1. New SENCos
September 2017

2. New SENCo Network - September 2017
Timetable
13:00 – 13:05
Welcome
13:05 – 13:50
Introduction and Newham Context
13:50 – 14:30
Advice from an ‘Experienced SENCO’
14:30 – 14:45
Coffee Break
14:45 – 15:05
SEND 0-25
15:05 – 15:45
Introduction to Support Services
15:45 – 16:00
NASENCo Course

3. The Newham Context
New Sencos September 2017

4. Newham Context
Newham has the youngest overall population in the country
Newham has the highest fertility rate in the country
In 2012 Newham was the second most deprived local authority in England , it is now 25th
Newham is the most ethnically diverse district in England and Wales

5. Academies/free schools
Newham Context
Nurseries 7
Primaries 66
Secondaries 21
Specials 2
Academies/free schools 27

6. Inclusion
Newham has a long and pioneering history of inclusive practice in our schools
Newham continues to see the benefit of inclusive education for children and young people who have SEN and disabilities
Professionals, parents and the LA committed to ensuring that pupils with SEN/D have the right to a high quality education in their community
SEN pupils are able to thrive and achieve in all aspects of school life

7. Best for All – Inclusion Alliance
A shared vision and strategy around how provision should be organised
A five year strategy was launched in July 2017

8. Theme 1: Achievement for all
Theme 2: Preparing for adulthood
Theme 3: Co-Production
Theme 4: Developing Centres of Excellence
Theme 5: A world class SEND workforce
Theme 6: Keeping everyone safe
Theme 7: Outstanding leadership

10. SEN pupils in Newham Primary Schools January 2017

11. Resourced Provisions ASD provision PMLD/CLN provision
Deaf/hearing impaired provision
Primary
Schools
Gainsborough
Langdon
Essex
Ravenscroft
Calverton
Galleons
Tollgate
North Beckton
Sir John Heron
Brampton
Colegrave
Cleves
Selwyn
Total pupil places 14 10 4
Secondary Schools
Cumberland
Stratford
Little Ilford
Eastlea
Royal Docks
Lister 15 8

12. High Needs Funding
The funding for pupils with SEND in Newham schools and resourced provisions is provided through a combination of funds from the schools block and the high needs block of the Dedicated Schools Grant.
High needs funding is for pupils who have particularly high levels of need and funding arrangements for these pupils are agreed between the Local Authority and the Schools Forum.
Pupils with or without EHC Plans are eligible for High Needs Funding

13. High Needs Funding
High Needs Funding is allocated according to a profile of needs
Profiles of need are peer moderated in cluster groups
Funding is awarded at 2 levels; level 3 and level 4

14. High Needs Funding Level Base funding (from DfE)
Top up funding (from Newham) 3
£6,000
£11,100 4
£22,500

15. The Local Authority and its relationship with schools

16. Local Authority Duties
Children and Families Act 2014
Section 27: A local authority in England must keep under review the educational provision…. made in its area for children and young people who have special educational needs or a disability
Section 28: A local authority in England must co-operate with each of its local partners, and each local partner must co-operate with the authority, in the exercise of the authority’s functions under this part.

17. Findings from LA Quality Assurance Visits to schools

18. Characteristics of strong SEN provision found in our schools.
School information reports, local offer and equalities information published on website is compliant and helpful
Strong commitment to inclusion and whole school inclusive ethos
Good relationships with families

19. Characteristics of strong SEN provision found in our schools.
Pupils with high level needs make good progress compared to similar pupils nationally
Data used to evidence SEN pupil progress and set challenging targets
High levels of personalisation and individualised planning linked to long term outcomes

20. Characteristics of strong SEN provision found in our schools.
Good practice evidenced in person centred planning
Good multi-agency working – strong input from specialist teams and agencies
Wide range of specialist resources, approaches and strategies in place to meet pupils’ needs

21. Common areas for development
Insufficient number of suitably trained and experienced staff in the school.
Class teachers not addressing needs of SEN pupils
Dependency on 1:1 support

22. Common areas for development
Attainment of SEN pupils not adequately assessed or monitored so the school is not clear about progress or what good progress looks like
Individual, group and class learning is not linked up.
Provision for SEN pupils is limited to the role of specialist staff.

