1. SEND INFORMATION SESSION
Carly Marsden ~ HT/SENCo
Kate Tibbles ~ SEN Governor

2. SEND Reforms
The SEND reforms build on the best practice over the past 13 years since the last Code of Practice was written.
They aim to implement a new approach which seeks to join up help across education, health and care, from birth to 25.
The reforms give schools the freedom to develop what works for them in partnership with their local authority, parents and young people.

3. SEND Reform Vision
Participation of children, their parents and young people in decision-making.
Early identification of children and young people’s needs and early intervention.
Greater choice and control for young people and parents over support.
Collaboration between education, health and social care services to provide support.
High quality provision to meet the needs of children and young people with SEN.
Focus on inclusive practice and removing barriers to learning.
Successful preparation for adulthood, including independent living and employment.
The reforms aim to join up help across education, health and care, from birth to 25. Help is to be offered at the earliest possible point, with children and young people with SEND and their parents fully involved in decisions about their support and what they want to achieve. This will help lead to better outcomes and more efficient ways of working.

4. A whole school approach
Assess
Review
Engage parent
External support
Wider support/specialist expertise
Engage parent e
Engage parent
SENCO
Whilst the main legal duties on schools will not change; the way they will be met will change.
The reforms aim to bring about a culture change by placing classroom and subject teachers at the heart of the new SEN Support system, with parents or carers fully involved in decisions about their support and what they want to achieve.
Classroom and subject teachers work together with the SENCO, drawing in specialist expertise to remove barriers to learning and put in place effective provision in the form of a four part cycle of assessment, planning, action and review (the graduated approach).
The Teacher’s Standards 2012, make it clear that it is every teacher’s responsibility to “adapt teaching to respond to the strengths and needs of all pupils”. The SEN Code of Practice echoes this point, as it states that “teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff”. c
Class/subject teacher
Child or young Persons with SEN
Class/subject teacher
SENCO
Wider support/specialist expertise
Plan Do
Engage parent

5. Definition of SEN
The reforms do not change the definition of SEN, Children and Families Act 2014:
A child and young person has SEN if they have learning difficulty or disability which calls for special educational provision to be made.
A child of compulsory school age or a young person has a learning difficulty or disability if they have significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
CONTEXT IS IMPORTANT – EACH SCHOOL IS DIFFERENT – Cornwall LA trying to tighten this up!
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.
Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.
Code of Practice, introduction.

6. Definition of Disability
Equality Act 2010:
A person (P) has a disability if-
P has a physical or mental impairment, and
the impairment has a substantial and long- term adverse effect on the P’s ability to carry out normal day-to-day activities.
Long-term means-
Lasted for at least 12 months
Likely to last for at least 12 months
Likely to last for the rest of their life.

7. SEND Code of Practice
The code covers 0-25 range so need to develop partnerships to support transitions
School action and school action plus replaced with a single graduated approach, called SEN support (SS1 and SS2)
Statements replaced with Education, Health and Care Plans, which require a joint approach across education, health and social care
New funding formula means mainstream schools need to fund first £6,000 of a child’s EHCP
Focus on involving young people and parents in decision making about SEN
Greater freedom on recording of targets, monitoring and identification of need
Local offer and school offer must be published.
SEND Code of Practice July 2014
School’s Guide to SEND Code of Practice September 2014 (slimmer version).
Revised SEND Code of Practice January 2015 (comes into force April 2015).
IEPs (EHCP) and Intervention Trackers (SEN support, concern and no SEN).

8. The Local Offer
Local authorities must publish a Local Offer, setting out in one place information about provision they expect to be available for children and young people in their area who have SEN, including those who do not have EHCPs.
Family Information Services
The Local Offer will enable families to see readily what they can expect from mainstream services across education, health and social care and how to access more specialist support.

9. Areas of Need General learning difficulties Dyslexia Dyscalculia
Cognition and Learning
Social, Emotional and Mental Health
Physical and Sensory
Communication and Interaction
General learning difficulties
Dyslexia
Dyscalculia
Dyspraxia
ADHD (ADD)
Attachment
OCD
ODD
Tourette’s
Eating disorders HI VI
Muscular Dystrophy
Cerebral Palsy
ASD/ASC
Aspergers
Speech & Language delay/disorder
Down Syndrome

10. Outside agencies
Family Information Services (Early Support/ Family Support Workers/Parenting courses)
AS Team (Autism Spectrum Team)
Behaviour Support Service
CAMHS/ Primary Mental Health Service
Dreadnoughts
Educational Psychologist
Hearing Support Service
Learning Support Service
FIS leaflets
Parenting courses booklet

11. MARU (Multi Agency Referral Unit/ Social Care)
NSPCC
Nurture Groups (New Horizons)
Occupational Therapist (DCD Team)
Penhaligon’s Friends (bereavement)
Physiotherapist
School Nurse/ Health Visitor
Speech and Language Therapy Service
Student Welfare Officer (Brannel)
Vision Support Service
Young Carers

12. Independent Advice
SENDIASS (SEND Information Advisory and Support Service) – an independent, free service run by Disability Cornwall.
SENDIASS flyer

13. Achievement for All
Nanpean School has registered with Achievement for All, a two year improvement programme to improve outcomes for vulnerable and disadvantaged pupils, including those from low income families, those identified with special educational needs, and looked-after children.
The Programme has been in practice for five years, used by more than 2000 schools.
It focuses on 4 areas:
Leadership
Teaching and Learning
Wider Outcomes and Opportunities
Parent and Carer Engagement.

14. School’s Local Offer
Each school will have a ‘SEND Information Report’ that explains the type of support they provide for children with SEND.
It also reports how the school involves children and their parents/carers in any decisions.
Nanpean School’s ‘SEND Information Report’ will be published on our website after February half term.

15. Any questions?
Future workshops?