1. SEND Reforms – Implications for Schools and SENCos
Dorothy Hadleigh, SEN Services Manager
also
SEN Services Educational Psychologists and Advisory Teacher
Powerpoint presentation produced by Nigel Harrisson,
QuEST
Quality Education Support and Training (UK) Limited

2. SEND Reforms
The SEN reforms will mainly affect LAs policy and procedures… but knock on to schools
There is a change of culture
Three main areas that will affect schools directly…
Funding Reforms – Implemented in April 2013
The Code of Practice – Currently Draft
The Equalities Act 2010

3. Change of Culture Children and Families Bill – not just SEN
Funding in Schools – get on with the job – less prescriptive of how you do it
Schools increasingly autonomous of LA
Only the most complex needs should have an EHC Plan
Continuing emphasis on progress and outcomes
Parents and Young People ‘back in control’

4. Behind the Reforms

5. Funding Reforms From April 2013 – includes FE Local Funding Formula
Funding now in schools – notional SEN budget
Regard to the whole of the school budget
Schools must use their ‘best endeavours’
In mainstream - LA ‘top up’ from high needs block (over what’s reasonable for schools to spend - £6k)
Commission special school places

6. Implications for Schools?
Deciding on budget – it’s only notional
Meeting needs v. spending the money
When to ask for a top up – evidence needed
Movers in and out

7. Equalities Act 2010
Proposed C&F Act will not cover disabled children without SEN (but most disabled children have SEN)
Disability is considered long term (12 months or more) and affects day-to-day activities – can include asthma, cancer etc
Disabled children are covered in Children Act 1989 and Equalities Act already in place but renewed emphasis – no need for more legislation

8. Equalities Act 2010
Must not discriminate - must not treat anyone less fairly because of their disability
Must make reasonable adjustments
Public bodies have a duty to promote equality of opportunity
Recourse to SENDIST – Governing Body is the ‘responsible body’

9. Draft Code of Practice Main Changes: Change of culture
Less prescriptive – focused on ‘good practice’
0-25
Big emphasis on taking into account the views of C&YP
Joint strategic planning and commissioning for LA
Co-ordinated Statutory Assessment
New guidance on supporting pupils (but nothing really new)
Emphasis on transition to adulthood

10. The Local Offer and Schools
Local Offer – will set out what a typical school can offer for SEND from within its budget
Schools must be involved (as providers) in the development of the Local Offer

11. Local Offer Will Include How Schools:
Identify and assess SEN
Adapt teaching and the curriculum
Make adjustments to the learning environment
Provide auxiliary aids
Assess and review progress
Support transition
Prepare for adulthood
Develop staff re: SEN
Engage specialists
Evaluate the effectiveness of provision
Support access to extra curricular activities

12. The Local Offer and Schools
In addition, schools are required to publish detailed information on the Local Offer for their particular school
There must be a designated SENCo – who is a qualified teacher
Schools must ensure that those with SEN are included alongside their non- SEN peers (wherever possible)
Need to have arrangements in place for involving outside agencies/specialists – but you decide if and when

13. Working with C&YP and Parents
Need to take into account the views of parents and C&YP
Need to support the participation of C&YP in making decisions
Identification of ‘needs’ - not just educational needs
Schools should engage with parents and C&YP when drawing up policies and procedures
Schools could use the LAs Parent/Carer Forums to develop policies on SEND

14. Provision for SEN in School
Schools need to ensure ‘high quality provision for SEN’
High quality differentiated teaching THEN ‘additional to or different from’
Graduated approach – but no ‘stages’ suggested
There will be increased choice over support i.e. personal budgets
SEND should be represented on Schools’ Council

15. The Graduated Approach
Schools should assess C&YP skills and levels on entry and make regular assessments of progress
Graduated approach in school
Given differentiated work they fall behind – give extra support to make up progress
Still failure to make progress – assess for SEN and agree support
Take an ‘assess – plan – do – review’ cycle approach

16. SEN Provision in Schools
Use ‘appropriate evidenced based interventions’
Have clear ‘stretched’ expectations as outcomes
Track progress at least termly (3x a year)
Support is planned and reviewed ‘by the class or subject teacher in collaboration with parents, SENCo and pupil’
If you make SEN (additional to or different from) provision you must tell parents

17. SEN Provision in Schools
Outside Agencies - Schools should always involve when a pupil makes little or no progress despite “well-founded support” over a sustained period – but can involve them (or not) at any point
There is a need for a plan but not called IEP etc
Must provide at least an Annual Report on progress but should meet termly with class teacher or form tutor supported by SENCo

18. SEN Provision in Schools
Need to keep accurate up-to-date records especially as evidence if SA required
Provision maps can be used for all ‘additional to or different’ from in school
LA will also collect data on numbers and types of need – schools have a duty to co-operate

19. SEN Categories Communication and Interaction Cognition and Learning
Social, Mental and Emotional Health (note – not Behaviour)
Sensory and/or Physical

20. Requesting a SA for a EHC Plan
LAs will require:
Evidence of academic attainment and rate of progress
Information on the nature, extent and cause of the SEN
Evidence of the actions taken
Evidence where progress has been made that it has been due to over and above resources that cannot be sustained
Evidence of developmental needs
SA process - not much change for schools:
Timescale reduced from 26 to 20 weeks
YP over 16 has right of appeal to SENDIST
Mediation must be considered if in disagreement

21. SA & EHC Plans
Parents (and YP over 16) can request a SA for EHC Plan – over 16s seen as adults
‘Anyone’ can bring SEN to the attention of the LA
Schools and parents have the right to request SA
All agencies must work together – not just for those with EHC Plans – schools bringing professionals together

22. EHC Plans
When SEN provision cannot reasonably be provided via the resources normally available in school/college
The plan must be focused on outcomes
Must set out how agencies will work together

23. Role of the SENCo
Determines with Head and Governing Body the strategic development of SEN policy and provision
Day-to-day responsibility for the operation of the SEN policy and co-ordination of provision
Providing professional guidance to colleagues
Working closely with parents/specialists
Advising on deployment of the delegated budget
Liaison with other establishments
Working with Head and Governing Body to meet EQA
Record keeping

24. Staff Development
All teachers are teachers of SEND and should have high expectations
SEN should be a core part of performance management of all teachers
Professional development needs to be in place for all teachers and TAs

25. Transition to Adulthood
Secondary Schools – preparation for adulthood – transition planning from Year 9
C&YP need information to make informed choices e.g. transition to adulthood
Careers advice should be impartial and independent
Should look at what is needed and flag up how support might change

26. Disagreements
Dispute resolution open to schools and parents for any SEN not just EHC Plans
Parents can use school complaints procedures
Complaint to Ofsted - but only on a general basis not on an individual case
LGO for maladministration in LA
SENDIST – for disability discrimination