not hypothecated] the Government considers it important that each school should be clear what levels and kinds of special needs it is expected to meet from its own delegated budget and how much of its delegated budget is notionally attributable to SEN."(DfEE Fair Funding Consultation Paper, 1998, page 33).
18What is in the Budget for SEN? Notional Budget for SEN4% of Age weighted Pupil Unit (AWPU) funding*£7.30 per pupils SENCO release timeAmount delegated for statementsAdditional ElementsFunding for Unit ProvisionLearning Support Unit and Social Inclusion Funding (secondary schools)* An additional 1% is built into the delegation formula
19Section 52 Budget Statement Financial year runs April to MarchLEA issues school budget statements in March each yearLA publishes “Notional Budget for SEN” information on EIS in MayThree year school budgets will be issued from next year, but future years subject to pupil data changing each year
20How the Formula WorksTotal SEN Funding is split between Key Stages - pro rata using global pupil numbers on roll figures at each stage.Prior-Attainment (PA) drives 70% of the funding available at Key Stage 2,3 & 4 and Social Deprivation (SD) drives 30%. With Key Stage 1 this is adjusted to 50% for both as it is recognised that baseline assessments/foundation stage profiles are not as objective as SAT results.The funding per PA point figure is calculated, using the PA funding at each key stage and dividing by the total number of PA points in each of those stages.The funding per SD point figure is calculated, using the SD funding at each key stage and dividing by the total number of SD points in each of those key stages.PA points are scored by those pupils whose SAT results at Key Stage 2, 3 and 4 fall in the bottom 18% of all Leicestershire schools. For Key Stage 1 the bottom 18% of baseline assessments/Foundation Stage Profiles are used. Those in the bottom 2% score points weighted by 4, next 5% weighted by 2% and next 8% by 1.SD points are weighted numbers on roll. The multiple index of deprivation is used to rank schools in order of most deprivation. The most deprived third receive a weighting of 4 for each pupil, the next third a weighting of 2 and the bottom third a weighting of 1. The January PLASC NOR figures are usedEach schools Section 52 SEN Delegation formula funding share = (PA funding per point x schools PA points) + (SD funding per point x weighted NOR)Prepared by Phil D’Mello
23Notional Budgets for SEN Delegated fundingSENCO release time: £7.30 per pupil4% of AWPU fundingTotal Notional SEN BudgetSchool details
24Arrangements for 2007-08 Transitional support budget Budget of £85,000 agreed by schools forum for This year schools protected by minimum funding guarantee and contingency fund*Enhanced Packages budgetPropose to run shadow budgets and engage APSPs with decision making in and work on formal agreement to support delegation for approved by forum. Consultation indicates panels not ready to take on this, shadow budgets not yet prepared.16+ statements in mainstreamDelegation to schools agreed by schools forum in 06-07Balance between historic and formula fundingGradual move to 100% formula funding over last four yearsMid year transfer supportSmall budget proposed to be held centrally to help small schools with high cost pupils arriving at non-standard times.*Contingency funding can only be accessed if the school is in deficit
25Rules for Additional Funding (07-08) Enhanced PackagesAim: Support schools with high cost statemented pupilsResource: £710,000Rules:Statement panel identify that a special school placement is appropriate, but family prefer a mainstream placementAn out county placement has been agreed but a school has not yet been identified
26Rules for Additional Funding (07-08) Mid Year Transfer Support (Move In)Aim: Reduce risk to schools from high cost new arrivalsResource: £ 50KRules:1. Applies to pupils who have statements specifying 25 hours support or more, and transfer at non-standard times (and years)2. All costs met when statement costs exceed delegated budget3. Schools need to contact SENA case work officer
27Monitoring v) NNEBs supporting SEN pupils £ vi) Administration for SEN £vii) Other – please specify: £b) Amount spent on external services , e.g. STS, consultancyi) £ii) £c) Amount spent on materials/resources £d)Amount spent on INSET (include cost of supply cover, travel etc. as well as course feels) £e) Other expenditure (please list)TOTAL £Budget Information – Financial Year April 2003-April 2004Income £a) Notional school budget for SEN (This includes: delegated amount for statements, SENCO release, and 4% AWPU (original figures distributed in April 2003))b) Amount from centrally held budget for high cost statements £c) Other sources of funding, e.g. Standards Fund, spent on SENi) £ii) £TOTAL £Expenditurea) Amount spent on staffing (internal)i) SENCo’s or part of SENCo’s salary £ii) SEN support teachers £iii) Teachers who teach small lower sets (roughly half fewer usual set numbers). £iv) SEN teaching assistants £
29Monitoring of Special Educational Needs in Schools A new approachJackie HibbertSchool Development Adviser SEN/Inclusion
30Historically………Rolling programme of Local Authority review of schools (like a mini-inspection) and paper exercise.Local Authority had ownership and was the driving force.Resulting report identified issues in school (each 3 years) and used for Local Authority purposes.
31Change of emphasisWith the revised framework for inspection, new emphasis on school self-evaluation, validated by School Improvement Partner.School has ownership of process and can carry out process annually.Result informs school development priorities but also provides information for Local Authority.
33Inclusion StandardsTo give a framework for the discussion with the School Improvement Partner.Sets out the expectations of good practice in InclusionBroader than just Special Educational Needs – good practice in Inclusion is good practice for all.Can be supported by various self-evaluation tools
34Inclusion Standards: Sub-sections Pupil ProgressAttitudes, values and Personal QualitiesTeaching and LearningAccommodation and ResourcesPartnerships with parents, other schools and the communityLeadership and Management
35Inclusion Standards – sample page Links with Self-Evaluation ToolsInclusion StandardsPossible Sources of EvidenceNotesSENSEF section 3Self -Evaluation Grid from Leading on Inclusion Achievement & AttainmentInclusion Quality MarkElement 1: Pupil ProgressIndex for Inclusion Indicators and Question “Orchestrating Learning”Clear tracking systems are used to identify under-performing groups and individuals.A range of assessments is used to identify appropriate targets and teaching approaches, identify provision required and plan accordingly.Routine progress reviews using both quantitative/qualitative data enable teachers to plan for progression in learning. As far as possible, pupils involved in process.Appropriate strategies are in place for groups and individuals.Pupils are achieving at maximum potential (with the rate of progress appropriate to any Learning Difficulty).Tracking system recordsAssessment recordsProvision mapping or group IEPs for majority of pupils with additional needs; individual IEPs or PSPs for some individuals that show SMART targets related to provision.Pupils’ records of achievementEvidence from pupil interviews and surveysEvery pupil has appropriate learning targets (quantity as well as quality).PANDA analysisSee SEN SEF for HMI definition of good progress (2004)
36Information the SIP is collecting This year – looking at school generated data. Next year, data will be provided for the schools.Strengths and areas for development. Will enable examples of good practice to be disseminated and will enable targeted professional development.Judgement reached, will contribute to school’s own self-evaluation and will help Authority to prioritise intervention from SEN Advisory Team.