‘Disabled children and children with SEN’ – 30 hours

entitlement

Learn, Explore, Debate

September 2017

Facilitated by : Julie Revels and Sue Fisher

Guest speakers: Tirzah Bagnulo, Alison Painter London Borough of Hillingdon

Vicky Keeping ‘Contact’

What’s been happening since July?

• New report in series ‘Study of Early Education and Development’ (SEED)

• Updated Dfe ‘Operational Guidance’

• Evaluation of Early Implementation of 30 hours

• Case Studies and FAQs (Childcare Works website)

• SEND Implementation Survey (reported in DFE SEND Newsletter September 2017)

• Review of SEN Co-ordination Function in early years and FE

SEED July 2017 Early Childhood Education and Care (ECEC)

• Cognitive development (higher verbal ability)was associated with use of individual formal and informal ECEC

• More prosocial behaviour and fewer emotional symptoms and peer problems, was associated with use of, formal group provision (nurseries, playgroups)

• Childminders were associated with fewer emotional symptoms and more behavioural self -regulation

Updated Operational Guidance

What are the main changes to the Guidance?

• re-ordered and clarified the text throughout the guidance

• updated the sections on local authority audit process and the Chapters on Eligibility and Charging. We have reflected new information in some of the case studies.

Evaluation of Early Implementation

Conclusions

• A high proportion of providers were willing and able to offer the extended hours places and there was no evidence that financial implications were a substantial barrier to the delivery of the extended hours.

• Parents were keen to take up the extended hours.

• Take-up of the extended hours was associated with increases in the use of formal childcare; longer work hours for mothers and fathers; and some indication of higher work retention for mothers.

‘Achievement for All’ Reviews Sept 2017• Achievement for All was funded by the Department for

Education in 2016-17 to undertake a project focusing on the National Award for SEN Co-ordination (NASENCO). The project had three strands and resulted in three reports:

• An evaluation of the impact and effectiveness of the NASENCO

• A review of the SEN co-ordination function in the early years and in further education settings, including recommendations for the NASENCO

• A review of the NASENCO Provider Group's Quality Assurance Processes.

Findings

• there was clear, statistically-significant evidence that the NASENCO had increased trainees’ confidence in professional knowledge and understanding; leading and coordinating provision; and personal and professional qualities.

• there was consensus amongst practitioners and providers around the merits of a SENCO qualifications pathway for early years and further education professionals.

Government should consider:

• a wider consultation with the early years and further education sectors about:

• the qualifications pathway proposed• the duration and delivery model of the qualifications pathway• whether the NASENCO should be mandatory for early years and further education

• the NASENCO provider group’s recommendation that the Area SENCO should carry out an assessor role for those in early years accessing the pathway at Level 3.

• The Government is considering these findings and the three reports can be accessed via the Achievement for All website at: https://afaeducation.org/projects-and-services/

or http://www.nasen.org.uk/newsviews/newsviews.three-reports-on-the-national-award-for-senco-are-published-by-afa.html

Importance of high quality early years and childcare for

children with SEND

What we know…..

Parliamentary Inquiry into Childcare for Disabled Children(2014)

The Inquiry held three oral evidence sessions and put out a call for written evidence, which received 35 responses from organisations representing parents, providers and local authorities as well as almost 1200 responses from individual parent carers

• Only 40% parent carers believe childcare providers in their area can cater for their child

• Families of disabled children 2.5 times more likely to have no parent working

• 83% parent carers say lack of suitable childcare is the main barrier to paid work

Good Practice in Early Education

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Placing the child at the centre of setting practice

• Tailored curriculum

• Effective use of high quality assessment

• High quality interactions; building strong relationships with parents and supporting home learning

Skilled and experienced staff

• Child development and EYFS

• On-going professional development

• Strong leaders

An open and reflective culture

• Continuous improvement and self-evaluation

• Good practice across sector

ChallengesCPD and recruitment

Early years census (2015)

• 43% 3 and 4 year olds with SEND received between 13 and 15 hours of funded early education

• 60% for all other children

Early Years Foundation Stage Profile, a growing gap between young children with SEN:

• 2014 gap: 47.1 percentage points

• 2015 gap: 50.4 percentage points

• 2016 gap: 52 percentage points

30 hours and children with SEND in the early

years: The journey so farTirzah Bagnulo and Alison Painter

London Borough of Hillingdon

Group task

• What are the challenges and opportunities to providing whole setting approach?

• What do you know works..

