Presentation on theme: "Special Educational Needs and Disability in our school"— Presentation transcript:
1 Special Educational Needs and Disability in our school New Code of Practice 2014
2 Aims of the session:Explain what the SEND Code of Practice is and the changes in the New SEND Code of Practice 2104Definition of SENDWhat we provide for children in our school with SENDParental involvementQuestions
3 All children & young people are entitled to: An education that enables them to make progressBe asked about their hopes and dreams for the future and to be listened toAchieve their bestBecome confident individualsLive fulfilling livesMake a successful transition into adulthood
4 The New SEND Code of Practice 2014 The Code of Practice is statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Bill and associated regulations.All organisations listed within the code must have regard to it and must be able to demonstrate that they are fulfilling their statutory duty to have regard to this code.It has now been in place since September 2014.A guide for parents and carers
5 Definition of SENDChildren and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others. Children and young people with SEN may need extra help because of a range of needs:Communicating and interactingCognition and learningSocial, emotional and mental health difficultiesSensory and/or physical needsMany children and young people who have SEN may also have a disability. A disability is described in law (the Equality Act 2010) as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’
6 Introduction: The 0-25 SEND Code of Practice - 13 years in the making 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.
7 Joined up support across education, health and care, from birth to 25 Participation of children, their parents and young people in decision- making.Early identification of children and young people’s needs and early intervention to support them.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.
8 Local Authority OfferThere is now increased co-operation with Local Authority to best meet the need of our SEND children.The Local Authority have published their ‘Local Offer’This sets out in one place the provision that is available for children in the area who have SEND. This information is accessible to parents.We have our own local offer on our website to explain the things we offer in our school.
10 What do we do in school?Referral made to LA for assessment for Education Health Care plan.If child continues to make less than expected progress, move to SEN Support. Increased, targeted interventions with support from outside agencies, if appropriate.CT notices that childrenare falling behind. CT andSENDco agree on short- term,needs specific intervention.Assess , Plan, Do, Review.Core Group – Needs met by differentiation Quality First teaching – High differentiationMonitoring GroupSEN SEHC
11 A child centred approach AssessReviewEngage parentExternal supportWider support/specialist expertiseEngage parenteEngage parentSENCOcClass/subject teacherChild or young Persons with SENClass/subject teacherSENCOWider support/specialist expertisePlanDoEngage parent
12 A graduated response: Engage parent Engage parent External support AssessReviewEngage parentExternal supportWider support/specialist expertiseEngage parenteEngage parentSENCOcClass/subject teacherChild or young Persons with SENClass/subject teacherSENCOWider support/specialist expertisePlanDoEngage parent
13 ASSESSThe teacher working with the SENCO should assess where a child is not making adequate progress, despite high quality teaching targeted at an area of weakness.They should draw on evidence from a clear analysis of pupil’s need such as:• teacher’s assessment and experience of the pupil;• information on pupil progress, attainment, and behaviour;• individual’s development in comparison to their peers;• the views and experience of parents;• the child’s own views; and• advice from external support services
14 PLAN/DO/REVIEWThe teacher working with the SENCO identifies targets for each half term. These are outlined on an Individual Provision Map. These are put on hands with the children.This shows the ‘additional to or different from’ provision that your child will receive at three levels to meet these targets:They should draw on evidence from a clear analysis of pupil’s need such as:
15 Wider support/specialists AssessReviewEngage parentExternal supportWider support/specialist expertiseEngage parenteEngage parentSENCOcClass/subject teacherChild or young Persons with SENClass/subject teacherSENCOWider support/specialist expertisePlanDoEngage parent
16 There are a range of agencies that can be accessed when needed: The Educational PsychologistSchool Nurse and Health VisitorEducational Social WorkerSensory, Physical and Medical Teaching TeamSpeech and Language TherapistPhysiotherapistOccupational TherapistsPaediatricianEMS schools for ‘Speech, Language and Communication’, ‘Emotional, Social and Behaviour Difficulties’ and ‘Specific learning difficulties’.ASCOSS – Autistic Spectrum Condition Outreach ServiceSevere Learning Difficulties Team
17 Inclusion passportWhen outside agencies are involved an inclusion passport is made to outline and evaluate the strategies used.This continues up with the child through the classes to share information and then on to secondary school.
18 A whole school approach AssessReviewEngage parentExternal supportWider support/specialist expertiseEngage parenteEngage parentSENCOcClass/subject teacherChild or young Persons with SENClass/subject teacherSENCOWider support/specialist expertisePlanDoEngage parent
19 Involving parentsParental involvement and engagement is a priority in our school and vital for the progression of children with SEND.We regularly inform your through s and there are opportunities to meet to discuss the provision at least three times a year.Half way through the year we send home a questionnaire for you to evaluate the provision being provided.There is an SEN Governor to offer advice and guidance.We would like to involve you in policy meetings and training meetings.School SEND Information report on website
20 CAN DO Assessment and EHCP The CAN DO is a form that we can use to assess the level at which a child can do something. This is used within school to highlight the areas of weaknesses and plan for improved provision or when applying for an EHCP.If a child has complex needs and needs complex arrangements then a request for an Education Health Care Plan can be submitted. This is usually for children who are still not progressing after accessing providers from the local offer and using the SEN budget within their own school appropriately.Link to a video explaining the EHCplan
21 Help needed!I would like to put together a parent/teacher/governor committee to:Update the SEND policy in line with the new Code of PracticeUpdate the parent powerpoint available on the websiteRun or be involved with any children/parent/staff workshops if you have an area of expertise which you would like to share.