The Trafford EHC Process and the
Draft Special Educational Needs (SEN)
Code of Practice: for 0-25 years
Sally Smith – Inclusion Adviser SEN Advisory Service
(SENAS)
Andrea Barnes-SEN Assessment Team
Chapter 1
Introduction
Chapter 9
Resolving
disputes
Chapter 8
Children and
young people
in specific
circumstances
Chapter 7
Assessment
and
Education,
Health and
Care Plans
Chapter 2
Summary
Chapter 3
A family
centred
System
Draft SEN
Code of
Practice: for
Chapter 4
Education Health
and social careworking together
for positive
outcomes
0 to 25 years
Chapter 6
Early Years, schools,
colleges and other
education and training
providers
Chapter 5
The Local
Offer
Introduction
• Implementation 1st September
2014
• Replaces SEN Code of Practice
(2001)
• Inclusive Schooling (2001)
• Section 139A Learning Difficulty
Assessments Statutory
Guidance (2013)
• Definition of SEN remains the
same
Main changes form SEN Code of
Practice 2001
• The Code of Practice (2014) covers the
0-25 age range;
• There is a clearer focus on the views of
children and young people and on their role
in decision-making;
• It includes guidance on the joint planning
and commissioning of services to ensure
close co-operation between education,
health services and social care;
Main changes form SEN Code of Practice 2001
• For children and young people with more
complex needs a co-ordinated assessment
process and the new 0-25 Education, Health
and Care Plan (EHC plan) replace
statements and Learning Difficulty
Assessments (LDAs);
• There is new guidance on the support pupils
and students should receive in education and
training settings;
• There is a greater focus on support that
enables those with SEN to succeed in their
education and make a successful transition to
adulthood.
Principles underpinning the code
• Local authorities, in carrying out their functions under
the Bill, must have regard to:
• the views, wishes and feelings of the child or young
person, and their parents;
• the importance of the child or young person, and their
parents, participating as fully as possible in decisions;
and being provided with the information and support
necessary to enable participation in those decisions;
• the need to support the child or young person, and
their parents, in order to facilitate the development of
the child or young person and to help them achieve
the best possible educational and other outcomes,
preparing them effectively for adulthood.
These principles are designed to support:
• The involvement of children, parents and young
people in decision making
• The identification of children and young people’s
needs;
• Collaboration between education, health and social
care services to provide support;
• High quality provision to meet the needs of children
and young people with SEN;
• Greater choice and control for young people and
parents over their support;
• Successful preparation for adulthood, including
independent living and employment.
Chapter 6: Early Years, schools
colleges & other education and
training providers
High expectations for children and
young people (CYP) with SEN
• All children are entitled to an education
that enables them to:
• Achieve their best;
• become confident individuals living
fulfilling lives; and
• make a successful transition into
adulthood, whether into employment,
further or higher education and training
Chapter 6
• Majority will have needs met through
mainstream education providers and not need
and EHC plan.
• Mainstream providers have general duties
through part 3 of the Children and Families Bill
• Chapter 6 provides information about how
mainstream providers and specialists can
ensure that they improve attainment for
children and secure good outcomes whether or
not they have an EHC plan
Chapter 6
• ‘Graduated Response’ remains
plus;
• 4 types of action assess, plan, do,
review
• Cycle of revisit, refine and revise
with a growing understanding of the
pupils’ needs and what supports the
pupil in making good progress and
securing good outcomes -Involving
specialists
Chapter 6
4 areas of SEN-broad headings
• Communication and interaction
• Cognition and Learning
• Social, mental and emotional
health-change from BESD
• Sensory and/or physical
Chapter 6
• Funding for SEN support-Provide
appropriate high quality SEN support
using all available resources
including notional SEN budget
• Leadership should consider their
strategic approach to meeting SEN in
context of total resource available
including targeted groups e.g. Pupil
premium
• LA provides top up funding where
cost of SEN provision exceeds
nationally prescribed threshold
Overview: Reform of high needs funding
Pre-16 SEN and AP
Element 1:
Core
education
funding
Contribution of £6,000 to
additional support required
by a pupil with high needs,
from the notional SEN
budget
Element 3:
Top-up
funding
Mainstream per-pupil
funding (AWPU)
Element 2:
Additional
support
funding
Mainstream settings
13
Specialist settings
Base funding of £10,000 for
SEN and £8,000 for AP
placements, which is
roughly equivalent to the
level up to which a
mainstream provider would
have contributed to the
additional support provision
of a high needs pupil. Base
funding is provided on the
basis of planned places.
Post-16 SEN and
LDD
All settings
Mainstream per-student
funding (as calculated by
the national 16-19 funding
system)
Contribution of £6,000 to
additional support required
by a student with high
needs
“Top-up” funding from the commissioner to meet the needs of each pupil or student placed in
the institution
This diagram appeared as Figure 1 (p.43) of School funding
reform: Next steps towards a fairer system.
Chapter 7
Statutory assessment should not
be the first step rather it should
follow on from planning already
undertaken with parents and
CYP in conjunction with an early
years provider, school, post-16
institution or other provider
Chapter 7 Assessment and EHC plans
• LA must conduct an assessment of e,h,c
needs and prepare an EHC plan when it
considers that it may be necessary for
Special Educational provision to be made for
a child or young person through an EHC plan.
• This is likely to be where the special
educational provision required to meet the
CYP needs cannot reasonably be provided
from within the resources normally available
to mainstream EY providers, schools and
post 16 institutions.
The broad questions asked
are:Has the setting taken all reasonable
steps using the resources available to
them to identify, assess and meet the
special educational needs of the
child/young person?
Has the setting coordinated advice and
support from the appropriate
professionals with the expertise and
knowledge relative to the needs of the
child/young person?
Is there evidence that the special educational
needs of the young person are significant
relative to others of the same age (considering
academic attainment/progress/physical,
emotional and social development and health
needs)?
Where a YP is aged over 18, would remaining
in education or training help them to progress,
building on what they have learned before and
helping them to make a successful transition to
adult life?
Chapter 7 Requesting an assessment
• Specific requests for an assessment
from parents
• Young people over 16yrs
• A person acting on behalf of a school or
post-16 setting
• Others can bring a c/yp to the attention
of LA with agreement of parent or yp
where possible
Chapter 7 Assessment and EHC plans
• EHC must be focused on the
OUTCOMES the child or YP seeks to
achieve across education, health and
care.
• EHC plans must set out how services
will work together to meet the c or yp’s
needs and in support of those outcomes
Chapter 7
• Timescales-20 weeks in total
(was 26)
• Reviewing plans-regularly in
whole or in part at least annuallymust involve CYP/parent and
focus on progress toward
outcomes
• See process diagram
Child and
family
Setting &
Case
Coordinator
Others providing
Key working
functions and
Team Around the
Child approach
e.g.
SENAS/CANS/
Connexions
/EPS
Next Steps
• Further eCAF training for SENCOs in
the North-January Seymour Park
• Also convert statements to EHC where
have CHC needs
• Roll out for new referrals for EHC
option for South February 2014, West
April 2014
• eCAF training as required in localities
• Further engagement with EY settings,
Colleges, Connexions, Manchester
Pathfinder and Preparing for
Adulthood for 14yrs +