Friday 18 th March. Equality Act 2010 Academy Act 2010 Comprehensive Spending Review Closure of agencies SEN Review – Ofsted Schools White Paper & Education.

A Future view of SEND PolicyAchievement for All Conference

Education Show

Friday 18th March

Equality Act 2010 Academy Act 2010 Comprehensive Spending Review Closure of agencies SEN Review – Ofsted Schools White Paper & Education Bill The Wolf Report – Review of Vocational Education SEND Green Paper Early Years Foundation Stage Review National Curriculum Review Role of Local Authority

Era of Change

1 October - replaces all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act

Schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief and sexual orientation

Extends the reasonable adjustment duty to require schools to provide auxiliary aids and services to disabled pupils

Equality Act 2010

Expands academy model Includes maintained special schools New free schools (Independent and NMSS) State funded independent schools Maintained Special Schools (Academy Status) New Special Free School

Academy Act 2010

Closure of Agencies Becta – SENCO Forum National Strategies QCDA – EYFS, P Scales, Primary Curriculum,

Secondary Curriculum, Diplomas GTCE TDA – SENCO Award – HLTA School Support Staff Negotiating Body

(SSSNB)

The key implication of these findings is that any further changes to the system should focus not on tightening the processes of prescribing entitlement to services but, rather, on:

improving the quality of assessment ensuring that where additional support is provided, it is effective improving teaching and pastoral support early on so that additional

provision is not needed later developing specialist provision and services strategically so that they

are available to maintained and independent schools, academies and colleges

simplifying legislation so that the system is clearer for parents, schools and other education and training providers

ensuring that schools do not identify pupils as having special educational needs when they simply need better teaching

ensuring that accountability for those providing services focuses on the outcomes for the children and young people concerned.

Ofsted Review – A Statement is not Enough

Early Years Provision Discipline School Workforce Qualifications and Curriculum Educational Institutions Post 16 education and training Student finance

Education Bill

SEND Green Paper Consultation DocumentConsultation open until 30th June 2011 Early Identification and support Giving parents control Learning and achieving Planning for adulthood Services working together for families

Support and aspiration: A new approach to SEND

Early identification of need◦ Health and development review at 2/2.5 years

Support in early years from health professionals◦ Greater capacity from health visiting services

Accessible and high quality early years provision◦ DfE and DfH joint policy statement on the early years◦ Tickell Review of EYFS◦ Free entitlement15 hours for disadvantaged 2 year olds

A new approach to statutory assessment◦ Education, Health and Care plan to replace statement

A more efficient statutory assessment process◦ DoH improve the provision and timeliness of health advice

Reduce time limit for current statutory assessment process to 20 weeks

Chapter 1 : Early Identification and support

Supporting families through the system◦ Continuation of Early Support resources

Clearer information for parents◦ Local Authorities to set out local offer of support◦ Slim down requirements on schools to publish SEN information

Giving parents more control over support and funding for their child◦ Individual budget by 2014 for all those with EHC plan

A clear choice of school◦ Parents will have rights to express a preference for a state-funded

school Short breaks for carers and children

◦ Continue to invest in short breaks Mediation to resolve disagreements

◦ Use of mediation before a parent can register an appeal with the Tribunal

Preference for a state-funded school

Chapter 2 : Giving parents control

Developing excellent teaching practice for SEN in schools and colleges◦ Initial funding for ITT – increase placements in Special School ◦ Outstanding Special Schools apply to be teaching schools◦ Continued funding for SENCO award

Effective leadership is critical to changing ethos and approach in schools and colleges

Getting the best from all school and college staff ◦ Improve SEND training for those working in colleges

The Achievement for All approach ◦ Achievement for all developed across country

Challenging low expectations of, and targeting support for, children with SEN ◦ Every Child a Reader and Every Child Counts transition funding ◦ Phonics based training◦ Replace school action and school plus with single school based SEN category

Identifying and tackling the causes of difficult behaviour ◦ Anti Bullying Alliance share good practice◦ Trial of new exclusions system◦ Improving access to wider behaviour support

Special Schools Special schools become academies Special Free Schools Stronger school accountability

Chapter 3 : Learning and achieving

Planning for young people’s futures A broad range of education and learning

opportunities◦ Wolf Review

Employment opportunities and support◦ Role of Disability Employment Advisers

A coordinated transition to adult health services◦ Joint working across all services

Support for independent Living

Chapter 4 : Preparing for adulthood

Local authorities and local health services will play a pivotal role in delivering change for children, young people and families

Reducing bureaucratic burdens on professionals Empowering local professionals to develop collaborative,

innovative and high quality services Supporting the development of high quality speech and

language therapy workforce and educational psychology profession

Encouraging greater collaboration between local areas Extending local freedom and flexibility over the use of funding Enabling the voluntary and community sector to take on a

greater role in delivering services Exploring a national banded funding framework Bringing about greater alignment of pre 16 and post 16 funding

arrangement

Chapter 5: Services working together for families

Every teacher is a teacher of children and young people with SEND

Whole school professional development Wider workforce Role of SENCO Specialist teachers TDA Salt and Lamb training Parents, Carers and Families Health and Social Care

Roles and responsibilities

Senior leadership - status Strategic Relevant skills, knowledge, understanding

and attributes Raising Standards School Improvement Lead Teaching and Learning

Role of SENCO

Clusters of schools Outstanding Special Schools Commissioning Multi – Agency Professional development Role of Academies and Free Schools

Collaborative Working

Transparent Fair Consistent Accountability Cost effective Value for Money Pupil Premium

Funding

Time Extended workforce Appropriate Curriculum Parental choice and voice Financial constraints Quality Professional Development for all Complex Needs

Challenges

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

Neurodevelopmental disorders, chromosomal disorders, poverty, environmental, mental health, alcohol, drugs and smoking, premature birth, modern medical science etc

Pedagogy to meet the needs of 21st Century child

Complex Needs

The Academies Act establishes a whole new structure to our education system – what are the implications for children and young people with SEND?

How will the Education, Health and Care Plan offer more support to children and their families?

What are the implications for schools in regard to one single SEN stage to replace school action and school action plus?

The Achievement for All pilot in 10 local authorities has been incredibly successful – is it possible to reduce the current 21% of children identified with SEND by 10% across the country if AfA is rolled out in every school?

Questions

Lorraine [email protected]

01827 311500