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SEND Reforms – Implications for Schools and SENCos

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Presentation on theme: "SEND Reforms – Implications for Schools and SENCos"— Presentation transcript:

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

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