GOVERNING BODY SEND REFORM PROGRAMME BRIEFING – FEBRUARY 2015

Person centred

Integrated support

Joint planning and decision making with

families

Outcomes focused

SEND reforms - The new vision

Involvement of children, young people and parents in decision making

Option of a Personal Budget

Integrated assessment and planning

Joint commissioning

Better disagreement resolution processes

The vision: Children and young people at the centre

0-25 Children and

young people with SEND

and families

Where disagreements happen, they can be resolved early and amicably, with the option of a Tribunal for those that need it.

Children, young people and parents understand a joined up system, designed around their needs.

Having friends

Outcomes

Employment prospects

Positive Wellbeing

Good qualifications

Making their

views heard

Local offer

Enablers

Education Health and Care plan is holistic, co-produced and focused on outcomes.

Extending choice and control over their support.

Information, advice and

support

A Unique Journey - getting into the shoes of parents with a child ..

1. Anxiety, shock, helplessness; denial; guilt; crisis as now life becomes different; search for expertise, isolation

2. Coping with conflicting advice; chronic sorrow; unsustainable emotional effort; navigating service systems; discrimination

3. Reframing “normality”; drawing on a range of expertise; developing confidence and self-advocacy; connecting with other families; advocating for services

PARENT of child with Down syndrome

“Don’t keep talking to me about all the things my son can’t do. Let’s value the things that he can do. Don’t plan dozens of small steps towards insignificant targets. Let’s talk about ambition for him. What he/we want him to do by the end of year, when he leaves school and then let’s talk about how we get there!”

Long term outcome When I leave education I want a job

Medium term outcomes•To have a clearer idea about what I bring the world of work, what type of job I would be interested in and what support I would need•To have experience of going to work in a real employment

Short term outcomes•I will have talked through my career opportunities (action could be to engage a job coach)•I will have a vocational profile that I can send with a job application•I will use the vocational profile to get work experience and the right support for the placement

Long, Medium, Short Term Outcomes:

Long Term – (e.g. for life/adulthood)

Medium Term – (end of education, phase e.g. early years, primary (KS1/2), Secondary (KS3/4/5), Further Education

Short Term – (up to a year)

Questions to test if something is an outcome

If you got your outcome…what would it…..

Give you? Do for you? Make possible for you? Where, when and with whom do you want it? What difference will other people see? What will you notice? What else??

What are person-centred approaches?

Person-centred approaches: A way of working that puts children, young people and families at the centre, advocating that everyone has the right to exercise choice and control in directing their lives and support.

Person-centred thinking: A range of skills and tools that help to focus on the person, their gifts and skills, what is important to them and what provides good support for them. Person-centred thinking is the foundation of person-centred planning.

Person-centred planning: A continual process of listening to what is important to the person now and in the future with the support of family and friends and creating action or changes based upon this.

Key Features of PCP

1. The child or young person is at the

centre. 2. Family members and friends are full

partners.

3. Reflects a child or young person’s capacities, what is

important to them (now and in the future) and specifies the support they require to make a valued contribution

to their community.

4. Builds a shared commitment to action that recognises a child

or young person’s rights.

5. Leads to a continual process of listening,

learning and action and helps the child or young

person get what they want out of life.

OTHER OUTCOMES for CYP with SEND Progress – reading maths, writing Attainment – in national and school assessments Well-being Social interaction Mobility Attendance and punctuality Exclusions Participation in full life of the school

GB MONITORING?:

Q. How do you currently monitor OUTCOMES for pupils with SEND?

RAISEonline – vital tool for governors

Guidance for governors page 4

“The figures allow governors to ask themselves questions that are essential for evaluating pupils’ performance. Which they can follow up with challenging questions to leaders” e.g.

“Are enough low prior attainers (level 1 or below) catching up to reach Level 4 by making more than expected progress?”

OFSTED and SENDAn evaluation of provision for and outcomes of pupils with SEND is central to the process through which OFSTED inspectors come to a final judgement about a school. Also …..

