The New SEND Framework Building Better Lives 6 th June 2014 Follow us on

Special Educational Needs and Disabilities (SEND) 1.Awareness of the new Special Educational Needs and Disabilities framework. 2.What are the benefits? 3.How will this be different for schools – opportunities and challenges? 4.What SENCOs need to do from 1 st September. 5.What SENCOs don’t need to do.

The Gloucestershire Story Raising aspirations, promoting independence & inclusion A single and graduated pathway for additional needs from self directed support to EHCP/My Plan+ Families are listened to and enabled to be part of the solution A joined up approach helping the ‘whole’ child or young person now and into the future Transparency at all stages Reduce duplication and unnecessary bureaucracy

The Gloucestershire Model Enable people to help themselves Concerns about health and social care outcomes only (education concerns addressed through school delegated resources) professional assessments early intervention enablement natural supports - family/ community Concerns about educational outcomes Concerns about health/ social care outcomes only Both routes - multi-agency planning with personal budgets coordinate information single list of outcomes calculate resources build support plan sign off turn plan into reality review plan outcomes resources JSNA JOINT COMMISSIONING Where early intervention not effective JOINT COMMISSIONING At least annually Step down when appropriate THE LOCAL OFFER Feedback to JSNA and joint commissioning Change local offer where appropriate THE LOCAL OFFER JOINT COMMISSIONING Additional support required to meet educational or learning outcomes Early intervention offer - 1 page plan Two routes building on what’s gone before THE LOCAL OFFER

Helping people to help themselves Joint commissioning should create an environment that promotes and supports an ordinary life for children and young people with SEN D, and their families, minimising demand for specialist services The Local Offer should make it as easy as possible for people to find what they need to live, learn, work and do activities, making decisions without needing or wanting additional professional intervention Professionals should be enabling, focused on supporting mainstream/universal providers to include children with SEN D, building the resilience of families and making environments accessible for all

Single pathway – finding the right route for additional needs Education, Health & Care Plan My Plan+ (Multi-agency support Plan) My Plan+ (Multi-agency support Plan) Education needs additional support Education met by delegated resource Health/social care needs additional support Education met by delegated resource Health/social care needs additional support

From September.... One pathway to support early identification and intervention Easy access to a full set of guidance to support compliance with the new CoP A graduated approach to support additional needs Continuing workforce development programme of training Information, advice and guidance to further support implementation, including a named person for each school New approach to co-ordinated support at an earlier stage, through to EHCP

So.....what do I do in September? How the process looks....

One Page Profile template –

One page profile What helps me... What I want to achieve.. What is important to me..What’s going well..

Area of my life: My needs: What I find difficult now My outcome: These are my goals (these should be specific, measurable, agreed, realistic and timed with a review date) Actions: What will help me achieve my goals Resources used: What is being used to help me achieve my goals (Who will do what, when and how often) Review date: What is working and not working About my Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: About my Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: About my Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: About my Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: Additional advice or support requested? Yes/No Name:AgencyDate:Response received: My Plan

When other agency involvement is needed.....

About me: What is important to me: What works for me: What doesn’t work for me: About my family: Our hopes for Name of child now and into the future: How we support Name of child: What helps us as a family: Date of assessment:Name and profession of the Assessor: Who requested the assessment:Reason for the assessment: Did you meet with the child/young person when carrying out this assessment? Yes/No If No, please provide an explanation: Need of the child/young person (please specify actual need experienced by the child/young person rather than a need for a service) How this impacts on their daily life (how might others in the child/young person’s life observe and understand these impacts) SMART outcome that could be achieved in a particular timeframe (this can inform what difference could be experienced by the child/young person with help provided in a given timeframe) Advice on achieving outcome (please do not specify a particular service or provision but the type of activities or interventions you would advise to achieving the identified outcome. This advice will be incorporated within a multi-agency support plan approach) Analysis of Assessment form

My Plan + Builds on the IEP, CAF and other equivalent planning tools Provide an holistic and integrated plan, building upon ‘My Plan’ Co-ordinates support and resources Review to evidence what is working or not working for a child Provides evidence for an EHC Needs Assessment

What’s Different? Current systemNew system School Action/school action +SEN Support Statement for 5-19 year oldsEHCP for 0-25 year olds Statement in 26 weeksECHP in 20 weeks Single agency response Integrated assessment and plan 20 week Tribunal process8 Week Tribunal process Limited health responsibilitiesSignificant health duties InputsOutcomes Directory of servicesLocal Offer Teaching AssistancesPersonal Budgets

Funding EHC Personal Budgets Additional NHS Continuing care funding & additional NHS resources if agreed Social Care Resource Personal Budget Education High-Needs Block Pupil/student Additional education funding if agreed by schools/colleges Delegated funding

Individual Funding Arrangements Personal Budget Health Resource Education Resource Social Care Resource Individual Commissioning

Transition Arrangements Awaiting final statutory guidance but..... LA managing the process across all schools Identified priority groups For those identified you don’t need to do anything. We will contact you! For all other pupils hold AR in the usual way. Any queries, worries or concerns contact Natalie Taylor or tel:

What does my school need to do? Develop & publish your Local Offer (download the App) Adopt the new SEN code of practice Guidance Booklet for Educational Professionals Communication & engagement Know your delegated SEND resources/provision mapping Early identification systems & responses Transition arrangements for School Action/+ SEND training ( Recording of SEND in 2015 school census Annual SEN Report Remember Ofsted…..

What does my school need to do? Develop & publish your Local Offer (download the App) Adopt the new SEN code of practice Guidance Booklet for Educational Professionals Communication & engagement Know your delegated SEND resources/provision mapping Early identification systems & responses Transition arrangements for School Action/+ SEND training ( Recording of SEND in 2015 school census Annual SEN Report Remember Ofsted…..

OFSTED, SENCOs and Governors? High aspirations and a focus on enabling children and young people to be as independent as possible led most reliably to the best achievement (SEND Review, Ofsted 2010). Requirements for high aspiration: know accurately pupils’ attainment levels know what is aspirational yet realistic progress use close tracking to monitor progress review provision if pupils are not on track consider rigorously the role of the quality of provision to the progress made