THE NEW SEND FRAMEWORK Brian Lamb OBE

From this…..?

Welcome to the Special Educational Needs and

Disability Maze

School Action School Action Plus

Statements

IEP’s

Health and Social Care second exit on the right

Leaving Parents and Children feeling like this!

To this…..

With a little of this…?

THE BACKGROUNDHow did we get to this point?

What is driving the Reforms?• Greater focus on Outcomes in SEN:“We know that the educational achievement for children with SEN is too low and the gap with their peers too wide. This is a hangover of a system, and a society, which did not place enough value on achieving good outcomes for disabled children and children with SEN” Lamb Inquiry.Greater Parental Involvement and Choice:“The empirical evidence shows that parental involvement is one of the key factors in securing higher student achievement and sustained school performance.” Harris 2006.

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THE LOCAL OFFER Changing the culture of provision

Local Offer aims• To make provision more responsive to local needs and

aspirations by directly involving children and young people with SEN, parents and carers, and service providers in its development and review

• To provide clear, comprehensive and accessible information about the support and opportunities that are available

• New amendments require LA’s to review provision where issues are raised about the adequacy of the offer

Local Offer• Sets out what families can expect from local services and

eligibility criteria and/or thresholds for accessing services • What services are available to support those without

Education, Health and Care Plans, including what children, young people and parents can expect schools and colleges to provide from their delegated funds

• What specialist support is available and how to access it and to give details of where parents and young people can go for information, advice and support.

• Education, health and care provision for children and young people with SEN which should include information about its quality and the destinations/outcomes achieved by those who use it

• Much greater stress on what works for children and young people

“THE CULTURE OF SCHOOLS IS STILL TO FOCUS THE BEST TEACHERS ON THE THOSE CHILDREN WITH HIGHEST ABILITIES… HOWEVER WE ALSO NEED THE BEST TEACHERS AND BETTER TARGETED RESOURCES TO THOSE MOST IN NEED”

Lamb Inquiry

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Graduated Response-Implementation Issues

School Action and School Action Plus going-Schools will need to think about;• Working with teacher and SENCO to establish if there is an

SEN need-linked to progress and attainment measured against peers, views of parents and child taken into account

• Reviewed against further progress following the interventions which have taken place

• Involvement of specialist support if there is no progress, differentiated provision and provision mapping

• Consideration of a Plan depending on need and continued lack of progress

In short rigorous quality first teaching and early intervention

Achievement for All-Impact on Improving Reading, Writing and Maths 2011-2012

Student Progress(Average Point Score*)

(May 2013)

Reading and Writing Maths

Achievement for AllBaseline to Term 3

Source: PwC

4.2

50% above national results for special educational

need students

3.8

50% above national resultsFor special educational need

students

National SENSource: DfE

2.8 2.5

National Non-SENSource: DfE

3.2 3.0

*Average Point Score (APS) is the number used to indicate assessed progress within National Curriculum levels, national expectation is 4 within each school year)

School Information Offer School have to provide parents with information on;

• How the school identifies, assesses and provides for pupils with SEND-including how the school evaluates the effectiveness of its provision for such pupils.

• How the School assesses the progress of pupils with special educational needs

• The name and contact details of the SEN co-ordinator• The expertise and training of staff • Equipment and facilities to support children and young people• The role played by the parents of pupils with special educational needs• How to make complaints

EDUCATION, HEALTH AND CARE PLANPersonalising Services

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In shared houses….nobody does the washing up!

Education Health and Care Plan • A single, simpler 0-25 assessment process and Education,

Health and Care Plan from 2014. • New duties on health and social care to cooperate in the

production of a plan and new complaints mechanisms • A duty to jointly commission services• New Rights to Health Provision if part of the plan • Social Responsibilities been clarified• The criteria for triggering a plan remain the same, timescales

are shortened (20 weeks) and other agencies can also trigger a plan and it will have to be reviewed

• LA’s will have time (up to 3 years?) to transfer existing statements to EHC plans.

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DfE-In Control Model

So everyone takes responsibility….

Not lose sight of the Aim

•Children and young adults with SEN achieve better outcomes and attainment

•Parents have more confidence in the system

•Resources get used in right places to deliver this

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CONTACT DETAILS Brian.publicaffairs@gmail.com