•“Inspectors MUST .. Gather evidence from a wide range of pupils , including disabled pupils, those with SEN … and those who are disadvantaged …” para 68. January 2015 Inspection Handbook

OFSTED Overall Outstanding (1)

The school’s practice consistently reflects the highest expectations of staff and the highest aspirations for pupils, including disabled pupils and those with special educational needs. Page 39. January 2015 Inspection Handbook

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OFSTED - Outstanding Teaching (1)

Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils and those who have special educational needs are making sustained progress that leads to outstanding achievement. Page 62. January 2015 Inspection Handbook

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OFSTED - Inadequate Teaching (4)

Teaching is likely to be inadequate where any of the following apply: As a result of weak teaching over time, pupils or particular groups of pupils, including disabled pupils and those who have special educational needs, ……. are making inadequate progress. Page 63. January 2015 Inspection Handbook

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Leadership + Management are Inadequate

Leadership and management are likely to be inadequate if any of the following apply.

•Leadership is not doing enough to ensure good teaching for all groups of pupils, including disabled pupils and those who have special educational needs.

Page 51. January 2015 Inspection Handbook

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Introduction1.Principles

2.Impartial Information Advice and Support

3.Working Together Across Education, Health and Care for Joint Outcomes

4.The Local Offer

5.Early Years Providers

6.Schools

7. Further Education8. Preparing for Adulthood from the earliest years9. Education, Health and Care needs assessments and plans10. Children + YP in specific circumstances 11. Resolve disagreements12. Annexes x 2

FINAL SEND CODE OF PRACTICE January 2015

THE MAIN CHANGES – from September 2014• A SEND system that runs from 0-25: giving young people

with SEN (and disabilities)in Further Education and training aged 16-25 the same rights and protection as those CYP with more complex needs

• SEN Support replaces SA and SA+• SEN statement/LD assessments replaced by an

Education Health and Care plan (EHCP) – joint accountability and funding; improved assessment of needs

• Strong focus on aspirations + OUTCOMES: short, medium and long term - + greater focus on support to ensure transition to adulthood

Broad areas of need• Communication and interaction, including

SLCN, Autism Spectrum Disorder • Cognition and Learning - including Moderate

Learning Difficulty, Severe LD, Profound + Multiple LD

• Social, emotional and mental health difficulties • https

://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

Sensory and/or physical needs

Transitional arrangements include“There won’t be any overnight switch to the new system. We’re, instead, looking at a gradual change over that happens at a manageable pace and maintains high-quality support throughout.” Edward Timpson

•Phased transfer of statements/LDAs to EHCPs

•Assumption that all statements “migrate” to EHCP – unless agreement to cease

• Where text uses “must” it is a statutory requirement – i.e. school/GB must give consideration to what the Code says

• GB must have regard to the Code - the GB cannot ignore it.

• Where the Code says “should” it means that the guidance must be considered – schools/GBs must have regard to it and are expected to explain any departure from the guidance

STATUTORY DUTIES – governing body

LEADERSHIP AND MANAGEMENT

CoP 6.3. “There should be governor oversight of the school’s arrangements for and disability SEN ….school leaders should regularly review how expertise + resources .. can be used to build whole school provision as part of their approach to school improvement

26

The schools’ must do list includes:

• Identify and address the SEND of the pupils that they support.

• Ensure that pupils engage in the activities of the school alongside pupils who do not have SEND

• Designate a teacher to be responsible for co-ordinating SEND provision – the SEND co-ordinator, or SENDCO.

• inform parents when they are making special educational provision for a child

The schools’ must do list includes …:• Must prepare an SEN information report (can be part

of the SEND policy) and their:• arrangements for the admission of disabled

children,• the steps being taken to prevent disabled children

from being treated less favourably than others, • the facilities provided to enable access to the

school for disabled children and • their accessibility plan showing how they plan to

improve access progressively over time

ACCESSIBILITY PLAN

The presentation options are 1.Stand alone plan with actions, roles and responsibilities time scales,

resources, monitoring + review arrangements etc.2. Actions included as part of the school improvement plan but clearly

signalled as  ACCESS issues

3.Combination of both •Option 2 means the actions will be regularly reviewed by governors and is the most straightforward approach

THE LAW – taking account of needs

• The delivery must be in ways which are determined after taking account of the pupils' disabilities and any preferences expressed by them or their parents.

• The accessibility plan must be in writing.• The responsible body (governors) must keep its accessibility plan

under review during the period to which it relates and, if necessary, revise it.

• The responsible body must implement its accessibility plan.• A relevant inspection may extend to the performance by the

responsible body of its functions in relation to the preparation, publication, review, revision and implementation of its accessibility plan.

