Special Educational Needs and Disabilities (SEND) - Strategic Leadership in UK Schools - The Role of...
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Transcript of Special Educational Needs and Disabilities (SEND) - Strategic Leadership in UK Schools - The Role of...
SEND Webinar 2Strategic Leadership in Schools
The Role of the SENCO in Implementing Change
Monday, 23rd June 2014 – 6pm
Presented by Lorraine Petersen OBE
http://www.axcis.co.uk/webinar_send
Where are we now?
March 2014 – Children and Families Act 2014
June 2014 – SEND Code of Practice
June 2014 – SEND Regulations
September 2014 – Implementation of Act
September 2014 – Transitional arrangements
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SEND Code of Practice
Final document
281 pages
11 chapters plus Introduction
Statutory Guidance on duties, policies and procedures relating to Part 3 of Children and Families Act
The Special Educational Needs and Disability Regulations 2014
Transitional and Saving Provisions
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Transitional Arrangements
1st September 2014 - No new assessments for statements
September 2014 – Local Offer must be published
Spring 2015 – All SA and SA+ children transferred to SEN Support (census data – January)
September 2014 – September 2016 – All LDAs must be transferred to EHC plans
September 14 – April 2018 – All statements must be transferred to EHC plans
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SEND – Whole School Issue
6.2 Every school is required to meet the SEN of the children or young people that they support. Mainstream schools must:
Use their best endeavours to make sure that a child with SEN gets the support they need
Ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN
Designate a teacher to be responsible for co-ordinating SEN provision
Inform parents when they are making special educational provision for a child
Prepare a report on the implementation of their SEND policy
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SEND Leadership
Leadership Team
Governing Body or equivalent
SENCO
Teaching Staff
Support Staff
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Governing Body (or equivalent)
There should be a member of the governing body or sub-committee with specific oversight of the school arrangements for SEN and disability
Must ensure that there is a qualified teacher designated as SENCO for the school.
Understand how the school identifies children with SEN and what happens once a pupil has been identified.
Understand how SEN funding is allocated and spent including who is responsible for the spending
Must publish information on their websites about the implementation of their policy for pupils with SEN - updated annually or when information changes
Develop good relationships in the school especially with the head and the SEN coordinator (SENCO)
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SENCO
The SENCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school
The SENCO has day-to-day responsibility for the operation of SEN Policy and co-ordination of specific provision made to support individual pupils with SEN
The SENCO provides professional guidance to colleagues
The SENCO, headteacher and governing body should establish a clear picture of the resources that are available to the school
The school should ensure the SENCO has sufficient time and resources to carry out their functions
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SENCO: Key Responsibilities
Overseeing the day-to-day operation of the school’s SEN policy
Coordinating provision for children with SEN
Liaising with the relevant Designated Teacher where a looked after pupil has SEN
Advising a on graduated approach to providing SEN Support
Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
Liaising with parents of children with SEN
Liaising with early years providers, other schools, educational psychologists health and social care professionals, and independent or voluntary bodies
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SENCO: Key Responsibilities
Being a key point of contact with external agencies, especially the LA and LA support services
Liaising with potential next providers of education to ensure a young person and their parents are informed about options and a smooth transition is planned
Working with the headteacher and school governors so that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
Ensuring that the school keeps the records of all pupils with SEN up to date
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Role of 21st Century SENCO
Strategic direction and development
Supporting Teaching and Learning
Line Management – Effective use of additional support
Financial Management
Whole School Professional Development
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Strategic Direction & Development
Ensuring that all pupils with special or additional needs receive their full educational entitlement and have access to the whole curriculum.
Managing staff – other teaching staff and non teaching staff - this includes timetabling, delegation of tasks, advising, supporting and monitoring.
Managing interventions and developing of alternative teaching strategies and individual programmes where necessary.
Strategic overview of SEN and Inclusion throughout the school including planning, policy writing, advising and supporting other staff. Where used this would also include writing of provision maps.
Preparing and managing statutory assessment paperwork.
Organising, attending, chairing and the administration of annual reviews (including writing the school’s advice and the recommendation report).
Meeting with parents and carers.
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Strategic Direction & Development
Preparing referrals and attending meetings with other outside agencies.
Teaching – in some cases whole classes but in many cases small groups or one-to-one.
Managing the transition process.
Tracking pupil progress using all available data and evidence.
Initiating and carrying out assessments.
Managing budget and resources including where appropriate – Pupil Premium.
Special arrangements for end of key stage tests and external examinations.
Leading CPD for all staff, governors and parents. In some instances also providing training for other SENCOs within cluster or local authority.
Contributing to and writing Personalised Plans where necessary.
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Supporting Teaching & Learning
Acting as a role model for quality first teaching for all pupils.
Supporting staff in the differentiation of curriculum to ensure full access for all pupils - this includes working with colleagues on curriculum policies to ensure differentiation for each year group.
Implementing a variety of teaching styles to support the learning styles of individual pupils.
Providing support and training for all staff.
Monitoring class teachers, advising on and supporting their teaching and curriculum delivery for those pupils with special educational needs.
Supporting a positive school ethos and celebrating achievement for all.
Supporting colleagues with behaviour issues through training, in class support and strategies for classroom management.
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Line Management
All teachers are teachers of pupils with special educational needs. Teaching such students is therefore a whole school responsibility, requiring a whole school response.
It is the SENCO’s responsibility to ensure that resources and support are allocated and maintained to all those individual pupils who may need additional provision. Staff need to feel part of a team, be given the opportunity to communicate with each other and feel that their contributions are worthwhile.
