Special Educational Needs
and Disability (SEND)
Reforms 2014
June 2014
Housekeeping
Aims of the Session
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To provide clarification of the implications of the
Children and Families Act for Special Educational
Needs and Disability (SEND) reform
To provide an overview of Education, Health and Care
Plans, including the changed statutory processes and
“time-lines”
To consider the new documents
To consider school SEN procedures in the light of the
reforms
Further training and developments needed
To give some time for questions
WHAT THE TRAINING…IS NOT
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Discussion of the perceived rights or wrongs of the
new legislation
An “absolute” discussion; changes continue
An underestimation of the size of the task for ALL of
us
Bespoke to different settings or age groups
The only training opportunity
Easy – there is a lot to cover in a short space of time
To begin on a positive note…
The Local Authority congratulates you on the changes
you have put in place as a result of the SEN Funding
Reforms. The requests for statutory assessment, and
the completed AR 10 forms, provide clear evidence that
schools have used the reforms to drive through some
positive changes. This is particularly in the planning for
interventions, the use of the “Waves” model and a
reduction in the use of support on a “one to one” basis.
These positive developments must continue and be
built upon.
A Reminder of Waves
To begin on a positive note….
So…inclusive practice in Wakefield has improved,
and it is here to stay:
“As part of its commitments under articles 7 and 24
of the United Convention of the Rights of persons
with Disabilities, the UK government is committed
to inclusive education of disabled children and
young people and the progressive removal of
barriers to learning and participation in mainstream
education” Draft Special Educational Needs and Disability Code
of Practice: 0 – 25 Years, April 2014
The Children and Families Act
2014
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Is the biggest reform of the SEND legislation
since the 1981 Education Act, which led to the
development of statements of SEN
Applies to the same numbers of children now as
were reported then: 2% most significant, 20%
(overall) SEND
Is being introduced at rapid pace – in the space
of one parliament - the bill achieved Royal Assent
on 13th March 2014 for implementation on 1st
September 2014
The Children and Families Act
2014
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SEND Reforms are covered by this Act and are the part
of the act which are most relevant to your work
The implementation of the Act was informed by the
appointment of Pathfinder Local Authorities – North Yorks
and Calderdale locally
Pathfinder LAs tasked with developing protocols and
disseminating their findings to other LAs – Wakefield has
used the work of York in developments
In Wakefield, a SEND Board was established in
December 2013 with 5 Workstreams to address the key
areas for development
The Children and Families Act
2014 – Key Points
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The SEND reforms will implement a new
approach which seeks to join-up help across
education, health and care from birth to 25
To place children, young people and their
families at the centre of things, and
For them to be fully involved in decisions about
their support and what they want to achieve
To develop a “tell us once approach”
Builds on the SEN Funding Reforms introduced
in April 2013
The Children and Families Act
2014 – Key Points
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Clear intention to plan long term OUTCOMES to
support children and young people progress into
adulthood
• The Personalisation Agenda
• The Local Offer – to involve ALL education
providers
• Developing more “Joined up” services
All these aspects of the Act are covered by the LA
workstreams, the 5 of which are devoted to each of
them.
The Children and Families Act
2014 – Key Points
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The DfE has made some time limited additional
funding available to support LAs in implementing
the reforms
Staff being recruited as a result – including
SENART officers and EP to cover wider 16 – 25
agenda
Government also funding Independent Parent
Supporters – usually through the voluntary sector
The Children and Families Act
2014
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Help to be offered at the earliest possible point
The overall intention is to lead to better outcomes
and more efficient ways of working
The Children and Families Act
2014
A Cautionary Note:
The underpinning guidance document, the Special
Educational Needs and Disability Code of Practice:
0 to 25 years is still at draft stage
A new draft was published in April 2014 with a new
consultation process
IT MAY CHANGE YET!
