Transcript DfE Template (Arial) v1.0 April 2012

FLSE East CONFERENCE 2014
'STEP UP,
SKILL UP,
STRIDE FORWARD'
Friday 14th March 2014
André Imich, SEN and Disability Professional Adviser, DfE
Outcomes of Reforms…....
SEN picked up early; support quickly put in place;
Knowledge, understanding, skills and attitudes of staff;
Provision from school, college, LA & local services clear
to parents;
Raising aspirations for children and young people (CYP);
Co-ordinated assessment - single Education Health &
Care Plan (0-25);
Greater control for parents and young people.
.....Opportunities for school development
Children and Families Act 2014
Key Highlights “What issues and
opportunities does each
hold for me as a special
school?”
1. Involvement
of children,
young people
and parents at
the heart of
legislation
2. All SEN duties to apply equally to all
schools, inc. Academies and Free Schools
3. LAs to
publish a clear,
transparent
local offer of
services for all
CYP with SEN
4. LA, health and
care services to
commission
services jointly re
SEN &
disabilities.
5. Coordinated assessment process;
0-25 Education, Health and Care Plan
Assessment and planning - Principles of
emerging practice
• On-going process, regular person-centred reviews.
• CYP and families at centre; involved in decision-making.
• A ‘tell us once’ approach to sharing information.
• Effective co-ordination between statutory services.
• Practitioners engaged and committed.
• Keyworking approaches - single point of contact.
EHC assessment - Educational advice
 LA must seek advice and information on the needs of the
CYP and what provision may be required.
 Educational advice and information from head teacher
 Written advice - clear, accessible and specific.
 Advice focused on outcomes and strategies.
 Maximum 6 weeks.
EHCPs
 What will the education, health and social
care plans look like? Will there be a
national model?
 Will there be a nationally agreed pro forma
for the plans and their reviews?
 Who will manage these E,H,SC plans?
 Will there be annual reviews of the plans?
6. New statutory protections for young people
aged 16-25; focus on preparing for adulthood
www.preparingforadulthood.org.uk
Is there an agenda for 19+?
 Young people making their own decisions
 Independent living - choice and control over their lives
and support; accommodation and living arrangements,
including supported living
 New duties on FE colleges
 High quality study programmes: stretch and progression
 Work based learning – Apprenticeships; Traineeships;
Supported Internships
 Improved support arrangements across all agencies,
regardless of age
7. Offer of a personal budget for families
and young people with EHCP, extending
choice and control over their support
How will health and social care engage
with each other over personal budgets?
• Joint Commissioning duties provides the framework;
Commissioning strategies must set arrangements for
agreeing PBs.
•
DH Personal Health Budgets Pilot has provided strong
examples of joint work on health and social care PBs
• NHS England has commissioned In Control to work in 4
areas to look at personal health budgets for CYP – being
taken forward in context of the SEN reforms, starting with
series of conferences on reforms for NHS commissioners
The New SEN Code of Practice
• 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).
Who must have regard to the Code
 local authorities (e.g.
education, social care,
housing, employment)
 early years providers
 schools
 FE colleges
 sixth form colleges
 academies/ free schools
 SEND Tribunal
 independent special
schools and independent
specialist providers
 PRUs/ alternative providers
 NHS England
 clinical commissioning
groups (CCGs)
 NHS Trusts/ Health Boards
 NHS Foundation Trusts
SEN Support in Mainstream Schools
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Graduated approach - Assess; Plan; Do; Review
Involving parents/carers - Regular conversations
Use of data and record keeping - provision maps
Publishing information/ SEN information report
Role of SENCO in school
Involving specialists
Improving practice and staff training
Transition at 16 and preparing for adulthood
School SEN Information Report
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Identifying and assessing SEN;
Assessing and reviewing progress towards outcomes;
Working with parents and YP;
Support to move between phases/prepare for adulthood;
Adaptations to curriculum, teaching, learning environment;
Securing expertise among teachers, lecturers and others;
Evaluating the effectiveness of SEN provision;
Ensuring access to facilities and extra-curricular activity;
Supporting/ improving emotional and social development;
Measures to prevent bullying.
CYP in Specific Circumstances
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Looked after children
Care leavers
SEN and social care needs, inc children in need
CYP educated out of area
CYP with SEN educated at home
Children with SEN in alternative provision
Young offenders in custody
Children of service personnel
What will make the difference to CYP
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Extended statutory protections
Key working
Person centred approaches
One page profile
Smoother transitions
Being listened to/ empowered/ having a voice
Professionals collaborating – doing things differently
Focus on outcomes and the curriculum, support and
other arrangements to achieve them.
How is the DfE intending to measure the
impact of the new changes and ensure that
they make the desired improvements that
the Children and Families Bill requires?
We have asked Ofsted to deliver a study to identify
best practice in preparing for the SEN reforms, and
consider particularly whether there is a need for an
inspection framework to drive improvements is
reassuring.
Implications of Reforms for Special Schools
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Person-centred/ focus on the child/ young person
Increased parent engagement in wider school agenda
Increased clarity about the school offer/ provision
Focus on outcomes and strategies
Working with new EHCPs
Plan early for adulthood
Changes to support service delivery and organisation
Understanding the impact in mainstream schools
“Doing things differently”
Actions for special schools in 2014
 Agree the school contribution to the local offer with LA
 Feed into local joint commissioning arrangements for
specialist services and/or how to draw on these services
 Review core teaching and wider policies – outcomes
focus.
 Engage parents and pupils more widely.
 Identify and deliver training needed by staff
 Publish the annual SEN information report
 Develop partnerships with post-16 providers.
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Questions
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Comments
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Points of clarity
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Discussion
Can you provide some clarity about pupil
premiums, free school meals, under 5s, etc?
 All infant pupils entitled to receive FSM from Sept 2014.
 Pupil premium funding for 2014-15 not affected as
allocations are informed by School Census data
collected in Feb 2014.
 We are considering the possible implications for how PP
is allocated longer term.
 The pupil premium is only currently for school age
children (5-16) so there won’t be any for under 5s unless
there is a change of policy
Tracking progress
How will we track pupil
progress in the future?
Ref: P levels, 16-19 tracking,
SEN
How close is the DfE to
introducing a national funding
scheme for special schools? It's
currently a postcode lottery with
huge variations county to
county, region to region.