Little Hill Primary School The SEND reforms, Parents meeting. 14 th May 2015

Family Centred Approach Better communication and greater parental engagement, seeking to put the child and the family at the centre of the planning process. An emphasis upon co-production with parents/carers Engagement with the views, wishes and aspirations of children and young people

Key changes from the SEN Code of Practice 2001 Pupils and families to have more of a say The new system aims to put each young person and their family at the centre of discussions about the support offered. Schools should ask parents to share their knowledge about how their child is developing, and involve them when writing school policies. Education, health and care plans to replace statements Under the new rules, SEN statements will be replaced with education, health and care (EHC) plans taking children and young people up to the age of 25. From September, new assessments of SEN will follow the new rules, and support will be provided through an EHC plan. Existing statements and LDAs will remain in force until all children and young people have completed the transition. Transfers from statements to EHC plans should be completed within three years.

School Action and School Action Plus to end Instead, there'll be a single school-based category for children who need extra specialist support. You should set out interventions and expected outcomes for these pupils, and review progress each term. You must also inform parents when pupils without an EHC plan receive special support. Teachers must make sure every pupil makes progress The draft code makes teachers more accountable for the progress of all pupils, even those supported by specialist staff. As part of performance management, teachers should expect to be judged on how well they teach pupils with SEN. Teachers should know how to identify SEN and support pupils with different needs, particularly those needs they see more frequently. Schools should offer training to help with this.

Optional personal budgets for young people Under the new system, young people and parents of pupils with an EHC plan can choose to hold a personal budget to buy in the support identified. The money will come from the high-needs funding block and will not normally affect the school's notional SEN budget. Local and school offers Local authorities must publish, in one place, information about provision they expect to be available in their area for children and young people from 0 to 25 who have SEN BSED category changed Some changes to the broad areas of SEN, with the removal of behaviour, social and emotional category and replacing it with social, mental and emotional health. This puts much greater emphasis on the underlying needs of young people and removes the emphasis on behaviour.

Quality First Teaching at the heart of support: High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have additional learning needs. Additional intervention and support cannot replace good quality teaching. Assess, Plan, Do and Review. Assess –Each child and their individual needs (in particular areas) Plan - What is the most appropriate support or intervention? What has worked well before for this child? What has worked well for others? Do – The intervention. Review - How successful has this been? Should it continue? What else should/could we do? SA- any child below national curriculum levels who is not making expected progress, including those with short term medical or emotional needs. SEN and Learning Support

WAVE 1: not SEN support but may be part of Learning Support group Inclusive high quality teaching for all children. All children, regardless of their ability, regularly taught by the class teacher. Differentiation, scaffolding e.g. writing frames, word mats etc. WAVE 2: not SEN support but may be part of Learning Support group Small group interventions for a specified period of time to work on a specific area of learning. Continue if working well, change if not. Designed for pupils with the potential to ‘catch up’ and reach age- related norms by the end of the programme delivery. Relatively fast pace of learning. Delivered by a trained member of staff.

WAVE 3 SEN support childre n For a small percentage of children and young people who, even with high-quality Wave 1 teaching and Wave 2 support, cannot maintain or make progress and have significant learning needs. The definition of SEN is a significant long term difficulty or disability which is acting as a barrier to learning. Outside agencies involved for advice and strategies for support Specific strategies to enable child to access the learning in the classroom. Structured and intensive programmes that are tailored to the individual’s specific difficulties. Aim is to narrow the gap between an individual and their peers May have an SEN support plan which includes the provision map and will record the support being offered and be reviewed termly with parents and child

Person centred Integrated support Joint planning and decision making with families Outcomes focused The new vision