2. Agenda for the day
•
10.00
Registration and Refreshments
•
10.30
Welcome and Introductions – Cllr Ray Gooding & Peta Ullmann
•
10.35
The New SEND Framework - Brian Lamb
•
11.05
The Essex Context - Tim Coulson
•
11.20
Working in Partnership to develop the strategy - Simon Nurser
•
11.30
Developing the Strategy/SEND Priorities - Annemarie Blackshaw
•
11.55
Some „thoughts‟ on SEND video
•
12.00
Cllr Ray Gooding to close
•
12.10
Lunch and networking (Finger buffet)
9. What is driving the Reforms?
Greater focus on Outcomes in SEN:
“The leaders of early years settings, schools and colleges are
responsible for establishing and maintaining a culture of high
expectations: a culture that expects those working directly with children
and young people with SEN to include them in all the opportunities
available to other children and young people; to facilitate their
participation; and to ensure that they achieve well.”
Draft Code of Practice
10. The Achievement Gap
• Early Years - 23% of those with SEN achieved a good level of
development at Early Years Foundation Profile for 2011/12.
This compared to 68% for all other children (A GAP of 46%)
• 66% of those with SEN made the expected level at KS1 in
maths compared to 97% of all other pupils ; 46% of those with
SEN made this level in writing compared to 93% of all other
pupils
• At KS2 42% of pupils with SEN achieved the expected level in
English and maths in 2011/12 (this compared to 91% with no
SEN)
• KS4 - 22% of pupils with SEN achieved expected Level 2
including English and maths, compared to 69% with no SEN
11. What is Driving the Reforms?
Greater Parental Involvement and Choice:
“Parents have statutory rights to contribute to the decision making
process about their child‟s education including in relation to
assessments of SEN, provision for SEN, and the way that support is
provided for SEN. Young people over 16 also have these rights.”
Draft Code of Practice
14. Government‟s View
Edward Timpson SEN Minister Jan 7th
“The local offer would enable families to see readily what they can
expect from mainstream services across education, health and
social care; how to access more specialist support; how decisions
are made including eligibility criteria for accessing services, where
appropriate; and how to complain or appeal.
Local authorities would be required to involve local children, young
people and families in developing their local offer to take account of
their needs and aspirations.”
15. 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
16. 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.
17. Local Offer must include information about
• 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 evidence based interventions
20. “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
21. SEN
Schools should;
• Ensure that parents of children are fully engaged, consulted
and informed and agreement is reached on how the child‟s
needs will be met;
• Ensure that the child or young person is fully engaged,
consulted and informed and agreement is reached on how
their needs will be met;
• There should be a plan that focuses on what outcomes are
expected and the support that the school, college and any
relevant agencies will provided.
22. 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
23. School Offer
Schools 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
24. Parental Involvement improves
Outcomes
“Parental involvement in the form of „at-home good parenting‟ has a
significant positive effect on children‟s achievement and adjustment
even after all other factors shaping attainment have been taken out
of the equation.”
(Desforges 2003.)
“The empirical evidence shows that parental involvement is one of
the key factors in securing higher student achievement and
sustained school performance”
(Harris and Chrispeels 2006.)
Parental involvement programs work but need to be whole school,
sustained, focused on aspirations and support learning.
(Goodhall, et el. 2011, Gorad 2012.)
26. 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
• A duty to jointly commission services
• New Rights to Health Provision if part of the plan
• 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
• LAs will have time (up to 3 years?) to transfer existing statements to
EHC plans.
27. EHC Plans
The Children and Families Bill includes the health commissioning
duty: “where there is provision which has been agreed in the health
element of the EHC plan, health commissioners must have
arrangements in place to secure that provision. All provision
reasonably required by a child or young person‟s special needs
must be included in the EHC plan.”
Patients can now use the Health Complaints procedure to complain
if a health service specified in the plan is not delivered.
28. Funding EHC Plans
• Base funding, notional SEN budget
and high-needs block funding enable
schools and colleges to provide
teaching and support arrangements
for all of their pupils and students.
• If individual needs exceed the level
of provision the school or college
normally provides, additional funds:
– Can definitely come from funding provided by the LA from their highneeds block
– Can possibly come from funding managed by a school or college, if
the head or principal agrees.
– It is normally these additional funds, beyond the normal provision as
set out in the local offer, that would be offered as part of an EHC
personal budget.
29. Post 16 changes in Bill
• Local authorities to involve post-16 institutions when
reviewing their special educational provision and
developing their local offer;
• Enable post-16 institutions to request an assessment of
education, health and care needs;
• Allow young people to express a preference for a
particular school, FE college or ISP (including Free
Schools and Academies) and require that institution to
admit them;
• Require local authorities to consult schools, colleges and
ISPs about young people they would like to place with
them, and send a copy of their EHC Plan to them;
• Local authorities can provide children‟s services to young
people over 18.
30. Not changing
• Definition of SEN stays the same but disability also
included apart from EHC plans
• Admissions Code-but greater clarity that Academies
are included-cannot refuse child with SEN accepted
under very specific circumstances
• General principle of inclusion in mainstream schools
• SENCO must be a qualified teacher working at the
school
• Plan contains same legal protections around
Education as the Statement?
31. Do not lose sight of the aim
• Children and young adults with SEN
have better attainment and
outcomes
• Parents have more confidence in
the system
• Resources get used in right places
with cooperation between agencies
and coproduction with parents
