SEND Strategy Launch

9th January 2014

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)

Brian Lamb OBE

The New SEND Framework

The New SEND Framework

Brian Lamb OBE

From this…..?

Welcome to Special Educational Needs and

Disability Maze

School Action School Action Plus

Statements

IEP’s

Health and Social Care second exit on the right

To this….?

Joined up Services

With a little of this…?

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

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

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

It’s about changing the culture of Provision!

THE LOCAL OFFER

Changing the culture of provision

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.”

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

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.

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

ADDITIONAL SEN SUPPORT

What replaces school action and school action plus?

“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

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.

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

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

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.)

EDUCATION, HEALTH AND CARE PLAN

How Statements are being replaced

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.

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.

Funding EHC Plans

– Can definitely come from funding provided by the LA from their high-needs 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.

• 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:

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.

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?

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