1. WHAT IS MY ROLE IN THE CURRENT SEN CODE OF PRACTICE? 3QTSP1 Workshop F

2. STUDENT-LED SEMINAR

3. LEARNING OUTCOMES To become more familiar with the new CoP and the implications for practice To consider how this will impact on my role as an NQT

4. AEN APF STUDENTS Access SEN advanced training materials - https://www.gov.uk/government/publications/teaching-pupils- with-special-educational-needs-and-disabilities-send/training- modules-and-resources-for-teaching-send-pupilshttps://www.gov.uk/government/publications/teaching-pupils- with-special-educational-needs-and-disabilities-send/training- modules-and-resources-for-teaching-send-pupils Select and complete module/activities appropriate to your professional development, experience and chosen age group. N.B These materials are pre- 2014 Code of Practice but will still be useful to you.

5. SEN CODE OF PRACTICE 2014 What do you already know?

6. SEN CODE OF PRACTICE 2014  Legislation in Equality Act 2010 and the Children & Families Act 2014 explained in detail  Became law in September 2014  Applies to all mainstream and special schools, academies and FE institutions  Replaced the Code of Practice 2001 (SENDA)

7. ISSUES THAT LED TO THE NEW COP  Needs identified too late (wait and see mentality)  Deficit driven service (labels matter?)  Too many children on SA and SA+  Too many applications for Statements  Too many complaints to SENDIT  Post code lottery  Lack of positive outcomes for children/ YP with SEN  Contrast between children's and adults’ services  ‘Black hole’ at 18 years

8. HOW FAR HAVE WE COME?

9. DEFINITION OF SEN Continues to refer to those who have:  A greater difficulty in learning than the majority of other children  A disability which prevents or hinders them from making use of educational facilities generally provided in the area Same definition applies to pre-school children and those over 16.

10. LANGUAGE Handicapped Suffering from a condition Wheelchair bound Deaf and dumb The deaf/ the disabled Normal/ healthy SEND children Down’s child Spastic Mong Retarded Deformed Defective Crippled Dumb Discussion time

11. WHAT IS NEW AND DIFFERENT? Wider age range (birth to 25) Clearer focus on the views of children & yp with SEND – more involvement in the decision making process of their provision Increased emphasis on joint planning and commissioning of services A co-ordinated single assessment process and EHC plan for those with more complex needs Greater focus on support that enables those with SEND to succeed in their education and into adulthood School Action & Action Plus replaced by a single school-based category known as SEN support as part of a graduated approach to meeting needs IEPs replaced by a personalised planning approach, focused on outcomes Greater emphasis and expectations placed on class teachers, taking ownership for the planning and reviewing of pupils’ SEN support

12. THE FOUR AREAS OF SPECIAL EDUCATIONAL NEED 1. Communication and interaction 2. Cognition and learning 3. Social, emotional and mental health 4. Sensory and/ or physical

13. WHAT THE COP INCLUDES: Chapter 1 – Principles Chapter 2 – Impartial information, advice & support Chapter 3 – Working together across education, health and care for joint outcomes Chapter 4 – The local offer Chapter 5 – Early years providers Chapter 6 – Schools Chapter 7 – Further education Chapter 8 – Preparing for adulthood from the earliest years Chapter 9 – Education, health and care needs assessments and plans Chapter 10 – Children and young people in specific circumstances Chapter 11 – Resolving disagreements

14. THE EQUALITY ACT 2010 Education settings must not discriminate against a child or young person because of their disability, race, sex, gender reassignment, religion or belief, or sexual orientation or because they are pregnant.

15. IN ADDITION Educational settings must not discriminate against a child or young person in relation to the following activities:  admission to the school setting  the provision of education  access to any benefit, facility or service  exclusion from the education setting  subjection to any other detriment

16. MAKING ADJUSTMENTS A five year old child with a medical condition is incontinent and requires nappies to be changed throughout the day at school. What would you do?

17. LOCAL OFFER http://www.yor- ok.org.uk/families/Local%20Offer/local-offer- original.htmhttp://www.yor- ok.org.uk/families/Local%20Offer/local-offer- original.htm http://www.northyorks.gov.uk/article/23542/SE ND---local-offerhttp://www.northyorks.gov.uk/article/23542/SE ND---local-offer

18. SERVICE DELIVERY & PLANNING Previously services were established and parents/ carers, children/ young people were asked their opinion. The new CoP turns this around and by encouraging educators and providers to ask:  What do you need?  What would you like to achieve?  How can we help you?  What are your aspirations?  What can we do to help you realise your goals? = Closer collaboration between education, health and social care services

19. Inclusive practice Removal of barriers to learning Educators discouraged from identifying children & yp with learning difficulties too early Educators encouraged to view all children as having learning needs that warrant Quality First Teaching KEY POINTS

20. BARRIERS TO LEARNING Identifying barriers to learning requires us to take a holistic view of needs. Factors that may cause barriers include: -Cognitive -Educational -Environmental -Social -Emotional

21. ACTIVITY Have a look at task sheet 1. Can you categorise the range of circumstances that may lead to barriers to learning for pupils with SEND and reflect on the likely impacts on learning?

