Transcript DfE Template (Arial) v1.0 April 2012

The Draft
SEN Code of Practice
November 2013
What the Code is
• Nine chapters
• Statutory guidance on duties, policies and procedures
relating to Part 3 of the Children and Families Bill and
associated regulations.
• Provides practical advice on how to carry out statutory
duties to identify, assess and make provision for
children and young people with special educational
needs (SEN).
Chapter 1 - Introduction
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The duty to “have regard” to the code
Transition arrangements
Definitions of special educational needs (SEN)
Related legislation and guidance
Who must have regard to the Code
 local authorities
(education, social care,
relevant housing,
employment and other
services)
 early years providers
 schools
 FE colleges
 sixth form colleges
 academies/ free schools
 SEND Tribunal
 independent special
schools and independent
specialist providers
 pupil referral units and
alternative providers
 NHS England
 clinical commissioning
groups (CCGs)
 NHS trusts
 NHS Foundation Trusts
 Local Health Boards
Chapter 2
The Principles
Underpinning the Code
Involvement
of children,
young people
and parents in
decision
making
Improved identification of children and
young people’s needs
Collaboration between education, health
and social care to provide support
High quality provision to meet the needs of
children and young people with SEN
Greater choice and control for young
people and their parents over their support
Successful preparation for adulthood,
including independent living and employment
www.preparingforadulthood.org.uk
Chapter 3 – A Family Centred System
Focus on:
• Involving children, parents and young people in
decision making
• The views of children and young people
• Supporting young people and their parents
• Impartial Information, Advice and Support
• Parent Carer Forums
Chapter 4 - Working Together Across
Education, Health and Care
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Working together for positive outcomes
Joint commissioning arrangements
Roles and Responsibilities
Designated Health Officer
Developing a Joint Understanding of Local Needs
Joint Planning and Delivery
Regional Collaboration
The health commissioning duty
Joint Review/ Improving Provision
Chapter 5 - The Local Offer
• Principles – Collaborative; Accessible; Comprehensive;
Transparent
• What must be included in the local offer
• Publishing the local offer
• Preparing and reviewing the local offer
Chapter 6 - Early Years, Schools, Colleges
and Other Education and Training Providers
• High expectations for children and young people with
SEN – achieving outcomes;
• Support for children and young people with SEN;
• The four areas of SEN;
• SEN Support in: Early Years; Schools; Further Education
• Funding for SEN Support
• Admissions and Inclusion
• External Support in Educational Settings
High expectations for children and
young people with SEN
Mainstream schools and FE providers must:
- use best endeavours to ensure that necessary
provision is made for any individual who has SEN;
- co-operate with their local authority in the local offer.
Maintained nursery schools and mainstream schools, must:
- designate an appropriate member of staff (SENCO) to
have responsibility for co-ordinating SEN provision;
- ensure that children with SEN take part in school
activities together with children who do not have SEN;
- publish information on their SEN policy.
Key responsibilities of SENCO include:
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Overseeing day-to-day operation of the school’s SEN policy;
Coordinating provision for children with SEN;
Liaising with designated teacher where a LAC has SEN;
Advising on graduated approach to providing SEN Support;
Advising on use of school’s delegated budget/ other resources;
Liaising with parents of children with SEN;
Liaising with early years providers, secondary schools, EPs,
health and social care professionals, and independent or
voluntary bodies;
• Liaising with potential next providers of education;
• Working with the head teacher and school governors ensuring
that the school meets its responsibilities under the Equality Act
• Ensuring that the school or maintained nursery keeps the
records of all children with SEN up to date.
SEN Support in Mainstream - Eligibility
“Where pupils continue to make inadequate progress,
despite high-quality teaching targeted at their areas of
weakness, the class teacher, working with the SENCO,
should assess whether the child has a significant learning
difficulty. Where this is the case, then there should be
agreement about the SEN support that is required to
support the child.”
Model of support and intervention:
Assess
Plan
Do
Review
Chapter 7 - Assessments and Education,
Health and Care Plans
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The need for an EHC assessment
Co-ordinated assessment, planning and timescales
EHC assessment and planning process
Advice and information for EHC assessments
Writing the EHC Plan
Requests for a school, college or other institution
Requesting a personal budget
Reviewing an EHC Plan
Chapter 8 - Children and Young
People in Specific Circumstances
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Looked after children
Care leavers
SEN and social care needs, including children in need
Children and young people educated out of area
Children and young people with SEN educated at home
Children with SEN in alternative provision
Young offenders in custody
Children of service personnel
Chapter 9 - Resolving Disputes
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Principles
Early resolution of disagreements
Disagreement resolution arrangements
Mediation
Parent and young people’s rights to appeal to Tribunal
Disability discrimination claims
Complaints about NHS or social care provision
Next Steps
• Consultation ends 9 December 2013
• Royal Assent Spring 2014
• Implementation 1 September 2014