The Changing Landscape for Schools in the UK (2014) - Special Educational Needs and Disabilities...
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SEND Webinar 1 SEND – the changing landscape for schools Wednesday, 30 th April 2014 – 6pm Presented by Lorraine Petersen OBE http://www.axcis.co.uk/webinar_send
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The UK Department for Education (DfE) states that "There are 2 million children in the UK currently identified as living with special educational needs and/or disabilities (SEND)." As a specialist SEND recruitment agency in the UK, Axcis Education believes that it is our moral responsibility to give back to education by sharing as much information as possible about the changes in SEND legislation. In September 2014, the UK will officially begin to implement the largest SEND reform in over 30 years by way of the new (Draft) SEND Code of Practice for educators covering the full 0-25 age range. With the demand being higher than ever for sound advice, ideas, practical tips and resources to support learners with SEND, we are honoured to work with former Nasen CEO, acclaimed SEND education consultant, Lorraine Petersen OBE and others of equal standing in the sector to offer free webinars clarifying some of this information. These webinars are designed to help education professional of all levels in the UK to gain a better understanding of the reform and provide them with direction on the resources that are required for continued professional development (CPD), transition and implementation. They also allow education professionals the opportunity to share good practice and expertise with others in the education sector. Axcis also supports Network Autism and hopes to soon be sharing information on the Nasen SEND Gateway This presentation is from our first webinar which was held on 30th April 2014. A transcription of the live webinar can be viewed on our website: http://www.axcis.co.uk/SEND-the-changing-landscape-for-schools-webinar-transcript. In addition to these webinars, Axcis Education has also sponsored an series of National Association for Special Educational Needs (Nasen) / DfE Consultation and Implementation events throughout the UK to help everyone understand the new SEND Code of Practice. We fully support Nasen’s work and have been a corporate partner with them since 2012. Axcis Education is also sponsoring ‘Ask and Expert’ Education Webchats (once a month up until Dec 2014) in collaboration with Network Autism for whom we are exclusive sponsor for 2014/15 and the UK’s largest Autism charity, the National Autistic Society. You can join our Axcis Group by visiting our website: http://www.axcis.co.uk/axciswebchat. The NAS does amazing work and we are proud to be a part of it as a corporate sponsor and partner since 2011. We offer a range or CDP options to registered clients and candidates, including TEAM TEACH, Autism Awareness, Behaviour Management, introductions to Makaton & PECs as we want to help education professionals of all sectors gain the information and expertise that they require to support children with SEND conditions in their care. Please follow our social media handles if you too are interested in following regular updates on the latest SEND news and transition in the UK.
Transcript of The Changing Landscape for Schools in the UK (2014) - Special Educational Needs and Disabilities...
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 [email protected] 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/
