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Multi-agency training day
6th November 2014
SEND Reforms
Intended Outcomes • Develop awareness and understanding of the new
SEND Reforms• Develop shared understanding of the Graduated
Approach and the expectations/challenges for settings, schools and colleges
• Introduce Rochdale’s Local Offer• Introduce the process of applying for a new EHC needs
assessment• Introduce the process of converting Statements to EHC
plans• Discuss the format for professional advice
Where are we now and how did we get here?
2004 DDA amendment
2005 DDA amendment 2010 Equality Act 2010 Ofsted
Review of SEND
1995 Disability Discrimination Act (DDA)
1998 DDA amendment
2001 Special Educational Needs and Disability Act (SENDA)
2001 SEN Code of Practice
2001 Inclusive Schooling
2011 Support and Aspiration Green Paper
2014 Children and Families Act
2014 Special Educational Needs and Disability Code of Practice 0 – 25 years
2013 Learning Difficulty Assessments Statutory Guidance
The Legislative Journey
Ref : Lancasterian Outreach and Inclusion Service (LOIS)
The impairment is the problem
The person is ‘faulty’
Focus on diagnosis and label
Need to cure or at least normalise
Professionals know what’s best and
make the decisionsPerson is highly dependent and
needs to be cared for
Person is a passive receiver of services
Person has to adapt to the world around them
Person has to fit into society
Ref : Lancasterian Outreach and Inclusion Service (LOIS)
Society is the problem
The person is unique and valued for
themselves
Diagnosis supports understanding
Person’s needs and how they can be met
are considered
Professionals allow the person to make
informed choices about provision
Person is encouraged to be as independent
as possible
Person is in control of services and
people who support them
Environment is adapted to the person
Person participates fully in society and has equal access to
opportunities
Ref : Lancasterian Outreach and Inclusion Service (LOIS)
The Challenge
… just 3 of almost 100 documents issued to schools since September
The Big Picture
• In force since September 2014• Some transitional arrangements• Provisions for those in youth custody do
not come into force until April 2015
• Local Authorities (education, social care and relevant housing and employment and other services
• Governing bodies of schools including non-maintained special schools• Governing bodies of further education colleges and sixth form colleges• Proprietors of academies• Management committees of pupil referral units• Independent schools and independent specialist providers • All early years providers• National Health Service Commissioning Board• Clinical Commissioning Groups• NHS Trusts• Local Heath Boards• Youth Offending Teams and relevant youth custodial establishments• The First-tier Tribunal (SEN and disability)
Who must have regard to the Code?
• Covers 0-25 age range and includes guidance relating to disabled CYP as well as those with SEN
• Clearer focus on participation of CYP and parents in decision making at individual and strategic levels
• Stronger focus on high aspirations and improving outcomes for CYP through support that enables those with SEN to succeed in education and make a successful transition to adulthood
• SEN Support replaces Action and Action+• EHC plans replace Statements and LDAs
Includes guidance and information on: - Joint planning and commissioning to ensure cooperation between education,
health and social care- Graduated approach for education and training settings- Relevant duties under the Equality Act 2010- Relevant provisions of the Mental Capacity Act 2005
Main changes from 2001 Code
• All children have a right to education that enables them to make progress so that they:
- achieve their best- become confident individuals and live fulfilling lives- make a successful transition into becoming an adult
• All children with SEN or disabilities should have their needs met
When making decisions about SEN or disabilities, the LA must:• Have regard to the views, wishes and feelings of CYP and their parents• Make sure that CYP and their parents participate as fully as possible in decisions
that affect them• Provide support to children and young people and their parents so that children
and young people do well educationally and can prepare properly for adulthood• Give CYP and parents access to impartial information, advice and support• Involve CYP and their parents in developing provision and services
Also, services that provide help for CYP need to work together to the CYP’s benefit
Principles (1)
• Participation of CYP and their parents in decision making• Early identification and early intervention• Greater choice and control for CYP and their parents over support• Collaboration between education, health and social care to provide
support• High quality provision to meet the needs of CYP with SEN• Focus on inclusive practice and removing barriers to learning• Successful preparation for adulthood, including independent living
and employment
Principles (2)
A CYP has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A CYP has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age
or- has a disability which prevents or hinders him or her making use of
educational facilities of a kind generally provided for others of the same age
Definitions of SEN (1)
For children aged 2+, SEN provision is educational or training provision that is additional to or different from that made generally for other CYP of the same age. For a child under 2 years special educational provision means educational provision of any kind.
A child under compulsory school age has SEN if likely to fall into the previous definition when they reach compulsory school age or would do if provision was not made for them.
Definitions of SEN (2)
Communication and Interaction
Cognition and Learning
Social, emotional and mental health difficulties
Sensory and/or physical needs
Broad Areas of Need
Equality Act 2010 definition of disability:
- a physical or mental impairment which has a long term and substantial adverse effect on CYP’s ability to carry out normal day to day activities.
