Transcript SENCO Up-date Meetings Presentation

SENCO Up-date Meeting
June 2014
Outline of the session
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SENCO contact list
DfE letter to parents
Transition arrangements – statement to EHCP
Provision Guidance (Graduated Response)
One Planning
Where to find out more …
SENCO qualifications
SENCO contact list
• Please make sure you type your name, school
and e mail address on our Excel spreadsheet
• You will get the SENCO Bulletin sent to this
address
• Soon, you will also get notification of any updates on the SEN pages of the Infolink
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DfE letter to parents
Questions you may get asked …. have you got
the answers up your sleeve?
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Transition arrangements
SEN Statements to EHC Plans
Information
• Document consulting on transition
arrangements published for consultation in
October 2013 https://www.education.gov.uk/consultations/do
wnloadableDocs/Transitional%20arrangement
s%20document.pdf
• Key points for transition likely to be: entering
school, primary to secondary (though this may
be at year 5), post 16
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Information
• Other priorities – those where the school
placement is at risk of breaking down
• Have 3 years and 2 terms to transfer all (by
Easter 2018)
• No plan to use this as a means of reducing
statements
• Requirement to consult on best way for
transition to be arranged – this will happen in
next 4 – 6 weeks
• Final plan will be drafted before the end of
term
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TRANSITION ARRANGEMENTS FOR STATEMENTS TO EHC PLANS
Number of Statements
Number of LDAs
7200 In special
2900
2500
Year 1 by Jul15 Year 2 by Jul 16 Year 3 by Jul 17 Year 4 by Apl 18 MS
Current year group
Preschool
0
1
2
3
4
5
6
7
8
9
10
11
12
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Latest date statements have to become EHCP
Likely LA target for transition
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Special
17
238
338
345
348
367
419
447
416
401
413
453
439
56
40
4744
5
66
77
111
114
110
137
161
256
245
302
284
302
154
104
2521
The LA will:
• Recruit some additional staff to support
facilitation of the transitions, Eps, SAS staff,
EPPS
• Provide training for all secondary SENCos
and primary SENCos, where numbers of
pupils with statements are particularly high
• Provide training for staff in special schools
who have a responsibility for transition
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The LA will
• Have information available for out of county
schools
• Have the local offer available by September
• Work with individual schools to plan an
transition schedule
• Write to all parents/carers about transition
arrangements
• Provide information on the web site
• Consider holding parents events by area
• Liaise with SENCO clusters
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Schools need to:
• Work in a person centred way – this is key
• Engage with the LA in relation to the new legislation
and transition arrangements
• Concentrate on the process not the paperwork (there
will be new paperwork, but the way we work with
children and families is more important)
• Ensure you have the latest information – look at the
Essex website, DfE website, local offer
• Ensure you have a schools offer and that it is up to
date and reviewed
• Respond to the consultation
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Provision Guidance
Educational Psychology Team
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What is the Guidance?
• It is a document based on good practice in
schools, on-going review of psychological
theory and research working with teachers in
schools
• It is not an exhaustive set of guidelines and
the focus is more on producing an accessible
resource for teachers than on a research
paper
• This is an evolving document that will
ultimately be available electronically and will
have links to the Local Offer
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What is the Guidance?
• The purpose of the guidance is to support
school staff in the process of building on
current good practice and to help schools to
develop systems, skills and structures for
responding to pupils’ needs
• It reflects best practice in working with
children with any special educational or
additional needs
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What does it include?
• Learning difficulties; including specific learning
difficulties
• Sensory impairment - hearing, sight and multisensory
• Physical and neurological difficulties
• Speech, language and communication
difficulties
• Social communication difficulties; including
Autism Spectrum
• Social, emotional and mental wellbeing
• Early Years specific needs
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How is the Guidance structured?
Three main tiers of provision
• Quality First Teaching
• Additional School Intervention (SEN Support building on Quality First Teaching)
• High Needs Support
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The Provision Guidance
• In your groups please take some time to look
at one of the sections of the new Provision
Guidance to begin to familiarise yourselves
with the layout and content.
• Please note what you like about the document
and any improvements that you might like to
suggest
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Key Points
If you are identifying and supporting pupils
appropriately now then nothing will change and the
document aims to support your ongoing practice.
The full document will be available electronically.
We will try to have a link inserted into an upcoming
Education Essex.
Please email any questions to
[email protected]. We will create a list of
FAQs which will be able to be accessed alongside
the document.
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One Planning
• Chris Perkins (One Planning project leader)
has ‘taken over’ the Unified Plan section on
the Schools Infolink, renamed as The One
Plan Environment
http://cms-
schools.essex.gov.uk/Service%20Areas/Special%20Educational%20Needs%20and%20Additional%20Educational%20Nee
ds/The%20One%20Plan%20Environment/Pages/The%20One%20Plan%20Environment.aspx
please keep an eye on this section as resources are uploaded
• One Planning = person centred
planning/approaches (One Planning is an
Essex term)
• www.helensandersonassociates.co.uk
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In the meantime ….
• Familiarise yourself with the how ‘person centredoutcomes led’ approach works
• Think about the outcomes and what you will need to
have in place to work towards achieving them – you
will need to develop skills in manipulating the situation
to make sure these are educational!
• www.helensandersonassociates.co.uk
• Consider what you are doing already … what have
you got that fulfils a similar function? Can it be
adapted?
• At review meetings from now on, focus on what is
working and what is not working for each child – this
will be a vital component of ‘one planning’
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Where to find out more
• SENCO Bulletin (it will be e mailed to you if
you have given us your e mail address)
• The Infolink (any up-dates to the SENCO
pages will e mailed to you if you have given
us your e mail address)
• http://www.sendgateway.org.uk/
• https://www.gov.uk/schools-colleges/specialeducational-needs’
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SENCO Qualifications
• National Award for SEN Co-ordination
• Advanced SENCO and Advanced SENCO as
Leaders
• MA dissertation
• www.elc-cambridge.org
• Essex ‘super-duper’ SENCO project
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