Presentation on theme: "SEN Changes September 2014. The reform vision: Positive outcomes for children, young people and their families Improved attainment and progression of."— Presentation transcript:
The reform vision: Positive outcomes for children, young people and their families Improved attainment and progression of pupils with SEN. Increase in the percentage of KS4 and KS5 SEN cohort going to, or remaining in, Education, Employment and Training. Reduction in percentage of pupils with SEN receiving one or more fixed period exclusions. Reduction in school absence of pupils with SEN. Effective preparation for adulthood Better support received to prepare young people for a successful transition to adulthood. Positive experience of the system Planned and well managed transition at key points. Parents, children and young people get the right support at the right time and feel that they are listened to and in control of their support, choices, decisions and opportunities.
Definition of SEN Definition of SEN remains the same: A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory schools age or a young person has a learning difficulty or disability if they: a) have a significantly greater difficulty in learning than the majority of others of the same age; or b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.
Summary of main changes Statements replaced by Education Health and Care Plans (EHCP)and will be from 0-25. All statements must be transferred into EHCP’s by Sep 2017 until then the old guidelines are followed. Any new assessments of SEN from Sep 2014 will follow new rules. No School Action of Action Plus just one stage SEN support in school.
Summary of main changes Four main categories not five. No longer have category for BESD now Social, Mental and Emotional needs; other areas remain the same Communication and Interaction, Cognition and Learning, and Sensory and/or Physical.
Summary of main changes Emphasis now on classroom teacher and on ‘high quality teaching’ that is differentiated and personalised. Emphasis on assess, plan, do, review process. Under the new code no IEP’s, schools can look to develop other ways to communicate strategies that help students.
Summary of main changes Parents of a child with an EHC can choose to hold personal budgets to buy in support identified. This is discussed as part of the process when moving to an EHC. Parents must be informed if the class teacher and SENCO decide SEN support is required. All teachers and support staff who work with the child should be made aware of their need, the support provided and any teaching strategies or approaches that are required. This should be recorded on the school’s information system.
External support e e c c Child or young Persons with SEN Review Assess Do Plan Engage parent
SEND Information Report Every school from September 2014 has to publish how they support SEN students. On our school website: Click on our school and scroll down to purple bar at the bottom. Click on SEN.
Advice and Support for you. As well as the guide on our website you can visit the Warwickshire SEN site. www.warwickshire.gov.uk/sen