THE NEW SEND
FRAMEWORK
Brian Lamb OBE
From this…..?
Statements
IEP’
s
School Action
Health and
Social Care
second exit
on the right
School Action Plus
Welcome to Special
Educational Needs and
Disability Maze
To this….?
Joined up Services
With a little of this…?
6
What is driving the Reforms?
Greater focus on Outcomes in SEN:
“The leaders of early years settings, schools and colleges are
responsible for establishing and maintaining a culture of high
expectations: a culture that expects those working directly with
children and young people with SEN to include them in all the
opportunities available to other children and young people; to
facilitate their participation; and to ensure that they achieve well.”
Draft Code of Practice
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The Achievement Gap
• Early Years- 23% of those with SEN achieved a good
level of development at Early Years Foundation Profile for
2011/12. This compared to 68% for all other children (A
GAP of 46%)
• 66% of those with SEN made the expected level at KS1 in
maths compared to 97% of all other pupils ; 46% of those
with SEN made this level in writing compared to 93% of
all other pupils
• At KS2 42% of pupils with SEN achieved the expected
level in English and maths in 2011/12 (this compared to
91% with no SEN)
• KS4- 22% of pupils with SEN achieved expected Level 2
including English and maths, compared to 69% with no
SEN
What is Driving the Reforms?
Greater Parental Involvement and Choice:
“Parents have statutory rights to contribute to the decision
making process about their child’s education including in
relation to assessments of SEN, provision for SEN, and the
way that support is provided for SEN. Young people over
16 also have these rights.”
Draft Code of Practice
It’s about changing the culture of
Provision!
THE LOCAL OFFER
Changing the culture of provision
Governments View
Edward Timpson SEN Minister Jan 7th
“The local offer would enable families to see readily what
they can expect from mainstream services across
education, health and social care; how to access more
specialist support; how decisions are made including
eligibility criteria for accessing services, where appropriate;
and how to complain or appeal.
Local authorities would be required to involve local
children, young people and families in developing their
local offer to take account of their needs and aspirations.”
Local Offer aims
• To make provision more responsive to local needs and
aspirations by directly involving children and young
people with SEN, parents and carers, and service
providers in its development and review
• To provide clear, comprehensive and accessible
information about the support and opportunities that are
available
Local Offer
• Sets out what families can expect from local services
and eligibility criteria and/or thresholds for accessing
services
• What services are available to support those without
Education, Health and Care Plans, including what
children, young people and parents can expect schools
and colleges to provide from their delegated funds
• What specialist support is available and how to access
it and to give details of where parents and young
people can go for information, advice and support.
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ADDITIONAL SEN
SUPPORT
What replaces school action and school action plus?
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“THE CULTURE OF SCHOOLS IS STILL TO
FOCUS THE BEST TEACHERS ON THE THOSE
CHILDREN WITH HIGHEST ABILITIES…
HOWEVER WE ALSO NEED THE BEST
TEACHERS AND BETTER TARGETED
RESOURCES TO THOSE MOST IN NEED”
Lamb Inquiry
SEN
Schools should;
• ensure that parents of children are fully engaged, consulted and
informed and agreement is reached on how the child’s needs will
be met;
• ensure that the child or young person is fully engaged, consulted
and informed and agreement is reached on how their needs will be
met;
• there should be a plan that focuses on what outcomes are
expected and the support that the school, college and any relevant
agencies will provided.
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Graduated Response-Implementation
Issues
School Action and School Action Plus going-Schools will
need to think about;
• Working with teacher and SENCO to establish if there is
an SEN need-linked to progress and attainment
measured against peers, views of parents and child taken
into account
• Reviewed against further progress following the
interventions which have taken place
• Involvement of specialist support if there is no progress,
differentiated provision and provision mapping
• Consideration of a Plan depending on need and
continued lack of progress
In short rigorous quality first teaching and early intervention
School Offer
School have to provide parents with information on;
• How the school identifies, assesses and provides for pupils
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with SEND-including how the school evaluates the
effectiveness of its provision for such pupils.
How the School assesses the progress of pupils with special
educational needs
The name and contact details of the SEN co-ordinator
The expertise and training of staff
Equipment and facilities to support children and young people
The role played by the parents of pupils with special
educational needs
How to make complaints
Parental Involvement improves Outcomes
“Parental involvement in the form of ‘at-home good parenting’ has a
significant positive effect on children’s achievement and adjustment
even after all other factors shaping attainment have been taken out
of the equation.”
(Desforges 2003.)
“The empirical evidence shows that parental involvement is one of
the key factors in securing higher student achievement and
sustained school performance”
(Harris and Chrispeels 2006.)
Parental involvement programs work but need to be whole school,
sustained, focused on aspirations and support learning.
(Goodhall, et el. 2011, Gorad 2012)
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SCHOOLS OFFER
What do schools need to do?
Regulations Overview
• identifying children and young people with SEN and assessing their needs;
• assessing and reviewing children and young people’s progress towards outcomes,
including the opportunities available to work with parents and young people as part
of this assessment and review;
• supporting children and young people in moving between phases of education and
in preparing for adulthood. As young people prepare for adulthood outcomes should
reflect their ambitions, which could include higher education, employment,
independent living and participation in society;
• adaptations to curriculum, teaching and the learning environment and access to
ancillary aids and assistive technology;
• securing expertise among teachers, lecturers or other professionals to support
children and young people with SEN;
• assessing and evaluating the effectiveness of the provision they make for children
and young people with SEN;
• enabling children and young people with SEN to have access to facilities and
extra-curricular activity available to all children in the setting;
• supporting and improving emotional and social development, including extra
pastoral support arrangements for listening to the views of children and young
people with SEN and measures to prevent bullying.
THE TEMPLATE FOR THE
SCHOOLS OFFER
How to evaluate your offer for SEN and meet the
requirements.
Requirement
What schools should be
looking at
What to take into account
School Ethos for SEND (nonstatutory)
Schools could describe here the
ethos of the school’s inclusions
policy and how it applies to
SEN. The aim would be to
ensure that parents felt that
their children would be
welcome and have a sense of
how the overall school ethos
contributes to better outcomes
for their child.
While not required by the
legislation, it is helpful to
summarise at the start of the
document the school’s overall
approach to SEND and its
approach to some key
documents such as the home
school agreement, admissions
policy and any other key
information.
Is there a clear policy in place
on the involvement of parents?
Parents’ role on Governing
Body, role of SEN Governor and
how the school is going to
involve parents more generally.
SEN policy consulted on and
easily available.
Partnership Ethos with the
School
1. The arrangements for
consulting parents of
pupils with special
educational needs.
What opportunities are there
for parents to have structured
conversations with teachers
about progress?
Relevant Policies: Code of
Practice sections on parental
and young person’s
involvement; guidance on role
of school governors. Access to
structured conversation
training/AfA approach.
1. Our school’s response to
the key questions
2. Analysis of our provision
and its impact
What might we say to parents
about our provision and its
impact
Resources
• http://www.education.gov.uk/childrenandyoungpeople/sen/a007
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5339/sengreenpaper
http://www.education.gov.uk/a00221161/children-families-bill
http://www.afa3as.org.uk/
http://webarchive.nationalarchives.gov.uk/20091207163458/dc
sf.gov.uk/lambinquiry/
http://www.education.gov.uk/complexneeds/
http://www.sendpathfinder.co.uk/
http://www.officialdocuments.gov.uk/document/cm84/8438/8438.pdf
http://www.education.gov.uk/schools/pupilsupport/sen/a002096
01/send-materials-advanced
http://educationendowmentfoundation.org.uk/toolkit/