Substantial – ‘more than minor or trivial’Long-term – ‘a year or more’
Definition includes long term health conditions.
Disabled CYP
Equality Act 2010 – basic points
• Duty to be anticipatory
• Duty to make reasonable adjustments to enable access and participation
• Duty to avoid putting disabled people at a disadvantage
FIRSTIn mixed groups – nominate someone to scribe and someone to feedback, read through information from the Code regarding one specific area and identify:
1. Key points/messages (no more than 5)2. Implications/issues/challenges in terms of how we support
settings/parents/CYP
Activity – 30 minutes
THENIdentify actions for your team and any multi-agency working that needs to take place
Record on flip chart
The Graduated Approach – expectationsUNIVERSAL
Quality First Teaching – all teachers to adapt teaching to respond to the strengths and needs of all pupils (Teacher’s Standards 2012), every teacher is responsible and accountable for all pupils in their class wherever or with whoever the pupils are working with
Inclusive ethos
Flexibility of approach
Assess – Plan – Do – Review
SEN SUPPORT
Personalisation
Additional to and different from
- Person centred planning with the young person and parents/carers
- Outcome focused planning- Small group and individualised
programmes- Specialist support and advice
EHC PLAN
Consider the interventions below and decide where on the graduated approach you would place them:
Think about:• How did you decide where to place the interventions?• What makes the difference between Universal and SEN Support?
Activity
ability set for literacy
weighted cutlery
Social Use of Language
Programme (SULP)
workstation
laptop
scribe
visual timetable
move & sit cushion
time out card
Picture Exchange
Communication System (PECS)
differentiation
nurture group
Chewelry
metacognitive/thinking skills programme
iPad
Toe by Toe
Circle of Friends
Frequency Length Individualisation
Catch up or long term
Some of the time or most of the time
Same as the rest or personalised
Interventions and the Graduated Approach
The Graduated Approach – supportUNIVERSAL
IDP online:DyslexiaBESDAutismSLCN
www.idponline.org.uk
SEN SUPPORT
SEND Gatewayhttp://www.sendgateway.org.uk/
SCOPE Learning Together toolkitwww.scope.org.uk/support/professionals/learning-together
Sources specific to individual needs e.g. National Autistic Society, Dyspraxia Foundation, Communication Matters
EHC PLANLOCAL OFFER
THERAPY INVOLVEMENT
EPS
RANS
www.rochdale.gov.uk/localoffer ([email protected])
Research sites:Sutton TrustEducation Endowment FoundationCommunication Trust
For the January census –School Action/School Action Plus -> Universal or SEN Support
How do schools make that decision?
• Review what’s already happened at SA and SA+• Decide whether or not the child’s needs are being met? (This decision
will need to be evidenced)• Are school ready/able to put in place interventions/support?• What are the views of staff/parents/young person?
Implementing the Reforms – what’s happening now?
Unless it is clearly apparent that the CYP has severe and complex needs, settings must demonstrate that they have ‘exhausted’ resources and strategies at Universal and SEN Support levels before applying for an EHC plan including how they have used their funding.
When SEN Support is not enough
SEN Funding in schools
Element 1:
An amount of money for each pupil in the school, funding
based on the total number of pupils in the school.
In Rochdale, all schools, including academies, are getting
£4000 for each pupil.
This is the core budget for each school and it is used to make
general provision for all pupils in the school including pupils with
SEN.
Element 2:
An additional amount of money to help make special
educational provision to meet children’s SEN, called the ‘delegated SEN budget’.
Based on results at end of EYFS and KS2.
The government has recommended that schools should use this notional SEN
budget to pay for up to £6,000 worth of special educational
provision to meet a child’s SEN.
Element 3:
High Needs Block - Top-up funding
If the school can show that a pupil with SEN needs more than
£6,000 worth of special educational provision, it can ask
the local authority to provide top-up funding to meet the cost
of that provision.
NB – the following were originally links however they are now available on the Rochdale Schools Intranet and Rochdale’s Local Offer as named below. To access the forms on the RSI simply go to the SEN page. • Criteria – Graduated Response to SEN in Rochdale• Request Form – EHC 01 Stat Assess Req Form (editable)• Advice Template – EHC Needs Assessment – Advice Template• Advice Guidance – Guidance for advice providersSend to Local Authority, considered at multi-agency panel held every two weeks• Panel Checklist – Guidance EHC Request (editable)
(To access the forms on the Local Offer, first go to the Rochdale website, search for Local Offer, then SEN & Disability Services on the left hand side of the screen, then keyword SEN Assessment Team and the forms are on the left hand side. Currently submissions can only be accepted in paper format.)
