Transcript SEN Reform 2014 - Childcare Business Croydon

SEN Reform 2014
Presented by ELPP Team and the Early
Years SEND Team
March 2014
Agenda
•
•
•
•
•
•
•
SEN changes 2014
Early Years Funding
Ordinarily Available and SENCO role
Group discussion
Introduction to the new teams
High Needs Funding
Next steps
The Children and Families Bill
2013
The government is transforming the system for children and young people with
special educational needs (SEN), including those who are disabled, so that services
consistently support the best outcomes for them.
The bill will extend the SEN system from birth to 25, giving children, young people and their
parents greater control and choice in decisions and ensuring needs are properly met. It takes
forward the reform programme set out in 'Support and aspiration: a new approach to special
education needs and disability - progress and next steps' including by:
•
•
•
•
replacing old statements with a new birth to 25 education, health and care plan
offering families personal budgets
improving cooperation between all the services that support children and their families,
particularly requiring local authorities and health authorities to work together
requiring local authorities to involve children, young people and parents in reviewing and
developing provision for those with special educational needs and to publish a ‘local
offer’ of support.
Revised code of practice for
SEN
• The code gives practical advice on how to
carry out statutory duties to identify, assess
and make provision for children with special
educational needs
• Chapter 6 of the code gives information about
the responsibilities for early years settings
• On track to become law by September 2014
http://www.education.gov.uk/childrenandyoung
people/send/g00213170/special-educationalneeds-code-of-practice
DSG Funding Blocks
School
High
Needs
Early
Years
Early Years Funding
Factor
Factor
Factor
Factor
• Hourly Rate £3.58 per hour
• Deprivation TBC
• Extended hours £30.64 per child per year
• Inclusion £55.56 per child per year
Inclusion Factor- A staged
Intervention
STAGE ONE: Universal –Inclusion factor
Level 2
support
STAGE : Complex High Needs funding
Inclusion Factor (Stage 1 and 2)
This provides funds for:
• Supporting day to day arrangements to ensure
all children can take part and enjoy the full
range of activities available. This is referred to
as ‘ordinarily available provision’
• Dedicated time each week for the SENCO to
coordinate and manage SEN policy and
practice
The Role of the SENCO
September 2014
•
All setting are expected to have a SENCO
•
In a maintained nursery :
 the SENCO must have a QTS
 Best practice – the SENCO should hold
the National SENCO coordination award if
new to post
Responsibilities
The role of the SENCO involves:
• Ensuring all practitioners in the setting understand
their responsibilities to children with SEN and the
setting’s approach to identifying and meeting SEN
• Advising and supporting colleagues
• Ensuring parents are closely involved throughout and
that their insights inform action taken by the setting
• Liaising with professionals from beyond the setting
Identifying Needs
• Formal checks e.g. 2 years checks ,
baseline assessments
• Regular tracking in the setting
• Feedback and discussions with
parents
• Feedback and information from
professionals
A Graduated Response
Records in
place to
document
support
Assess
Targeted observations
Information from
parents
Review
Plan
Progress update
Includes parents, key
worker, SENCO and
other professionals
Next steps
Nature and level
actions and resources
Outcome of Reviews
Continue with support:
Update and refine targets
and action
SENCO shares with
Early Learning and
Primary Prevention
Team (ELPP) who will:
•
Share with parents
•
•
Offer advice and
guidance on
appropriate support
within the setting
Provide training
Signpost to other
agencies as
appropriate
Summary of Role
• Collect information about the child from parents and
colleagues
• Build on existing knowledge of child to decide on action
needed to help child’s progress
• Record plan
• Involve and develop partnerships with other professionals
• Make parents aware of local parent partnership services
• Provide support to colleagues and coordinate responses
• Networking with other Early Years Settings
• Transition planning
Discussion
• Ordinarily Available Descriptors
– Does this reflect your current practice ?
– Is there any thing missing ?
– What are the challenges ?