THE LAW – the plan must have 3 componentsThe responsible body of a school in England and Wales must prepare an accessibility plan;

1.increasing the extent to which disabled pupils can participate in the school's curriculum,

2.improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school, and

3.improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled.

The “delivery of information”

The “delivery of information” can include making text accessible to Visually Impaired  pupils; providing signing e.g. for pupils with communication needs; ensuring that teachers convey information clearly to Hearing Impaired pupils, e.g. using subtitles when using video resources; attention to seating and lighting arrangements etc.

SENDCOs• Governing bodies of maintained mainstream schools and the proprietors of

mainstream academy schools (including free schools) must ensure that there is a qualified teacher designated as SENCO for the school.

• A newly appointed SENCO - where they have not previously been the SENCO at that or any other relevant school for a total period of more than twelve months - must achieve a National Award in Special Educational Needs Co-ordination within three years of appointment.

• The SENCO has an important role to play with the head teacher and governing body, in determining the strategic development of SEN policy and provision in the school. They will be most effective in that role if they are part of the school leadership team.

• The key responsibilities of the SENCO are detailed in the Code (Section 6.90)

• Qualified teacher• Oversight – day to day• Coordinating Provision• Liaising with LAC designated

teacher• Advising – graduated

response (assess, plan, do, review)

• Advising - £ delegated SEN budget

• Liaising with parents/carers• Liaising with EY providers,

voluntary bodies• Key contact with external

agencies, especially LA services (e.g. EPS, Sensory Team, PLSS)

• Managing transition• Maintaining records• Liaising with GB and Head on

Equality Act 2010 compliance

ROLE OF SENDCO - + GB duties

THE GOVERNING BODY

The appropriate authority must determine the role of the SENCO in relation to the leadership and management of the school and monitor the effectiveness of the SENCO in undertaking those responsibilities

THE SENDCO• The school should ensure that the SENCO

has sufficient time and resources to carry out these functions.

• This should include providing the SENCO with sufficient administrative support and time away from teaching to enable her/him to fulfil their responsibilities in a similar way to other important strategic roles within a school.

SEN Provision – key points• Teachers responsible + accountable for all

children in their class, including when pupils access TA support. 6.36.

• Priority is high quality teaching – differentiated• SENDCO role - review and improve strategies +

teachers’ knowledge of SEN most frequently encountered

• Parental involvement – clarity on child’s needs, agreed outcomes, next steps, record of meeting

Staff support/development

1. Basic Awareness – for those in contact with pupils with particular SENs

2. Enhanced – for those working regularly with pupils with particular SENs – e.g. adapt teaching + learning

3. Specialist – in depth training: for staff advising colleagues

Code 4.32.

Monitoring Provision

Q. How do you currently monitor the quality of provision for pupils with SEND

Video montage

http://youtu.be/7dGPCXHj85I

http://youtu.be/P1SWwMm7uWg

http://youtu.be/vkymZzmg4jw

Camden Local Offer

Camden Local Offer can now be accessed at www.localoffer.camden.gov.uk

LOCAL OFFER is

• Collaborative – e.g. parents and CYP

• Accessible – e.g. jargon free, well publicised

• Comprehensive – e.g. all support available for CYP with S/END? 0-25: + where to get help and guidance

• Up to date – 2014/15

• Transparent – e.g. accountabilities

THE LOCAL OFFER?• All Local Authorities must publish a Local Offer setting out

in one place a clear, up-to-date and easy to understand explanation of all the local services to support children and young people with SEN/D and their families

• Schools and Colleges must work with the Local Authority and set out for parent/carers how they will support pupils with SEN/D

• LAs communicate to schools, settings and post 16 providers what they expect to see.

• Educational, care and health provisions

• EHC eligibility criteria• Specialist services• Post 16 education and

training – e.g. apprenticeships

• Travel arrangements• Sources of information,

guidance and support

• Childcare for disabled Children• Leisure activities• Advice on housing• Support for YP in higher

education - e.g. DISABLED STUDENTS ALLOWANCE

• Mediation + complaints• Support expected in schools,

settings and colleges• Personal budgets – eligibility and

processes

Camden Council LO includes ..

