SEND Reforms 2014 Linda Calverley: Head of SEND Services Paul Silvester: Deputy Headteacher North Ridge School Route 2000 Friday 14 th March 2014

Background, a day in the life……

This year……

What we know.... We want to ensure that: Children’s SEN are picked up early and support is routinely put in place quickly; staff have the knowledge, understanding and skills to provide the right support for children and young people who have SEN or are disabled; parents know what they can reasonably expect their local school, college, LA & local services to provide, without having to fight for it; aspirations for children and young people are raised through an increased focus on life outcomes; for more complex needs, an integrated assessment and a single Education, Health and Care Plan from birth to 25; and there is greater control for parents and young people over the services they and their family use.

Who is the EHCP for? The EHCP is a statutory plan for those children and young adults that require additional funding above £10,000 for their statutory full-time education. Educational funding Age Weighted Pupil Funding – Element 1 (Quality First Teaching) Special educational provision is anything that is ‘additional to or different from’ the provision that is made for all children. Provision which is for all children is funded from the core budget. Element 2 is called the notional SEN budget because no-one tells schools exactly how they should spend their money. When funding is delegated to schools, they can spend it in the way they think is best. However, schools have a duty to identify, assess and make special educational provision for all children with SEN; and the local authority has a duty to set out what schools are expected to provide from their delegated budget – thresholds. It would be very helpful if schools adopted as a non- statutory plan, a support plan (IEP) as a pre-cursor to a EHCP

The Starting Point……….it’s about the children

Education Health and Care Planning

EHCP Process Overview This is just a very quick sketch added on to the process to start thinking about how we ensure Children and Young People and their families have a far greater level of involvement in the process and planning.

Where can I find information? ‎

Education Health and Care Plan – Project Plan Process Heather Wood Special School All special schools Early Years Portage Establish multi agency project group to develop and roll out EHCP programme Develop LL referral and case recording system Confirm IT leads from each partner agency for IT project group Confirm Liquid Logic system Project Team Paperwork Review and refine process after each pilot Map process for: C/YP and parents and families Professionals Develop Test Launch Pilot EHCP process and paperwork with statemented students, with families and partners Project Team First meeting Regular meetings Design referral forms, assessment paperwork and EHCP with partners Review and refine process and paperwork after each pilot School briefings Briefings with Head Teachers, SENCOs and governors Website SENCO and HV and SCN In Control PCP training Roll out to stakeholders Frontline staff, parents and voluntary sector partners

Local Offer – A schools responsibility

The local offer – an example Details of all services available to children, young people and their families at different stages in their lives. Clear, concise and relevant information. Provide a mechanism for feedback – complaints and redress

School responsibilities for special educational provision Schools must ‘use their best endeavours’ (do their best) for children with SEN and they must ‘have regard to’ the SEN Code of Practice (this means they must follow it unless they can show that something else would work better). In addition, Ofsted will check on how well children with SEN are learning and how much progress they are making. Schools are responsible for identifying and making special educational provision for all children with SEN who do not have a statement. They discuss this with parents. Following a review, provision may need changing and there might be a number of reasons for this. It might be that: the child’s needs have changed; the school has new information about the child’s needs; the child’s needs have been met; the child has reached the targets for their learning; the child is not reaching their targets; there is new evidence about the child’s progress; the school has a better idea about how to meet the child’s needs; discussion with the parents shows that a different approach might work better.

Overview of value for money Cost per pupil Effect Size (months gain) £0 0 8 £1000 Meta-cognitive Peer tutoring Early Years 1-1 tuition Homework (Secondary) Mentoring Summer schools After school Learning styles Aspirations Performance pay Teaching assistants Smaller classes Ability grouping Promising May be worth it Not worth it Feedback Phonics Homework (Primary) Collaborative Small gp tuition Parental involvement Individualise d learning ICT Behaviour Social

Doncaster’s Special Schools Coppice School (for Severe Learning Difficulties and autism/challenging behaviour - ages 3 to 19) based at Hatfield. Coppice School Heatherwood School (for Severe Learning Difficulties and complex needs - ages 3 to 19) based on Leger Way, Doncaster. Heatherwood School North Ridge Community School (for Severe Learning Difficulties - ages 3 to 19) based at Adwick. North Ridge Community School Pennine View School (for Moderate Learning Difficulties and additional needs - ages 7 to 16) based at Conisbrough. Pennine View School Stone Hill School (for Moderate Learning Difficulties and additional needs - ages 5 to 16) based at Scawsby. Stone Hill School