1. Special Educational Needs and Disabilities (SEND)Reforms

2. Meet the team Special Needs Co-ordinators (SENCo) Assistant SENCO
Charlotte Shepherd (Monday to Wednesday Lunchtime)
Sally McNamara (Wednesday lunchtime to Friday)
Assistant SENCO
Gloria Nicholas (fulltime)

3. The Children and Families Act 2014 and new legislation
The special needs reforms will implement a new approach which seeks to join up help across education, health and care, from birth to 25.
This will help lead to better outcomes and more efficient ways of working.

4. Greater emphasis on including:
the views, wishes and feelings of children, young people and parents.
participation in decision-making by children, young people and parents .
providing information and support to help children, young people and parents participate in decision making.
Supporting children and young people to achieve the best possible educational and other outcomes.

5. What’s new in the Code of Practice?
The current categories of School Action and School Action Plus will be replaced with a new single early years and school-based SEN category. As a school we will call this category ‘School Support’.
Statements and Learning Difficulties Assessments replaced by Education, Health and Care (EHC) Plans.
The local authority must have a 'local offer' detailing services to support children and young people with SEN and their families.

6. What is changing?……continued
A new requirement for local authorities and health services to commission education, health and social care services jointly.
A requirement to involve parents, young people and children in shaping the provision of services for those with SEN.

7. Identifying and Supporting Special educational Needs in Oxfordshire Schools and settings.
All Oxfordshire schools have received guidance to help identify and provide suitable provision for children with additional needs. The categories of School Action and School Action Plus are no longer in existence and have been replaced at school. In the first instance all children with SEN or who are operating at below expected levels, the child’s progress and interventions will be closely tracked and monitor using an Initial Concerns Attainment Tracker (I.C.A.T.). For those children who are Identified as having SEN and need to be placed on ‘School Support’ will instead have an Additional Pupil Progress Tracker (A.P.P.T.). You will have an opportunity to review this three times a year with the class teacher.

8. What this change means for you and your child…
Your child will still be closely is monitored and assessed and progress and attainment tracked.
They will continue to received high quality teaching and targeted support including interventions where needed.

9. Levels of SEN support: Initial Concerns Additional Tracker (I.C.A.T,)
Additional Planning Profile Tracker (A.P.P.T)
SOME children, the who are identified as having SEN on the school register.
Local Authority lead
Educational Health and Care Plan (E.H.C.P)
A FEW children with the most complex needs will have these

10. What we have versus what we want…
What does it feel like when searching for information?
What we have versus what we want…

11. The Local Offer
One place to go for all information about special educational needs and disabilities

12. OCC’s public website

13. Family Information Service

14. Working together
We believe as a school that the greatest results come from working in partnership with families and children.