The work of other adults needs to be reviewed regularly. In reviewing pupil progress and tracking achievement, SENCOs should review targeted support on a regular basis.
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Line Management
All staff should have very clear job descriptions and an annual review process of their work and role within the school.
All staff should be trained and supported to ensure that they are providing the best quality support for all pupils. This may mean allowing planning and preparation time for all staff to discuss the best ways of working together within a classroom.
It is very important that parents are kept informed of any provision that is being made for their child. This can be effectively managed by ensuring that all staff who will be supporting the individual pupil meets with the parents and discusses the support they will be giving to their son/daughter.
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Financial Management
Notional SEN Budget
Pupil Premium
“Top-up” funding
Full cost provision management
Human resources
Classroom resources
Interventions
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Effective use of SEN Funding
Quality First Teaching
Whole school provision map of interventions
High Quality Professional Development
Equality Duty
LA support and guidance
Commissioning external support
Thinking outside the box!
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SENCO Guide to SEND CPD
Audit the skills and expertise of the current school workforce.
Audit the whole school professional development needs for SEN based on the current cohorts of children and young people.
Using the information from the two audits develop a CPD programme using internal staff to deliver wherever possible.
Offer opportunities for teachers to observe each other, teach alongside each other, visit other classrooms and visit other schools.
Make opportunities for you to meet with other SENCOs to share good practice across a number of schools.
Offer opportunities for staff to reflect on their practice and feel comfortable in sharing both the positive and the negative moments.
Organise at least one training day per year to support SEN and Inclusion – One-in-five for One-in-five!
Establish an ethos that values everyone’s expertise including how children and young people might be able to contribute to training sessions.
Use free on-line resources that are readily available to support workforce development - http://www.nasen.org.uk/onlinesendcpd/
Offer every member of staff access to high quality professional development that meets their needs and enables them to deliver outstanding teaching to every pupil every day.
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Key Message …
Every teacher is responsible and accountable for all pupils in their class
wherever or with whoever the pupils are working
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What Next?
Produce your SEN Information Report - Review of SEND Policy
Decide how you will manage SEN Support in your school
Review of SEN register and record keeping
Review of school funding for SEN
How effectively is your Pupil Premium being used?
Are your parents aware of the new SEN legislation?
Professional Development Audit and programme of CPD
Review of interventions
Are the governing body aware of the new SEN legislation?
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SEN Information Report
Schools have additional duties under the SEND Regulations 2014. Schools must publish more detailed information about their arrangements for identifying, assessing and making provision for pupils with SEN – CoP 6.79
The governing bodies (or equivalent) must publish information on their websites about the implementation of their policy for pupils with SEN
Information updated annually and any changes updated as soon as possible
Schools will also need to review and revise SEND Policy in light of the reforms
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SEN Support
Single category bringing together School Action and School Action Plus
Needs to be finalised by January census 2015
What will SEN Support look like in your school?
Quality First Teaching
Differentiation and personalisation
Involve children and young people and their parents
Assess, Plan, Do and Review – graduated approach
Evidenced interventions
Record keeping – register? IEPs?
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Funding for SEN Support
All mainstream schools are provided with resources that they can use to support those with additional needs, including children and young people with SEN and disabilities
Schools have an amount identified within their overall budget, called the notional SEN budget. This is not a ring-fenced amount, and it is for the school to provide, high quality appropriate support from the whole of its budget
Schools, as part of their normal budget planning should determine their approach to using their resources to support the progress of pupils with SEN
Schools are not expected to meet the costs of the more expensive support from their core funding. They are expected to provide additional support which costs up to a nationally prescribed threshold per pupil/student per year
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Education, Health and Care Plans
Each local authority may have a different format
Outcomes focused – evidenced based
Set out how services will work together to meet the C&YP needs
Based on co-ordinated assessment and planning process – child or young person at centre of decision making
Describe positively what child or young person can do and has achieved
Indicate how education, health and care provision will be integrated
Forward looking
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Transfer of Statements to Plans
Local authority duty
LA transitional arrangements
Parents need to be kept informed
Dual system up to April 2018
No child or young person should “miss out”
Current legislation in place until August 2014
Personal budgets
Young people post 16
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Questions
Please feel free to contact Lorraine should you have any questions.
o Twitter: @lorrainep1957
o Email: http://lpec.org/contact-2/ - use ‘Axcis Webinar 2’ as the reference in the subject title.
Alternatively; you can also email [email protected] and your email will be forwarded to Lorraine.
http://www.axcis.co.uk/webinar_send
Other Axcis EventsWe are looking forward to a number of other events throughout the year, including
More Axcis SEND Webinars
A series of ‘Ask an Expert’ Education Webchats with Network Autism which Axcis has sponsored. Every month until Dec 2014, you get the opportunity to question an expert directly on any education related topics free of charge. To join the Axcis Group – visit out webpage: http://www.axcis.co.uk/axciswebchat
Visit our Client Events page for the latest SEND conferences: http://www.axcis.co.uk/clientevents
Visit our Candidate Events page for the latest CPD short-courses, seminars etc. E.g. Team Teach, Behaviour Managements, Autism Awareness, Makaton, PECs etc.: http://www.axcis.co.uk/candidatetraining
Visit our social media handles for the latest SEND news, events, jobs (@axcisjobs) etc.
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www.axcis.co.uk/facebook
www.axcis.co.uk/twitter
http://www.linkedin.com/company/axcis-education
www.axcis.co.uk/twitter
https://plus.google.com/u/0/+DeanAxcis/posts
http://www.slideshare.net/AxcisTeaching/