Prevention together through Partnership
ALL EISS
Commissioning
centrally managed
Prevention through Partnership
Strategic Manager
Ensuring preventative strategy through partnership working at
stage 1 and central service support
Denise Clements
Early Learning & Primary
Prevention Manager (0-5)
Laura McRoberts
Early Years
Outcome Duty
Officer
Vanessa Wheeler
Childcare
Sufficiency Support
Officer
Learning
Community (0-5)
Coordinators
(3fte in total colocated)
Sarah Leslie
Michelle Lyons
Youth Offer and Play
Sufficiency Coordinator
Emily Collinsbeare
Youth Offer Support
Workers YS2
Ann Babington
Lorna Hunt (Interim)
Equalities Support
Workers
Nicole Grandison, Kim
Jones & Leon Spence
Equalities and Practice Development
Officer
Najma Bawla-Solanki
Tracie Gleeson
Childcare Sufficiency
Coordinator
Gill Bates
Early Learning
Inclusion Advisor
Pam Soki
Early Literacy
Coordinator
Sheila Randall
Learning
Community (0-5)
Advisors
(3fte in total colocated)
Jennifer Morrow
Jennifer Murphy
Sejul Shah
Learning
Community Local
Leaders
(5 x 0.2fte)
(secondment)
Forest Project Worker
1 x 0.5 & 2 x 0.25 fte
Marcus Tyroller
Stephanie White
Zollo Lobera
LDD and Practice
Development Officer
Paul Funnell
Community Voice and
Practice Development
Officer
Helen Clark
LDD Support Workers
Beverly Lane
Ann-Marie Abalo
Luke Stevens
CV &PD Support Workers
Wayne Stevens
Amanda Gent
Charles Nkrumah
Outdoor & Wellbeing
Manager
Suzy Strudwick
Adventure Worker
1 fte Chris McClellan
Adventure Resource
Worker 0.5 fte
Damian Clark
Primary Prevention
Manager
(5-19)
Vacant
Payment by Results &
Resource Coordinator
Imran Hussain
Troubled Families Tracking
Officer
Darron Ward
Information, Monitoring and Data
Support Officers –
- Early Help Data -Sunitta
Ricketts
- Resources- Jane Harlin
- Evidence based/website –
Sarah Worboys
- MARAC support - Nambi
Kafeero
Arts Manager
Jessica Hodge
Arts Project Worker
1 x 0.5 & 2 x 0.25 fte
Alan Clark
Richard Hale
Naquiya Ebrahim
Engagement Staff
4 x 0.25 fte
Tracie Rowe
Vacant
Vacant
Vacant
Early Learning and Primary Prevention
Team(ELPP)
Early Learning & Primary Prevention Manager (0-5)
Laura McRoberts
Early Literacy
Coordinator
Early Learning
Inclusion
Advisor
Childcare
Sufficiency
Coordinator
Childcare
Sufficiency
Support Officer
Early Years
Outcome Duty
Officer
Learning
Community (05) Coordinators
Learning
Community (05) Advisors
Pam Sokhi
Gill Bates
Tracie Gleeson
Vanessa
Wheeler
Sarah Leslie
Michelle Lyons
Jennifer
Morrow
Jennifer
Murphy
Sejul Shah
Sheila Randall
Learning
Community Local
Leaders
(5 x 0.2fte)
(secondment)
SEND Team
Early Years SEND
Manager
Debbie Degnan
ESP Programme
Key Worker
Amanda Rushton
Family Liaison
Worker
Sharon Scott
Early Years SEND
Coordinator
Olivia Bunn
Early Years SEND
Coordinator
Liz Evans
Early Years SEND
Coordinator
Christine Healey
Early Years SEND
Coordinator
Post vacant
Early Years SEND
Coordinator
Post vacant
Early Years SEND
Inclusion
Coordinator
Jenny Williams
High Needs Funding
Next Steps
•
•
•
•
Funding confirmation
Ordinarily Available descriptors
Date of Forum
Learning community event dates