22. What do we mean by ‘Quality First Teaching’? Write a definition and share with others.

23. COP SECTION 1.24 Encourages teachers to provide… ‘high quality teaching that is differentiated and personalised, that will meet the individual needs of the majority of children and young people and pupils with additional needs’. https://www.youtube.com/watch?v=Ia4w9u dD5a8&index=3&list=PLo71rs7uZTvU1ruuo 7FWmcFnyAfLMMFDG

24. OUTCOME-FOCUSED APPROACH Graduated approach – cyclical process. A stepped approach to achieving positive outcomes Assess: schools are required to carry out a clear analysis of the pupil’s needs, drawing on assessment and experience of the pupil, their progress, attainment, where relevant, their behaviour in comparison to their peers and national data. Alongside this, the views of parents and the pupil’s own views should influence the assessment. Information from external services including health and care professionals should also be taken into account. Plan: parents, teachers and support staff who work with the child should be made aware of their needs, outcomes set, support provided and any teaching strategies and approaches, which should all be recorded and monitored regularly. Do: the class teacher remains responsible for the pupil and should work closely with other staff to ensure the support is provided and monitor its effectiveness. Review: regular reviews should take place between all relevant staff and parents.

25. TERMINOLOGY Aspirations – long term for child/ yp, established in collaboration with child/ yp and their family. They are not outcomes in themselves. Will focus on life outcomes e.g. employment/ greater independence. Outcomes – The benefit or difference made to an individual as a result of an intervention. It should be personal and be something that those involved have control and influence over. Should be SMART. Targets – small measurable steps that are put in place to enable the child/ yp to achieve their outcomes. Usually three targets for every outcome. May be reviewed and amended regularly to ensure child/ yp stays on track.

26. EXAMPLE Aspiration – Jane will develop positive, reciprocal relationships with her peers. She will achieve this by the end of Year 6. Outcome – Jane will understand the emotional responses of herself and others by the end of Year 4. Targets 1. Jane will interpret the emotions of characters described in a book (using emotion cards) based on the descriptions, and pictures expressed in the text. She will do this under the guidance of her TA 3x weekly for one school term. 2. Jane will use mood clouds to interpret the emotional reactions of herself and her peers following specific teacher-directed activities. She will do this 1 x daily for one school term. 3. Jane will engage in whole class role play activities that involve real life scenarios, identifying the emotions expressed using her emotions cards. She will do this 1 x weekly for one school term.

27. ADVANTAGES OF THIS APPROACH 0-25 (CoP 2014) Its framework has a strong evidence-base It adopts a positive framework, based on abilities Recognises that individual needs are significantly influenced by the context i.e. environment, social support networks etc. It does not see the child/YP as ‘a problem’ 27

28. EXPECTATIONS OF TEACHERS The 2014 CoP states that teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from TAs or specialist staff.

29. What will this mean for you as a teacher? What are the implications? Discuss.

30. EXPECTATIONS OF TEACHERS In practice this means every teacher…  Understanding the strategies to identify and support pupils with SEND  Knowing about high-incidence SEND most frequently encountered in mainstream classrooms  Identifying and reducing barriers to learning and participation  Providing high-quality differentiated and personalised teaching  Differentiating the curriculum to match the reading age and ability of pupils with SEND  Making reasonable adjustments to ensure maximum access to the curriculum, to the leaning environment and to information  Deploying TAs and other supporting adults effectively

31.  Engaging pupils with SEND in assessing and reviewing their own learning and progress  Tracking and monitoring the progress of pupils with SEND at least once every term, and adjusting teaching and learning support accordingly  Planning and reviewing support and progress made by pupils with SEND  Listening to and understanding the concerns of parents and carers about their children’s needs  Involving parents and carers of pupils with SEND in the setting of academic and developmental targets, and the review of their children’s outcomes.

32. QUIZ TIME! Look at the coloured statements. There are two statements in each colour. One = SENDA & Code of Practice 2001 One = SEN CoP 2014 Sort them into the two categories.

33. REFERENCES https://www.gov.uk/government/publications/send- code-of-practice-0-to-25https://www.gov.uk/government/publications/send- code-of-practice-0-to-25 www.nasen.org.uk www.anti-bullyingalliance.org.uk/send-programme Cheminais, R. Special Educational Needs for Qualified and Trainee Teachers Addy, L. How to Understand and Apply Reforms in SEN Policy

34. SOL Access SEN advanced training materials - https://www.gov.uk/government/publications/teaching- pupils-with-special-educational-needs-and-disabilities- send/training-modules-and-resources-for-teaching-send- pupilshttps://www.gov.uk/government/publications/teaching- pupils-with-special-educational-needs-and-disabilities- send/training-modules-and-resources-for-teaching-send- pupils Select and complete module/activities appropriate to your professional development, experience and chosen age group. N.B These materials are pre- 2014 Code of Practice