SEND Reforms 2014
Linda Calverley: Head of SEND Services
Paul Silvester: Deputy Headteacher North Ridge School
Route 2000
Friday 14th March 2014
Background, a day in the life……
This year……
What we know....
We want to ensure that:
• Children’s SEN are picked up early and support is routinely put in place
quickly;
• staff have the knowledge, understanding and skills to provide the right
support for children and young people who have SEN or are disabled;
• parents know what they can reasonably expect their local school, college, LA
& local services to provide, without having to fight for it;
• aspirations for children and young people are raised through an increased
focus on life outcomes;
• for more complex needs, an integrated assessment and a single Education,
Health and Care Plan from birth to 25; and
• there is greater control for parents and young people over the services they
and their family use.
Who is the EHCP for?
The EHCP is a statutory plan for those children and young adults that require
additional funding above £10,000 for their statutory full-time education.
Educational funding
• Age Weighted Pupil Funding – Element 1 (Quality First Teaching)
• Special educational provision is anything that is ‘additional to or different from’
the provision that is made for all children. Provision which is for all children is
funded from the core budget.
• Element 2 is called the notional SEN budget because no-one tells schools
exactly how they should spend their money. When funding is delegated to
schools, they can spend it in the way they think is best. However, schools have
a duty to identify, assess and make special educational provision for all children
with SEN; and the local authority has a duty to set out what schools are
expected to provide from their delegated budget – thresholds.
• It would be very helpful if schools adopted as a nonstatutory plan, a support plan (IEP) as a pre-cursor to a
EHCP
The Starting Point……….it’s about the
children
Education Health and Care Planning
EHCP Process Overview
This is just a very quick sketch added on to the process to start thinking about how we
ensure Children and Young People and their families have a far greater level of
involvement in the process and planning.
Where can I find information?
http://www.sendpathfinder.co.uk/infopacks/
Education Health and Care Plan – Project Plan
•
First meeting
•Establish multi agency project group to
develop and roll out EHCP programme
Project
Team
Regular meetings
•Map process for:
•C/YP and parents and families
•Professionals
• Design referral forms, assessment paperwork and EHCP with
Process
Paperwork
•
Pilot EHCP process and paperwork
with statemented students, with
families and partners
Project Team
•
partners
Review and refine process and paperwork after each pilot
Early Years
Portage
All special schools
Heather Wood
Special School
•
Review and refine process after
each pilot
•Confirm IT leads from each partner agency for IT project
group
•Confirm Liquid Logic system
Test
Develop
•
•Develop LL referral and case
recording system
Launch
Briefings with Head Teachers, SENCOs and governors
School
briefings
Website
SENCO and HV and
SCN
In Control PCP training
Roll out to
stakeholders
•Frontline staff, parents and voluntary sector partners
Local Offer – A schools responsibility
The local offer – an example
Details of all services available to
children, young people and their
families at different stages in their
lives. Clear, concise and relevant
information. Provide a mechanism
for feedback – complaints and
redress
School responsibilities for special educational
provision
Schools must ‘use their best endeavours’ (do their best) for children with SEN and they
must ‘have regard to’ the SEN Code of Practice (this means they must follow it unless they
can show that something else would work better). In addition, Ofsted will check on how
well children with SEN are learning and how much progress they are making.
Schools are responsible for identifying and making special educational provision for all
children with SEN who do not have a statement.
They discuss this with parents. Following a review, provision may need changing and there
might be a number of reasons for this. It might be that:
• the child’s needs have changed;
• the school has new information about the child’s needs;
• the child’s needs have been met;
• the child has reached the targets for their learning;
• the child is not reaching their targets;
• there is new evidence about the child’s progress;
• the school has a better idea about how to meet the child’s needs;
• discussion with the parents shows that a different approach might work better.
Effect Size (months gain)
Overview of value for money
Promising
8
May be
worth it
Feedback
Meta-cognitive
Peer tutoring
Homework
(Secondary)
Collaborative
Phonics
Social
Early Years
1-1 tuition
Small gp
tuition
Behaviour
Parental
involvement
ICT
Individualise Summer
Learning styles
schools
d learning
Mentoring
Homework
(Primary)
Performance
Aspirations
0
pay
Ability grouping
£0
Cost per pupil
Smaller
classes
After
school
Teaching
assistants
£1000
Not
worth it
Doncaster’s Special Schools
• Coppice School (for Severe Learning Difficulties and
•
•
•
•
autism/challenging behaviour - ages 3 to 19) based at Hatfield.
Heatherwood School (for Severe Learning Difficulties and
complex needs - ages 3 to 19) based on Leger Way, Doncaster.
North Ridge Community School (for Severe Learning Difficulties ages 3 to 19) based at Adwick.
Pennine View School (for Moderate Learning Difficulties and
additional needs - ages 7 to 16) based at Conisbrough.
Stone Hill School (for Moderate Learning Difficulties and additional
needs - ages 5 to 16) based at Scawsby.