The Children and Families Act
2014
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WHY The Changes? (some examples)
Government’s view of Special Educational
Needs and Disability is that, overall, things
are not good enough
Too many unemployed young people with
SEND
Too many children identified
Too many boys versus girls
Too many LAC with SEN
The Children and Families Act
2014
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Young people with SEN are more than twice
as likely not to be in education, employment
or training (NEET)
Analysis in 2009 showed that 30% of young
people who had statements at Year 11 and
27% of those who were identified as SEN
without statements were NEET at age 18. This
is compared to 13% for those with no special
provision at Year 11
HERE WE GO…
Education, Health and Care Plans
The key changes introduced by the Children and
Families Act include:
• Statements of SEN and Learning Difficulty
Assessments being replaced by Education,
Health and Care (EHC) Plans
• EHC Plans will provide statutory protection
comparable to that in Statements of SEN for
young people who are in education or training up
to the age of 25 instead of ending at 16
Education, Health and Care Plans
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Young people over 16 will be entitled to appeal to the
First Tier Tribunal with regard to provisions in their EHC
Plan
Parents and young people have the option of a personal
budget to buy specialist support when a Plan is issued
Local authorities will be required to publish a 'Local Offer'
(inclusive of the NHS) outlining the support they and other
local authorities nearby will normally provide for children
with SEN
In Wakefield, this is an electronic system – “Connect to
Support”
Education, Health and Care Plans
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School Action/School Action Plus will no longer exist.
School based provision will be replaced by a single
category called SEN Support
Health services and local authorities will be required to
jointly commission and plan services for children, young
people and families
There is a strong emphasis on long term “Outcomes”
And an equally strong emphasis on Person Centred
Planning
The principles of Keyworkers and Keyworking are
introduced
Successful Preparation for Adulthood,
Including Independent Living and Employment
Education, Health and Care Plans
Education, Health and Care Plans
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An EHC Plan is a new multi-agency plan covering all
ages from birth to 25th birthday that will be reviewed
regularly
EHCPs sometimes called a Plan or a Single Plan
Single Plans will replace Statements of SEN from
September 2014 in a phased transfer (to April 2018)
A letter has gone to all parents to explain the transition
processes
Education, Health and Care
Plans
Main Aims (continued)
• To get education, health and social care services
working together
• To make sure children, young people and
families know what help they can get when a
child or young person has special educational
needs
• To make sure that different organisations work
together to help children and young people with
special educational needs
Education, Health and Care
Plans
Main aims:
• To give children and young people and their
parents/carers more say about the help they get
• To promote co-production
• To adopt a “tell us once” approach
• For one overall assessment to look at what
special help a child or young person needs with
their education, and their health and social care
needs, all at the same time
Education, Health and Care
Plans
Main Aims (continued)
• For a child or young person to have one plan for
meeting their education, health and social care
needs, which can run from birth to 25 - if it needs
to
• To make sure children, young people and their
parents can choose some of the help they need
• To help sort things out if a child or young
person or their parent needs to appeal about the
help they get
Education, Health and Care
Plans
Main aims (continued)
To develop provision which focuses
on meeting realistic outcomes which
the child/young person and their
family have helped to determine
Education, Health and Care
Plans
The Wakefield Model comprises 3 main documents:
• The Pathway of Coordinated Support
• My Support Plan
• The Education, Health and Care Plan
All are currently in draft form – and will remain so
for some time
All will be available electronically and, it is
anticipated, will be completed electronically
Education, Health and Care
Plans
Education, Health and Care
Plans
The Initial ( and most important) Phase
Child or young person needs support which is
additional to or different from that which is normally
available
Start to implement SEN Support
Broadly “old” SA, Column 1 on Provision Matrix
Education, Health and Care Plans – Initial
Phase - Implementing SEN Support
PLAN
Assess
With
SENCO
Who?
What?
When?
Where?