External SupportLocal offer includes:

o Educational psychologistso Child and Adolescent Mental Health Services o Specialist support teachers: e.g. Hearing, Visual, PDo Behaviour support team - primaryo Palliative and respite care – short breakso Speech and language therapistso Early intervention - ASDo Occupational therapistso Physiotherapists

1. Leadership and governance2. Skill and expertise of staff3. Contribution of specialist

services4. Identification, assessment,

planning5. Reviewing progress6. Teaching and support

7. Access to the curriculum8. Accessible buildings,

classrooms + special resources

9. Partnership - parents10. Listening to C+ YP11. Transitions to + from

school12. Support for safety, well-

being, attendance + health

Camden Schools’ Local Offer x 12

LOCAL OFFER + SEND POLICY

• Range of SEN • Identification + assessment• Consulting + Involving CYP + their

parents: e.g. on outcomes• Collaboration with Services -

including Health and Social care• Assessing Progress towards

outcomes• Transitions• Teaching • Named contacts• Complaints from parents

• Adapting the curriculum• Expertise and training of staff• Evaluating the effectiveness of

Provision for pupils with SEN/D• Pupils’ involvement in the full life

of the school• Pastoral Care – emotional and

social development : listening to CYP

• Where to find local Offer – school’s and LA

Contents SEN Policy

GB Oversight - Case Study1. GB Working group with SEND and inclusion focus

2. Deputy, SENDCO, parent of child with SEN, 2 governors

3. Meet twice a term – minutes with formal agenda and minutes

4. Agenda drawn from role of SENDCO + SEN policy

5. Reports to Teaching Learning and Standards sub-committee then to full GB meeting with Q+A

6. TLS receives 4 times a year reports on progress and standards of pupils with SEND plus any incidents of bullying; + attendance data etc.

7. Undertakes Learning Walks – e.g. focus on work of TAS; interventions

8. Conversations with children

9. Records of Visits

Identification – EAL factors

The identification and assessment of the SEN of children or young people whose first language is not English, requires particular care.

Schools, colleges, early years and other providers should look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from a SEN or both.

Who has SEN?

Luke is in Year 5. His teacher is worried because his progress has stalled and he doesn’t look like getting level 4 in either English or maths next year. He messes about quite a lot in class and is often in trouble for fighting in the playground. He is mainly interested in playing computer games and says reading is ‘boring’.

Who has SEN?

Adam is in Year 7. He hasn’t coped well with the move to secondary school and seems bewildered and alone. He often forgets to bring the right equipment and gets told off. Several times recently he has stormed out of class as a result

Who has SEN?• Children and young

people who need support to catch up with their peers

• Children and young people who need a more tailored approach to address a specific SEN that is impacting on their ability to learn

An “interactive” definition of SEN

Code. 6.15. “Pupil has SEN where their Learning Difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age”. “Making higher quality teaching normally available to the whole class likely to mean that fewer pupils require such support”.

CoP guidance - identification

• Assess current skills and levels of attainment on entry – building on received information

• Consider if pupil has a disability – and what reasonable adjustments should be made

• Subject/Class teachers - make regular assessments• Slow progress? • Fails to match or better pupil’s previous rate of progress• Gap with peers widening /• Progress in social/emotional needs?

DISS RESEARCH deployment + impact of support staff

Pupils with SEN receive more support from TAs than from teachers

• TA support is alternative to teacher support – not ‘additional’

• Pupils with SEN are separated from classroom, teacher and peers

• TAs often have main responsibility for pedagogical planning, delivering and differentiating work for pupils with SEN

• TAs’ pedagogical input is well intentioned, but choice

and quality of tasks and verbal interactions are questionable

SEN support 6.44 – 6.56

4 x part cycle: graduated response

1.ASSESS – include views of parents + children: national data; teachers’ + specialists’ assessments

2.PLAN – adjustments, interventions, support (effective, trained staff); home support; review date – record kept

3.DO – class teacher retains responsibility – links with TA and/or specialist staff. Support from SENDCO

4.REVIEW – time scales; revise + change if necessary

SPECIALIST SUPPORT 6.58.

