Transcript The New SEN Code of Practice

The New SEN Code of Practice
What you need to know
Why is it being reformed?
• The Department of Education concluded from
research that the long term outcomes for children
with SEND were not always as good as they could be
• Families did not have enough involvement or control
in the process
• Too much emphasis has been placed on input not
output
• Agencies and professionals were not working closely
enough
• There was a lack of holistic planning
The Code
• This is the biggest change in SEN in 30 years.
• It took effect from September 1st
• It makes the child and their family central to
the assessment, planning and decision
making.
• The focus is on outcomes and agency
collaboration
• It allows for more flexible and creative
solutions, personalised to the individual.
The changes
• School Action and School Action + have
disappeared – there is now 1 category called
‘SEN Support’
• Only children with a diagnosis or established
SEND will be on the register. This means we
now have 2 registers – the SEND Register and
a Monitoring Register for children that are
below age related expectations but are not
SEND.
New Categories
• There are 4 new categories: Communication
and Interaction, Cognition and Learning,
Sensory/Physical and Social, Mental or
Emotional Health.
• Moderate Learning Difficulties and Behaviour
have been removed but can be included under
the appropriate new category.
The Local Offer
• Each school and child care facility must
publish the Local Offer on the West Berks
website. It is also on the school website.
• It is a standard form for every provision.
• Its purpose is to give families access to
comprehensive information about what we
offer for SEND in school.
No more IEPs!
• They have been by replaced by SAPs - Support and
Achievement Plans.
• The new SAPs will be completed on a termly basis and
the first one will be coming home this week.
• We would like this to be a collaborative process as
stated in the new code, which is why we have invited
all parents of SEND children in for a meeting this term,
and will continue to do this on at least a termly basis.
The purpose is to write and review the provision within
the SAP. It allows you to have more of a say in how we
help your child and to take a more active role than
previously.
No more statements
• Statements are being replaced by Education,
Health and Care Plans which will go from the
age of 0-25 instead of 19 currently.
• They will look very different and be a more
person centred plan with more clearly defined
outcomes
• They will require all agencies including schools
to work more closely together
No more statements
• All current statements will be converted to EHCs by
April 2018 through the Annual Review Process
• 3 Assessment Coordinators have been appointed by
County to manage this and all future applications
• Provision will no longer be given in TA hours but as a
sum of money, allowing the school in collaboration
with parents to use it as they wish in the best
interests of the child.
• The criteria, however, DOES still the same.
Personal Budgets
• A ‘personal budget’ is the amount of money
spent on a child, some of which may be given as a
‘direct payment.’ The first 15 hours of any EHC is
paid by the school – the direct payment can only
come out of the extra money on top of that.
• Families will be able to request a direct payment
from the budget but schools and the local
authority cannot be required to give it if it
doesn’t help to reach an agreed outcome.
• The criteria for SEND direct payments is to be
considered case by case
Personal Budgets
• There will be a new banding system for the
educational funding in the EHC Plan
• It will be expressed as a sum of money not TA
hours
• This allows us to act more flexibly and focus
solely on the provision needed to achieve the
outcomes, not counting hours of support as
this might not be what the child needs.
The Teacher’s Role
• Teachers are responsible and accountable for
the progress and development of all pupils
within their class
• High quality teaching, differentiated for the
individual is the first step in responding to
pupils who may or may not have SEND
• Additional intervention and support cannot
compensate for the lack of quality first
teaching
The Teacher’s Role
• The teacher has responsibility for:
• Working with the child on a daily basis
• The child’s learning even if interventions take
place away from the classroom
• Working closely with TAs to plan and assess
the impact of interventions and what is
happening within them. The SENCO should
support in further assessment.
The SENCOs Role
• This includes:
• Strategic development
• Overseeing the day to day operation of the SEN
policy
• Coordinating provision
• Advising on a graduated approach
• Budget and resources
• Recordkeeping
• Liaising with parents, other schools and outside
agencies
The SENCOs Role
• Monitoring SEND pupil progress
• Identify any patterns in the identification of
SEN
• Regularly review resources and expertise
• Regularly update the Local Offer
• Ensure children and parents are actively
involved in the decision making process
Governor’s Role
• To ensure the school has a named
SENCO/Inclusion Manager who has achieved
the National Award where appropriate.
• Ensure SEND information is published
• Work collaboratively with SENCO/Inclusion
Manager and other Senior Leaders in the
school to maintain and improve provision
Parents Evenings
• The parents of SEND pupils will now see the
SENCO/Inclusion Manager alongside the class teacher
at Parents Evenings. If there is a conflict in the
timetables, parents can arrange another appointment
if they specifically wish to see the SENCO/Inclusion
Manager.
• As stated earlier, parents of SEND children must be
given the opportunity to have at least termly meetings
to discuss progress/provision and set outcomes – we
are offering these in addition to Parents Evenings as
they will require longer than the allocated 10 minute
appointment.
Identifying SEND
• The definition stays the same – a learning
difficulty that calls for special educational
provision to be made for them and means they
have significantly greater difficulty in learning
than the majority of others of the same age.
• Clear approach to identification and response
• Early identification
• Effective provision focusing on quality first
teaching to begin with not interventions, to
address areas of difficulty and remove barriers
Identifying SEND
• Assessments built on previous information, regularly
checked.
• If less than expected progress continues, then
interventions begin alongside continued quality first
teaching and SEND avenues are explored through
assessment in school and/or by outside agencies
• If it is felt necessary to involve outside agencies,
parents will be consulted before referral is made.
• Both schools are now using commonly agreed
paperwork to ensure smooth transition and working
practices.
The Graduated Approach
• Assess the child’s needs
• Plan support and intervention, ensuring parents
are given the opportunity to be involved
• Do what the plan states as appropriate primarily the teachers responsibility with support
as needed from the SENCO/Inclusion Manager
• Review effectiveness of the support and its
impact at least termly, taking into account the
views of the child and parents
Further References
• SEND Code of Practice:0-25 years
https://www.gov.uk/government/publications
/send-code-of-practice-0-to-25
• School website for our Local Offer.
• West Berkshire website for the Local Offer
from ourselves and other schools and
provisions
Thank you for listening.
Any questions?