23. Common areas for development
School information reports, local offer and equalities information are difficult to find and incomplete
Identification of pupils’ SEN is inaccurate

24. Children and Families Act The SEN Code of Practice 0-25

25. Children and Families Act 2014
The main provisions of the Act:
Adoption and Virtual School Head
Special Educational Needs (SEN)
Family Justice System
Childcare
Office of the Children’s Commissioner (OCC)
Shared Parental Leave and Flexible Working
Main provisions of the act
Not just about SEN
Part 3 is the part that contains the SEN reforms

26. Key Elements of the SEN Reforms:
‘SEN support’ replaces SA and SAP
Education, Health and Care (EHC) Plans replace Statements
Joint commissioning
Person-centred planning
Preparation for adulthood
Personal budgets
Local offer
These are the key practical elements which drive the principles behind the reforms
Replacing SA and SAP with a new single school based SEN category for children whose needs exceed what is normally available in schools: ‘SEN support’
Statements of SEN to be replaced with a new education, health and care plan (EHC) for a age range
Joint commissioning across education, social care and health to underpin this approach
Emphasis on person-centred planning
Preparation for adulthood – focus on planning for 14 – 25 age range
Personal budgets available to all children and young people who have an EHC plan
Local authorities and schools are required to publish a local offer of services

27. The Code of Practice
Statutory guidance from the Department for Education on duties, policies and procedures relating to the Children and Families Act and associated regulations.
The Code provides practical advice on how to carry out statutory duties to identify, assess and make provision for children and young people with special educational needs (SEN).
How does the COP relate to the Act
Part staturory guidance and part practical advice
It fleshes out the day to day details of how to implement the regulations in the act

28. Must and Should
In this Code of Practice where the text uses the word must this refers to a statutory requirement under primary legislation or regulations.
Where the text uses the word should it refers to best practice contained in this Code.
As you’re all language specialists I don’t need to explain the difference between must and should
560 Shoulds
356 musts

29. Statutory duties
Organisations must be able to demonstrate in their arrangements for children and young people with SEN, that they are fulfilling their statutory duty to have regard to this Code
Only some parts of the code are statutory but you must ‘have regard’
As you’re all language experts you might be able to make sense of this sentence.... But i can’t...

30. From 1 September 2014 all these organisations must have regard to this Code of Practice
• local authorities
• early years providers
• schools
• further education colleges
• sixth form colleges
• academies (including free schools)
• independent special schools and independent specialist providers
• pupil referral units and alternative providers
• NHS England
• clinical commissioning groups (CCGs)
• NHS Foundation Trusts
• local Health Boards
• SEND Tribunal

31. Four things for SENCos to get right
identification
intervention
impact
information

32. A Cycle of Identification, Support and Review

33. A graduated Response to Need

34. SEN Information Report Required Checklist
All schools and settings are required to publish their SEND Information Report, which sets out information about the implementation of the school’s policy for pupils with special educational needs.
Details about what is required in this report are set out in the following places:
Children and Family Act 2014 Part 3 , Section 69 schedule 1
Code of Practice 0-25 Years
The SEND Regulations 2014 schedule 1  

35. Newham Connect

36.
Search for newhamconnectuk and you should find it.
You can access the information you need without an individual log in.
You need a log in for some functions but most of these do not seem to be used currently.

39. Completing the School Census
Guidance on completing the school census for pupils with SEN and what it can say about our schools.

40. Make sure you have oversight of the census return before it is submitted.
Check ‘Guidance on completing the SEND school census’ on Newham Connect.
Data is entered in January from the school SIMS records. Keep this data up to date and check it is accurate.

42. Things I wish I’d known in the beginning…

43. Which external agency? Complex Needs & Dyslexia Service
Child & Family Consultation Service
Speech & Language Therapy Service
Occupational Therapy Service
Educational Psychology Service
Behaviour Support Service
Language, Communication & Interaction Service

44. When you have external input
Be prepared for a visit:-
Make sure the pupil is in school that morning & if not, telephone the service.
Let the parent know about the visit.
Make sure that you can talk about the pupil in-depth (or have someone there who can).
Have info on the child at the ready –examples of work, current levels, IEPs, any other reports.
Really helpful if the class teacher can be released from class to meet the specialist.

45. from other professionals
When specialist teachers, OTs and SALTs come in to model strategies, try to observe them and/or chat to them afterwards.
Make sure you read the reports and go through them with staff.
Carry out further modelling to ensure that things are being done correctly.

46. good relationships with parents
Try to put yourself in their shoes.
Try to be as accessible to them as possible.
LISTEN to their concerns.
Be honest with them but think about how you word things – do it sensitively.
Work WITH them.
Be positive about their child.

47. Working with class teachers
The pupils with SEN are the responsibility of the class teacher. The SENCo’s role is to facilitate this.
Work together to implement strategies.
Model strategies and help with resource making if you can.
Be realistic – sometimes it’s just tweaking of current practice that’s needed.
Listen to them & be constructive.

48. Working with LSAS Model strategies and programmes for them.
Give them a simplified plan if necessary.
Encourage good communication with class teachers.
Have those difficult conversations.
Find a regular time to meet with LSAs.
Work to their strengths.

49. Pupils with High Needs funding
Try to get to know these pupils really well if you can.
You are responsible for organising and leading review meetings – try to spread them out.
Liaise with professionals about review dates.
Updating & writing new profiles – ask for help.
High Needs cluster meetings – use them to network.

50. Other stuff
Having a monitoring system which allows you to talk through pupil progress and new IEP targets with teachers
Interventions – how are you measuring progress?