SEND Reforms – Implications for Schools and SENCos Dorothy Hadleigh, SEN Services Manager also SEN Services Educational Psychologists and Advisory Teacher.

SEND Reforms – Implications for Schools

and SENCos

Dorothy Hadleigh, SEN Services Manageralso

SEN Services Educational Psychologists and Advisory Teacher

Powerpoint presentation produced by Nigel Harrisson,

QuESTQuality Education Support and Training (UK) Limited

SEND Reforms

The SEN reforms will mainly affect LAs policy and procedures… but knock on to schoolsThere is a change of culture Three main areas that will affect schools directly…

Funding Reforms – Implemented in April 2013The Code of Practice – Currently DraftThe Equalities Act 2010

Change of Culture

Children and Families Bill – not just SEN Funding in Schools – get on with the job – less prescriptive of how you do itSchools increasingly autonomous of LAOnly the most complex needs should have an EHC PlanContinuing emphasis on progress and outcomes Parents and Young People ‘back in control’

Behind the Reforms

Funding ReformsFrom April 2013 – includes FELocal Funding FormulaFunding now in schools – notional SEN budgetRegard to the whole of the school budgetSchools must use their ‘best endeavours’In mainstream - LA ‘top up’ from high needs block (over what’s reasonable for schools to spend - £6k)Commission special school places

Implications for Schools?

Deciding on budget – it’s only notionalMeeting needs v. spending the moneyWhen to ask for a top up – evidence neededMovers in and out

Equalities Act 2010

Proposed C&F Act will not cover disabled children without SEN (but most disabled children have SEN)Disability is considered long term (12 months or more) and affects day-to-day activities – can include asthma, cancer etcDisabled children are covered in Children Act 1989 and Equalities Act 2010 - already in place but renewed emphasis – no need for more legislation

Equalities Act 2010

Must not discriminate - must not treat anyone less fairly because of their disabilityMust make reasonable adjustmentsPublic bodies have a duty to promote equality of opportunityRecourse to SENDIST – Governing Body is the ‘responsible body’

Draft Code of PracticeMain Changes:

Change of cultureLess prescriptive – focused on ‘good practice’0-25Big emphasis on taking into account the views of C&YPJoint strategic planning and commissioning for LACo-ordinated Statutory AssessmentNew guidance on supporting pupils (but nothing really new)Emphasis on transition to adulthood

The Local Offer and Schools

Local Offer – will set out what a typical school can offer for SEND from within its budget

Schools must be involved (as providers) in the development of the Local Offer

Local Offer Will Include How Schools:

Identify and assess SENAdapt teaching and the curriculumMake adjustments to the learning environmentProvide auxiliary aidsAssess and review progressSupport transitionPrepare for adulthoodDevelop staff re: SENEngage specialistsEvaluate the effectiveness of provisionSupport access to extra curricular activities

The Local Offer and Schools

In addition, schools are required to publish detailed information on the Local Offer for their particular schoolThere must be a designated SENCo – who is a qualified teacherSchools must ensure that those with SEN are included alongside their non- SEN peers (wherever possible)Need to have arrangements in place for involving outside agencies/specialists – but you decide if and when

Working with C&YP and Parents

Need to take into account the views of parents and C&YPNeed to support the participation of C&YP in making decisionsIdentification of ‘needs’ - not just educational needsSchools should engage with parents and C&YP when drawing up policies and proceduresSchools could use the LAs Parent/Carer Forums to develop policies on SEND

Provision for SEN in School

Schools need to ensure ‘high quality provision for SEN’

High quality differentiated teaching THEN ‘additional to or different from’

Graduated approach – but no ‘stages’ suggested

There will be increased choice over support i.e. personal budgets

SEND should be represented on Schools’ Council

The Graduated Approach

Schools should assess C&YP skills and levels on entry and make regular assessments of progressGraduated approach in school

Given differentiated work they fall behind – give extra support to make up progressStill failure to make progress – assess for SEN and agree supportTake an ‘assess – plan – do – review’ cycle approach

SEN Provision in SchoolsUse ‘appropriate evidenced based interventions’Have clear ‘stretched’ expectations as outcomesTrack progress at least termly (3x a year)Support is planned and reviewed ‘by the class or subject teacher in collaboration with parents, SENCo and pupil’If you make SEN (additional to or different from) provision you must tell parents

SEN Provision in SchoolsOutside Agencies - Schools should always involve when a pupil makes little or no progress despite “well-founded support” over a sustained period – but can involve them (or not) at any pointThere is a need for a plan but not called IEP etcMust provide at least an Annual Report on progress but should meet termly with class teacher or form tutor supported by SENCo

SEN Provision in Schools

Need to keep accurate up-to-date records especially as evidence if SA requiredProvision maps can be used for all ‘additional to or different’ from in schoolLA will also collect data on numbers and types of need – schools have a duty to co-operate

SEN Categories

Communication and InteractionCognition and LearningSocial, Mental and Emotional Health (note – not Behaviour)Sensory and/or Physical

Requesting a SA for a EHC PlanLAs will require:

Evidence of academic attainment and rate of progressInformation on the nature, extent and cause of the SENEvidence of the actions takenEvidence where progress has been made that it has been due to over and above resources that cannot be sustainedEvidence of developmental needs

SA process - not much change for schools:

Timescale reduced from 26 to 20 weeksYP over 16 has right of appeal to SENDISTMediation must be considered if in disagreement

SA & EHC PlansParents (and YP over 16) can request a SA for EHC Plan – over 16s seen as adults‘Anyone’ can bring SEN to the attention of the LASchools and parents have the right to request SAAll agencies must work together – not just for those with EHC Plans – schools bringing professionals together

EHC Plans

When SEN provision cannot reasonably be provided via the resources normally available in school/collegeThe plan must be focused on outcomesMust set out how agencies will work together

Role of the SENCoDetermines with Head and Governing Body the strategic development of SEN policy and provisionDay-to-day responsibility for the operation of the SEN policy and co-ordination of provisionProviding professional guidance to colleaguesWorking closely with parents/specialistsAdvising on deployment of the delegated budgetLiaison with other establishmentsWorking with Head and Governing Body to meet EQARecord keeping

Staff Development

All teachers are teachers of SEND and should have high expectationsSEN should be a core part of performance management of all teachersProfessional development needs to be in place for all teachers and TAsSEN should be a core part of performance management of all teachers

Transition to Adulthood

Secondary Schools – preparation for adulthood – transition planning from Year 9C&YP need information to make informed choices e.g. transition to adulthoodCareers advice should be impartial and independentShould look at what is needed and flag up how support might change

Disagreements

Dispute resolution open to schools and parents for any SEN not just EHC PlansParents can use school complaints proceduresComplaint to Ofsted - but only on a general basis not on an individual caseLGO for maladministration in LASENDIST – for disability discrimination