Requesting an EHC Needs Assessment
Activity - Outcome or Provision?1. By the end of Year 6 Bob will be holding conversations with other children and adults2. A language programme to be devised by a speech and language therapist3. Mabel will be able to read and spell 100 words4. A gross motor skills programme to be undertaken regularly5. Will achieve 5 GCSEs at A to C level6. Will attend trampoline club three times a week7. To be able to tell a trusted member of staff how he’s feeling8. To shower, dress and wash hair independently9. To access community10. Homework differentiated to Madge’s needs11. To extend numeracy and literacy skills12. To attend SULP group13. To use a move and sit cushion.14. To be able to travel independently using public transport to and from college15. Will use a BigMack to join in circle time
• Specific- must contain a verb• Measurable- how will we know it has been
achieved• Achievable- small steps• Relevant- will it make a difference?• Timed- by when?
Writing Advice - Outcomes
Writing Advice - Provision
• Specific• Quantifiable
What is it?Who’s going to do it?When is it going to be done and how often?How is it going to be reviewed?
Advice and information must be sought* as follows:(CoP paras 9.45-9.52)
– The child’s parent or young person, and wherever possible the child– Current educational institution attended, or person responsible for educational provision– Health care professionals– An Educational psychologist– Social care (from children’s or adult services)– From Y9, advice on preparing for adulthood and independent living– From any person requested by the child’s parent or young person – Any other advice or information which the LA considers appropriate e.g. from a youth
offending team
*The LA must not seek further advice if it has already been provided and the person providing the advice, the LA and the child’s parent or young person are all satisfied that it is sufficient for the assessment process.
EHC Needs Assessments
3 Weeks Decision made/ Assessment Started
New EHC Plans – the process – 20 week timescale
Initial Person-Centred Visit/ Advice due in6 Weeks
8 Weeks Initial My Plan drafted from advice/ initial meeting
10 Weeks Indicative budget generated. My Plan Meeting
12 Weeks Updated proposed plan to admin for formatting
13 Weeks Checked by manager
14 Weeks Proposed plan issued
18 Weeks Settings consulted with, any changes made to plan
20 Weeks Final Plan Issued
Sections of an EHC Plan (My Plan)
SEE ADDITIONAL DOCUMENT – SECTIONS OF A MY PLAN
Conversions – the timetable*Current Year Group To be converted in
<1 15/16
0 15/16
1 15/16
2 16/17
3 16/17
4 16/17
5 14/15
6 17/18
7 16/17
9 14/15
10 15/16
11 14/15
Current Year Group To be converted in
12 (if staying in school) 16/17
13 (if staying in school) 15/16
12/13/14 (if leaving school for F.E.)
14/15
Electively Home Educated 17/18
*Further information available on the Local Offer (path as previously detailed) – Rochdale’s Local Transition Plan
-4/6 Weeks School to send out invites to parents, young person and professionals- request up to date information from all parties. Parents or young person supported to complete the My Story and give their views
-2 Weeks All up-to date information collated and circulated to relevant professionals and YP/parents. Formal notification of start of Transfer review.
2 Weeks Annual review form and all up to date advice sent to the LA.
0 Weeks Person Centred Transfer Review (held instead of the Annual Review)- consideration of personal budget
6 Weeks Decision made whether to issue a plan or to cease to maintain the Statement. Plan drafted by LA officer
12 Weeks Any alterations made and Final Plan Issued
10 Weeks Plan issued with opportunity for YP/Parents to comment
Conversions – the process – 14 week timescale
• Up-to date information/advice • Parents view• Young person’s views • Independent Supporter Role
Conversions – preparing for the transfer review
What is important to young people with SEN and disability?
Building a Workforce to Make the Reforms Work
Activity:
What would CYP and families in Rochdale say about how professionals in Rochdale work with them and others?
We need to:– Put the CYP and family at the centre of the team– Empower CYP and families to make informed choices and have
their voice heard– Acknowledge parents as the expert– Shift away from the professionals telling the family the child’s
problems and what they need to do to – Listen to the family’s priorities and feelings and deliver services
accordingly– Work together to provide the best possible care for the child
and family
The Cultural Shift
To improve outcomes for disabled children and their families through services working together more effectively on the front-line
MissionImproving information sharing among practitioners and with parents/carers
Embedding a common approach to assessment, working in partnership with families
Support multi agency and partnership working
StrategyInformation Sharing Practice
& Cross Government Guidance
Common Assessment Framework
Key processes & tools
Lead Professional/Key worker
Education, Health and Care Plans and the family service
plan
Information booklets and background information file
What have we got to help with this?
Useful Links• SEN Code of Practice• SEND guides – Early Years, Schools, Further Education, Parents, CYP, Health, Social Care• Young Person’s Guide to the Children and Families Act 2014• Supporting Pupils at School with Medical Conditions• Reasonable Adjustments for Disabled Pupils• Equality Act – Advice for Schools• Equality Act – Advice for Further Education• Transition to the New 0 to 25 SEND system
NB – UNDERLINED TEXTS ARE HYPERLINKS TO THE DOCUMENTS ONLINE, HOWEVER YOU MUST BE RUNNING THE SLIDE SHOW FOR THESE TO WORK