Special Educational Needs and
Disabilities (SEND) Reforms
2014
Governor Forum Update
11 and 16 September 2014
Helen Barre, SEND Strategy Manager
SEND Service
helen.barre@doncaster.gov.uk
The reform vision: Children and young
people at the centre
Where
disagreements
happen, they can
be resolved early
and amicably, with
the option of a
Tribunal for those
that need it.
Enablers
Joint commissioning
Better
disagreement
resolution
processes
Having friends
Positive
Wellbeing
views heard
Option of a Personal
Budget
Employment
prospects
0-25
Children and
young people with
SEND
and families
Making their
Extending choice and
control over their
support.
Local offer
Outcomes
Children, young
people and parents
understand a joined up
system, designed
around their needs.
Information,
advice and
support
Good
qualifications
Integrated assessment and
planning
Education Health and
Care plan is holistic,
co-produced and
focused on outcomes.
Key statutory duties
•
•
•
•
Must publish an SEN Information Report
Must co-operate with the LA on our Local Offer
Must have regard to the SEND Code of Practice 2014
Must meet the Equality Act 2010 (non-statutory DfE Advice
available)
• Must ensure an appropriate SENCo post holder and role
• Must ensure best endeavours to meet needs
• Must ensure participation with peers in wider school activities
• Must inform parents when children receive SEN Support (SA/
SA+) and involve them in reviews of progress 3 x yearly and
must report progress annually
• Must meet Medical Needs better: DfE statutory advice
The reform vision: A whole school
approach
Engage parent
Assess
Child or
External
support
young
ec
Persons
with SEN
Engage parent
Engage parent
Review
Plan
Do
Engage parent
Key statutory duties
•
•
SEN statements: continuing responsibility
Education, Health and Care processes:
•
•
•
•
•
Child and family views, wishes and feelings
Strengths and needs
Identifying SMART Outcomes: aspirational
Appropriate provision and adult actions (interventions, strategies,
resources )
Measuring impact over time
• Mental Health and Behaviour in schools (new type of need with non•
•
•
•
•
statutory advice)
School census reporting
Personal budget option: LA must seek agreement if provision on site
Must admit a child, where the school is named in an EHC plan
Y8+ independent careers guidance; Y9+ focus on preparing for adulthood
OFSTED four key judgements and progress made since joining the
school from their starting points
The reform vision: Wider reform
SEND reforms are a vital part of the wider educational reform to ensure all
children and young people have access to high quality teaching and equal
opportunities regardless of background or circumstance.
Enabling pupils with
SEN to access the
curriculum by
understanding their
needs and adapting
teaching
approaches.
.
Identification of
SEN should be
built into the
overall
approach to
monitoring the
progress and
development of
all pupils.
Standards of
teaching for pupils
with SEN and
progress made by
pupils should
considered as part
of the school’s
appraisal
arrangements.
National
Curriculum
Assessment
New teachers’ pay
arrangements
Clear focus on the
progress of all
pupils – SEN
support crucial to
school
performance.
New floor standards
Useful links
•
Doncaster Families Information Service: Local Offer site including a section on Documentation
and Guidance downloads (DfE Guidance and other documents)
http://www.doncasterchildrenandfamilies.info/thelocaloffer.html
•
Updates for parents and practitioners including the LA’s Transfer Plan and FAQ
http://www.doncasterchildrenandfamilies.info/disabilitiesupdates.html
•
Statutory processes and documentation
http://www.doncasterchildrenandfamilies.info/disabilitiesupdates.html
•
DfE Slide pack for schools and Governors and other resources
http://www.sendpathfinder.co.uk/ www.nasen.org.uk
•
School Census changes
https://www.gov.uk/school-census
•
DfE Guidance on Personal Budgets
http://www.doncasterchildrenandfamilies.info/disabilitiespersonalisation.htm