Transcript The New SEND Framework

THE NEW SEND
FRAMEWORK
Brian Lamb OBE
From this…..?
Statements
IEP’
s
School Action
Health and
Social Care
second exit
on the right
School Action Plus
Welcome to the Special
Educational Needs and
Disability Maze
Leaving Parents and Children feeling like this!
To this…..
With a little of this…?
THE BACKGROUND
How did we get to this point?
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What is driving the Reforms?
• Greater focus on Outcomes in SEN:
“We know that the educational achievement for children
with SEN is too low and the gap with their peers too wide.
This is a hangover of a system, and a society, which did not
place enough value on achieving good outcomes for
disabled children and children with SEN” Lamb Inquiry.
Greater Parental Involvement and Choice:
“The empirical evidence shows that parental involvement is
one of the key factors in securing higher student
achievement and sustained school performance.” Harris
2006.
THE LOCAL OFFER
Changing the culture of provision
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
• New amendments require LA’s to review provision where
issues are raised about the adequacy of the offer
Local Offer
• Sets out what families can expect from local services
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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.
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 what works for children and
young people
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“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
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
Achievement for All-Impact on Improving Reading, Writing and Maths
2011-2012
Student Progress
(Average Point Score*)
(May 2013)
Achievement for All
Baseline to Term 3
Source: PwC
National SEN
Source: DfE
National Non-SEN
Source: DfE
Reading and Writing
Maths
4.2
3.8
50% above national results
for special educational
need students
50% above national results
For special educational need
students
2.8
2.5
3.2
3.0
*Average Point Score (APS) is the number used to indicate
assessed progress within National Curriculum levels, national
expectation is 4 within each school year)
School Information Offer
School have to provide parents with information on;
• How the school identifies, assesses and provides for pupils
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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
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EDUCATION, HEALTH AND
CARE PLAN
Personalising Services
In shared houses….nobody does the
washing up!
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Education Health and Care Plan
• A single, simpler 0-25 assessment process and Education,
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Health and Care Plan from 2014.
New duties on health and social care to cooperate in the
production of a plan and new complaints mechanisms
A duty to jointly commission services
New Rights to Health Provision if part of the plan
Social Responsibilities been clarified
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
LA’s will have time (up to 3 years?) to transfer existing
statements to EHC plans.
DfE-In Control Model
So everyone takes responsibility….
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Not lose sight of the Aim
• Children and young adults with SEN
achieve better outcomes and
attainment
• Parents have more confidence in the
system
• Resources get used in right places to
deliver this
CONTACT DETAILS
[email protected]