• Involve at any stage –especially when little progress over sustained period

• Support as quickly as possible

• Involve parents in decision

• Camden Local offer sets out range of services

• Specialist equipment – from delegated budget

Parent Partnership

• Extends brief to working with families of children 0-25

• Information, advice and support for young people over 16 who may need support in exercising choice and control over the support they receive – should be provided as part of this service

• PP should direct young people to specialist support to help them prepare for employment, independent living (including housing), and participation in society

INDEPENDENT SUPPORT – new guidance structure for families

• A 2-year programme to provide additional support to young people and parents during the implementation of the SEND reforms – provided by KIDS in Camden

It will provide independent supporters as an additional resource for a time limited period to work directly with young people and the parents of children being assessed for an EHC plan

Greater choice and control for young people and their parents over their support

Key Benefits

the Act requires education, health and social care services to

look at how they support children and

young people in a way that improves

progress and supports the outcomes they want and need in

their lives

the Act requires education, health and social care services to

look at how they support children and

young people in a way that improves

progress and supports the outcomes they want and need in

their lives

Better Outcomes

the Act includes new responsibilities to

make sure parents, carers and young people are much more involved in

decisions that affect their lives

the Act includes new responsibilities to

make sure parents, carers and young people are much more involved in

decisions that affect their lives

More participation

the Act requires services that families

use, in particular education, health and

social care to work more closely together

and commission services together. This

should improve the experiences of C&YP

and their families

the Act requires services that families

use, in particular education, health and

social care to work more closely together

and commission services together. This

should improve the experiences of C&YP

and their families

Better Joint Working

Please visit Shane's wiki at  http://vimeo.com/80887952

Medical Conditions

Guidance published April 2014 in its final form.

 https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions

 

Supporting pupils at school with Medical Conditions: statutory duties• Relevant legislation has been in 8+ separate

laws

• Now part of new Children and Families Act• The aim is to make the system more robust for pupils with medical

conditions and to manage their needs effectively. In essence, the legislation makes it clear that governing bodies will need to know about children with medical conditions and to make these children ‘visible’. Governors will also need to know what their schools are doing for these pupils and hold the school to account to ensure they are meeting their needs.

Individual Health Care PlansInclude•The condition and resulting needs, e.g. medication + treatment; environmental issues•Support for educational and emotional needs•Who provides support: their role and training•Who needs to be aware•Arrangements with parents•School trips and journeys•Emergency procedures

Medical Needs Policy contents

• Roles and responsibilities: e.g. Head teacher, the GB, staff, school nurses, doctors, parents, pupils, OFSTED

• Support and training for staff• Procedures for managing medicines• Record keeping• Practices that are NOT acceptable• Absence procedures• Working with parents • Complaints

Medical Conditions Templates

• Healthcare Plan

• Parental Agreement

• Record of Medicine administration

• Staff training record

• Contacting emergency services

• Model letter to parents

Medical Conditions guidance

Links to additional resources, for example

•Equality Act

•Mental Health and Behaviour in schools

•Guidance - First Aid for Schools

•School Nursing programmes

•School Admissions Code

High Needs Block funding –from April 2013Element 1 funding•core per-student funding (AWPU in schools)

Element 2 funding: place based funding •additional support: schools, 6th form & FE – in addition to AWPU =- first (notional) £6k mainstream / £8k PRU/ £10k in special and resource bases•deducted from the ‘one pot of money’ HNB

Element 3 funding: top-up funding •(notional) £5k delegated using formula- 60% prior attainment, 20% FSM, 20% numbers on roll (will be Camden numbers only) in Camden schools•banded funding in maintained schools: band 1 £10,750 & band 2 £15,040•placements in other boroughs’ and independent sector including residential (minus element 2)

HNB budget 2013-14

Camden’s funding model for SEN in Mainstream schools – which funding pays for what?

Pupils with additional needs up to AWPU + 6k

Pupils with no additional needs

Pupils with additional needs up to devolve threshold

Pupils with additional needs above devolve threshold – band 1 - £21,750

Pupils with additional needs above devolve threshold – band 2 - £26,040

AWPU £6k from notional SEN budget

DSG – Schools Block

HNB funding devolved to schools by formula

HNB top-up – band 1

HNB top-up – band 2

DSG – High Needs Block

Funding received in the school’s

budget

Funding received in addition to the school’s

budget

Examples1.A pupil who requires £(AWPU +7k) support – the school already receives AWPU, the notional SEN budget, plus devolved SEN funding via the formula, so this pupil can be supported within the school’s budget.2.A pupil who requires £(AWPU +11k) support – this is assessed as being above devolved level. Therefore, although the school has already received AWPU, the notional SEN budget and devolved SEN funding via the formula for this pupil, the LA will pay the amounts from the notional SEN budget and devolved SEN funding again plus band 1 top-up for this pupil.

Notional £5k

£10,750

£15,040Notional £6k

Notional £5kNotional £6k