SEN Reform 2014 Presented by ELPP Team and the Early Years SEND Team March 2014
Jan 21, 2016
SEN Reform 2014Presented by ELPP Team and the Early Years SEND Team
March 2014
Agenda
• SEN changes 2014
• Early Years Funding
• Ordinarily Available and SENCO role
• Group discussion
• Introduction to the new teams
• High Needs Funding
• Next steps
The government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them.
The bill will extend the SEN system from birth to 25, giving children, young people and their parents greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in 'Support and aspiration: a new approach to special education needs and disability - progress and next steps' including by:
•replacing old statements with a new birth to 25 education, health and care plan
•offering families personal budgets
•improving cooperation between all the services that support children and their families, particularly requiring local authorities and health authorities to work together
•requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
The Children and Families Bill 2013
Revised code of practice for SEN
• The code gives practical advice on how to carry out statutory duties to identify, assess and make provision for children with special educational needs
• Chapter 6 of the code gives information about the responsibilities for early years settings
• On track to become law by September 2014 http://www.education.gov.uk/childrenandyoungpeople/send/g00213170/special-educational-needs-code-of-practice
DSG Funding Blocks
Early Years Funding
Inclusion Factor- A staged Intervention
STAGE ONE: Universal –Inclusion factor Level 2 support
STAGE : Complex High Needs funding
Inclusion Factor (Stage 1 and 2)
This provides funds for:
•Supporting day to day arrangements to ensure all children can take part and enjoy the full range of activities available. This is referred to as ‘ordinarily available provision’
•Dedicated time each week for the SENCO to coordinate and manage SEN policy and practice
The Role of the SENCOSeptember 2014
• All setting are expected to have a SENCO
• In a maintained nursery : the SENCO must have a QTS Best practice – the SENCO should hold
the National SENCO coordination award if new to post
Responsibilities The role of the SENCO involves:
•Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN
•Advising and supporting colleagues
•Ensuring parents are closely involved throughout and that their insights inform action taken by the setting
•Liaising with professionals from beyond the setting
Identifying Needs
• Formal checks e.g. 2 years checks , baseline assessments
• Regular tracking in the setting • Feedback and discussions with parents • Feedback and information from professionals
A Graduated Response
Records in place to document support
Outcome of Reviews
Continue with support:
Update and refine targets and action
Share with parents
SENCO shares with Early Learning and Primary Prevention Team (ELPP) who will:•Offer advice and guidance on appropriate support within the setting•Provide training•Signpost to other agencies as appropriate
Summary of Role
• Collect information about the child from parents and colleagues
• Build on existing knowledge of child to decide on action needed to help child’s progress
• Record plan • Involve and develop partnerships with other professionals • Make parents aware of local parent partnership services• Provide support to colleagues and coordinate responses • Networking with other Early Years Settings • Transition planning
Discussion
• Ordinarily Available Descriptors
– Does this reflect your current practice ?
– Is there any thing missing ?
– What are the challenges ?
Prevention together through PartnershipALL EISS
Commissioning centrally managed
Early Years Outcome Duty
Officer Vanessa Wheeler
Early Learning Inclusion Advisor
Pam Soki
Equalities and Practice Development Officer
Najma Bawla-Solanki
LDD and Practice Development Officer
Paul Funnell Childcare Sufficiency CoordinatorGill Bates
Childcare Sufficiency Support
Officer
Tracie Gleeson
Learning Community Local
Leaders (5 x 0.2fte)
(secondment)
Prevention through Partnership Strategic Manager
Ensuring preventative strategy through partnership working at stage 1 and central service support
Denise ClementsEarly Learning & Primary Prevention Manager (0-5)
Laura McRoberts
Youth Offer and Play Sufficiency Coordinator
Emily Collinsbeare
Primary Prevention Manager
(5-19) Vacant
Troubled Families Tracking Officer
Darron Ward
Payment by Results & Resource Coordinator
Imran Hussain
Information, Monitoring and Data Support Officers –-Early Help Data -Sunitta Ricketts-Resources- Jane Harlin-Evidence based/website – Sarah Worboys-MARAC support - Nambi Kafeero
Early Literacy Coordinator
Sheila Randall
Outdoor & Wellbeing Manager
Suzy Strudwick
Arts ManagerJessica Hodge
Forest Project Worker1 x 0.5 & 2 x 0.25 fte
Marcus TyrollerStephanie White
Zollo Lobera
Adventure Worker1 fte Chris McClellan Arts Project Worker
1 x 0.5 & 2 x 0.25 fteAlan Clark
Richard HaleNaquiya Ebrahim
Engagement Staff4 x 0.25 fte
Tracie RoweVacantVacantVacant
Adventure Resource Worker 0.5 fteDamian Clark
Community Voice and Practice Development
OfficerHelen Clark
CV &PD Support WorkersWayne StevensAmanda Gent
Charles Nkrumah
LDD Support WorkersBeverly Lane
Ann-Marie AbaloLuke Stevens
Equalities Support Workers
Nicole Grandison, Kim Jones & Leon Spence
Youth Offer Support Workers YS2
Ann BabingtonLorna Hunt (Interim)
Learning Community (0-5)
Coordinators (3fte in total co-
located) Sarah Leslie
Michelle Lyons
Learning Community (0-5)
Advisors (3fte in total co-
located)
Jennifer MorrowJennifer Murphy
Sejul Shah
Early Learning and Primary Prevention Team(ELPP)
Early Years Outcome Duty
Officer
Vanessa Wheeler
Early Learning Inclusion Advisor
Pam Sokhi
Childcare Sufficiency Coordinator
Gill Bates
Childcare Sufficiency
Support Officer
Tracie Gleeson
Learning Community Local
Leaders (5 x 0.2fte)
(secondment)
Early Learning & Primary Prevention Manager (0-5) Laura McRoberts
Early Literacy Coordinator
Sheila Randall
Learning Community (0-5) Coordinators
Sarah LeslieMichelle Lyons
Learning Community (0-
5) Advisors
Jennifer MorrowJennifer Murphy
Sejul Shah
SEND Team
High Needs Funding
Next Steps
• Funding confirmation
• Ordinarily Available descriptors
• Date of Forum
• Learning community event dates