SEND Webinar 1SEND – the changing landscape for schools

Wednesday, 30th April 2014 – 6pm

Presented by Lorraine Petersen OBE

http://www.axcis.co.uk/webinar_send

Current Statistics

2.8% of pupils across all schools have a statement

o 53% Mainstream

o 39.6% Maintained Special School

o 4.9% Independent School

o 1.8% Non – Maintained Special School

o 0.7% Pupil Referral Units

16.0% of pupils identified as having SEN (School Action and School Action Plus) with no statement

DfE First Release – National Statistics January 2013

http://www.axcis.co.uk/webinar_send

Complex Needs

Co-existing, Overlapping, Co-morbidity, Co-occurring

Neuro-developmental disorders, chromosomal disorders, poverty, environmental, mental health, alcohol, drugs and smoking, premature birth, modern medical science etc.

Schools and a school workforce to meet the needs of 21st Century children

http://www.axcis.co.uk/webinar_send

Where are we now?

February 2013 – Children and Families Bill introduced in House of Commons

October 2013 Draft Code of Practice and Regulations

March 2014 – Children and Families Act 2014

Regulations to follow

April 2014 – Revised Draft Code of Practice

May 6th – Consultation closes for CoP

September 2014 – Implementation of Act

September 2014 – Transitional arrangements

http://www.axcis.co.uk/webinar_send

Transitional Arrangements

On the 8th April Edward Timpson wrote to schools, colleges, local authorities and parents with information about implementation

1st September 14 - No new assessments for statements

September 2014 – Local Offer must be published

Spring 2015 – All SA and SA+ children transferred to SEN Support (census data – January)

September 14 – September 16 – All LDAs must be transferred to EHC plans

September 14 – April 18 – All statements must be transferred to EHC plans

http://www.axcis.co.uk/webinar_send

Changes since the 2001 CoP

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN

There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels

There is a stronger focus on high aspirations and on improving outcomes for children and young people

It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care

It includes guidance on publishing a Local Offer of support for children and young people with SEN and disabilities

http://www.axcis.co.uk/webinar_send

Changes since the 2001 CoP

There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus)

For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care Plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)

There is greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

Information is provided on relevant duties under the Equality Act 2010

Information is provided on relevant provisions of the Mental Capacity Act 2005

http://www.axcis.co.uk/webinar_send

Key Message …

Every teacher is responsible and accountable for all pupils in their class

wherever or with whoever the pupils are working

http://www.axcis.co.uk/webinar_send

SEND – Whole School Issue

6.2 Every school is required to meet the SEN of the children or young people that they support. Mainstream schools must:

Use their best endeavours to make sure that a child with SEN gets the support they need

Ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN

Designate a teacher to be responsible for co-ordinating SEN provision

Inform parents when they are making special educational provision for a child

Prepare a report on the implementation of their SEN policy and their arrangements for:

o the admission of disabled children

o The steps being taken to prevent disabled children being treated less favourably

o The facilities provided to enable access to the school for disabled children

o Their accessibility plan showing how they plan to improve access progressively over time

http://www.axcis.co.uk/webinar_send

Leadership Team

School leaders should regularly review how expertise and resources used to address SEN can be used to build the quality of whole-school provision as part of their approach to school improvement

The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff

School leaders and teaching staff should identify any patterns in the identification of SEN both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching

http://www.axcis.co.uk/webinar_send

Governing Body (or equivalent)

Must ensure that there is a qualified teacher designated as SENCO for the school.

Understand how the school identifies children with SEN and what happens once a pupil has been identified.

Understand how SEN funding is allocated and spent including who is responsible for the spending

Must publish information on their websites about the implementation of their policy for pupils with SEN- updated annually or when information changes

Develop good relationships in the school especially with the head and the SEN coordinator (SENCO).

http://www.axcis.co.uk/webinar_send

SENCO

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

The SENCO has day-to-day responsibility for the operation of SEN Policy and co-ordination of specific provision made to support individual pupils with SEN

The SENCO provides professional guidance to colleagues

The SENCO, headteacher and governing body should establish a clear picture of the resources that are available to the school

The school should ensure the SENCO has sufficient time and resources to carry out their functions

http://www.axcis.co.uk/webinar_send

Teaching Staff

Teachers are responsible and accountable for the progress and development of the pupils in their class including where pupils access support from teaching assistants or specialist staff

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching

SEN Support – Graduated approach – Assess, Plan, Do, Review

The class/ subject teacher remains responsible for working with the child on a daily basis

http://www.axcis.co.uk/webinar_send

Don’t Forget …

Early Years

National Curriculum Reform

o Changes to assessment

o Phonics Check

Examination Reform - 16 and beyond

Funding Reform

Pupil Premium

Ofsted Inspection Framework

http://www.axcis.co.uk/webinar_send

Don’t Forget …

Early Years

National Curriculum Reform

o Changes to assessment

o Phonics Check

Examination Reform - 16 and beyond

Funding Reform

Pupil Premium

Ofsted Inspection Framework

http://www.axcis.co.uk/webinar_send

Key Message …

Every teacher is responsible and accountable for all pupils in their class

wherever or with whoever the pupils are working

http://www.axcis.co.uk/webinar_send

Questions

Please feel free to contact Lorraine should you have any questions.

o Twitter: @lorrainep1957

o Email: http://lpec.org/contact-2/ - use ‘Axcis Webinar 1’ as the reference in the subject title.

Alternatively; you can also email info@axcis.co.uk and your email will be forwarded to Lorraine.

http://www.axcis.co.uk/webinar_send

Other Axcis EventsWe are looking forward to a number of other events throughout the year, including

More Axcis SEND Webinars

A series of ‘Ask an Expert’ Education Webchats with Network Autism which Axcis has sponsored. Every month until Dec 2014, you get the opportunity to question an expert directly on any education related topics free of charge. To join the Axcis Group – visit out webpage: http://www.axcis.co.uk/axciswebchat

Visit our Client Events page for the latest SEND conferences: http://www.axcis.co.uk/clientevents

Visit our Candidate Events page for the latest CPD short-courses, seminars etc. E.g. Team Teach, Behaviour Managements, Autism Awareness, Makaton, PECs etc.: http://www.axcis.co.uk/candidatetraining

Visit our social media handles for the latest SEND news, events, jobs (@axcisjobs) etc.

http://www.axcis.co.uk/webinar_send

www.axcis.co.uk/facebook

www.axcis.co.uk/twitter

http://www.linkedin.com/company/axcis-education

www.axcis.co.uk/twitter

https://plus.google.com/u/0/+DeanAxcis/posts

http://www.slideshare.net/AxcisTeaching/