• What have you tried that doesn’t work

• Using a piece of flip chart paper divide it into 4 areas• Label them; What is working/Useful resources

websites etc/ What are the challenges/ Burning issues

Vicky Keeping Parent Adviser London

Models of support

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The ‘Helicopter’

The ‘Velcro Vera’

The ‘Bridge Builder’

“Improving outcomes: high aspirations and expectations for children with SEN”

Start Early“Early action to address need is critical to future progress and outcomes that are essential in helping the child to prepare for adult life”

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What research tells us

• Birmingham University ‘My school , my family, my life ; telling it like it is’ (2006)

• Deployment and impact of support staff’ (DISS 2003-2011)

• Effective Deployment of Teaching Assistants (EDTA 2010)

• Maximising the impact of teaching assistants (MITA)

• Disabled children’s cognitive development in the early years (Transitions and Trajectories) (2014)

• International Research: European Agency for Special Needs and Inclusive Education.’ (2014-2017)

Longitudinal study: childhood disability

Transitions and trajectories research reviewed cognitive development:

• between ages of 3 and 5

• again between 5 and 7

Found that:

• disabled children and children with SEN make less progress over the early years than their non-disabled peers with similar levels of cognitive skills, that is, the same prior attainment

My school, my family, my life: Telling it like it is

• There were interesting contrasts between children’s and parents’ views in relation to support.

• parents were inclined to stress the importance of support; wanting it to be laid out clearly and systematically.

• Children and young people seemed to be more relaxed and flexible than parents about when, and in what form, support was wanted.

They do need to tell me what’s going on because sometimes someone comes to see me and I know nothing about it soI have to cope with it because nobody tells me anything unless I go up to see Miss ______ and ask her what’s going on.

I guess I could call myself smart. I mean I can usually get good grades. Sometimes I worry though that I’m not equipped to achieve what I want, that I’m just a tape recorder repeating back what I’ve heard. I worry that once I’m out of school and people don’t keep handing me information with questions… I’ll be lost.

Emily age 15 BLP

Building Learning Power Guy Claxton

• Resilience ; absorption, managing distraction, noticing, perseverance.

• Resourcefulness: questioning, making links,Imagining, reasoning, capitalising

• Reflectiveness: planning, revising, distilling.

• Reciprocity: Interdependence , collaboration, empathy, listening and imitation

‘Let us be clear : retaining the status quo, in terms of the current and widespread models of deploying TA’s is letting the most vulnerable children down’

‘We need to support the development of independence in the detail of classroom interactions and from the earliest stage. This will make for more inclusive practices in our schools and better preparation for our children and young people as they become adults. ’ Philippa Stobbs (2016)

Discussion and Debate

• In your experience what has worked to support inclusion?

• What do you consider as the key to supporting children with SEND

• How would you ensure that what works can be sustained?

Disability Access Fund (DAF)

•In receipt of disability living allowance

•3 and 4 year olds receiving free early education

•Not available for 4 year olds in reception classes

•£615 per year

•Providers identify eligible children, LA checks

•Mechanism to be reviewed (with EYPP)

SEN Inclusion Fund

•For 3 and 4 year olds, any number of hours

•Should target lower level SEN or emerging needs

•High needs block continues to fund children with more complex needs and those with EHC plans

•Draws on early years block and/or high needs block

SEN Inclusion Fund

•Value set by LA in consultation with early years providers taking account of numbers, levels of need, capacity of childcare providers

•As part of ‘Local offer’ set out: eligibility criteria, planned value, process for allocating funding

•Must consult with providers, parents, SEN specialists

•Majority of fund for top up grants to providers, case by case

•Can fund specialist support services but this does not count towards high pass through rate

Effective support

• Planned and reviewed , with all those who know the child well, including the child

• Supplements high quality universal practice

• Reflects the child’s strengths and personal characteristics of effective learning

• Requires highly skilled practitioners, with good knowledge of how best to support the child’s learning using effective approaches to teaching and learning informed by best practice

• Selective: used at particular times for a particular purpose

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Effective support

• Takes account of what the child can do alone and with support of peers or through differentiated small group approaches

• Encourages increasing independence and peer interactions

• Promotes self-confidence and self efficacy

• Increases inclusion, not isolation

• Takes account of the detail of individual child needs

• Observational, providing accurate feedback childs learning and development

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Early Years SEND Workforce Development Project

Sources of information

What’s in your toolkit?

• Communication Trust ‘What works’

• Autism Education Trust Framework and Standards

• Natsip ‘Sensory hub’

• Early Support Journals

• Council for Disabled Children

• ‘Contact’ The helpful Guide for Families of Disabled Children’

• nasen(new Early Years focus)

• Dyslexia and Spld Trust

• Foundation Years

• Portage Accreditation

• Early Years SEND Toolkit

• Speech, Language and Communication Framework

Autism Spectrum Disorder

• Attention Hillingdon/ Attention Autism

• TEACCH (Treatment and Education of Autistic and Communication related handicapped children)

• Visual Support / task boards / Now & Then boards

• Visual cues (timers)

• Social stories

• PECS (non verbal children)

• Sensory activities

• Reduced language

Speech, Communication and Language

• Enfield ‘Play and Communication Model’

• ECAT

• ICAN – Learning to talk / top techniques / Early Talk

• Language Champions

• Speech and Language Framework – Early Years

• Inclusion Development Programme

• Signing systems (Makaton / Signalong etc)

Sensory

• Natsip; ‘Sensory hub’

• NDCS

• SCOPE ‘Games all children can play’ …...

• Judy Denziloe ‘Low cost sensory ideas’