Discuss
With
Child/Young
Person
With
Parents
/Carers
WAVES
One Page Profiles
Provision Timetables
IEPs
IBPs
Health Care Plans etc
Education, Health and Care Plans – Initial
Phase - Implementing SEN Support
Implement
support
Record
Progress
Involve
parents/child
Education, Health and Care Plans – Initial
Phase - Implementing SEN Support
REVIEW
YES – continue
cycle of Plan,
Do, Review
Progress
made
Still “old” SA
Matrix 1
NO – involve outside
agencies to support usual process Planning
Meetings etc
“Old” SA+ Row 2 on Provision
Matrix
Education, Health and Care Plans – Initial
Phase Implementing - SEN Support
Outside Agencies Involved
Progress Made
Continue
Continue
Plan, Do,
Review Cycle
Progress not
Made
Move to Phase 2
My Support Plan
Education, Health and Care Plans – Phase 1
My Support Plan
Move to develop MY SUPPORT PLANWithin “Old” SA+, Row 3 on Provision Matrix
Family or
Professional
requests
coordinated
support
Lead
Practitioner
(LP) identified
to coordinate
the plan
LP agrees
with
child/family
who to invite
to first
meeting
Planning
Meeting held
– My Support
Plan agreed
Support the
child/family
to complete
the plan
Outcomes
and actions
are agreed
Education, Health and Care Plans – Phase 1
My Support Plan
OUTCOMES AND ACTIONS SET AT THE
MEETING ARE REVIEWED
Progress
Made My Support
Plan ends
Progress
supported
through My
Support Plan Continue
More/different
support
needed for
progress –
move to
Phase 2
Education, Health and Care Plans –
Phase 2
Further assessments have been completed and
My Support Plan is reviewed – ensure appropriate
professionals present especially if likely to be
moving to a statutory request
Coordinated
support
effective – My
Support Plan
ends
It’s helpful –
My Support
Plan
continued
Additional funding
is needed for
SEN to be met
MOVE TO
PHASE 3
Education, Health and Care Plans –
Phase 2
At the time of the request for a statutory
assessment, existing reports from the
professionals involved can be used as the
statutory advice if written within the last 3
months and if the parents/carers, child/young
person are in agreement
Education, Health and Care Plans –
Phase 3
A request for an EHC Plan is made:
• The My Support Plan document is used
• All relevant professional reports are attached (for
example, EP, Advisory Teacher (HI, VI), Speech
and Language Therapist)
• Evidence that the child/young person’s needs
cannot be met from Bands 1 – 3 of the SEN
Matrix
Education, Health and Care Plans –
Phase 4
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The Special Educational Needs Assessment and
Review Team receives the request for a statutory
assessment via the My Support Plan documents
and associated reports/advices
Requests reports if these are not already present
The Wakefield Education, Health and Care Panel
decides whether there is sufficient evidence to
proceed to statutory assessment
If not agreed, notifications sent
Support continues via My Support Plan
Education, Health and Care Plans –
Phase 4
If the Wakefield EHC Panel agrees to the statutory
assessment:
• A date is set for a meeting to agree the draft EHC Plan
• The meeting will be arranged by a SENART Officer
• The meeting will involve the school/child/young
person/SENART Officer/any other professional who
would like to attend
• The EHC Plan will be drafted at the meeting
• My Support Plan forms the basis for the EHC Plan – “Tell
Us Once”
Education, Health and Care Plans –
Phase 5
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The draft EHC Plan is sent to the Wakefield
Education, Health and Care Panel for decisions
about resource allocations
If support is to be taken through personal
budgets for any aspect of support, the
arrangements for this will be agreed at the panel.
Education, Health and Care Plans –
Phase 6
The Education, Health and Care Plan is agreed and
issued
Education, Health and Care Plans –
Phase 7
The Education, Health and Care Plan is reviewed
within 12 months of the initial plan and then every
12 months after that. This can be reduced if
necessary.
Education, Health and Care Plans –
same
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Necessity to demonstrate graduated approach to
meeting needs
The DfE state that the same children will have
EHCPs as those currently with statements
Requirement to demonstrate use of existing
funding
Requirement for professionals to provide
statutory advice
Needs led NOT diagnosis
Education, Health and Care
Plans – same
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Can cover those who are just an “E”
Thresholds – existing Matrix – new colour coding
Decisions made by Panel
Areas covered i.e. descriptions of child/young
person’s functioning
Education, Health and Care Plans –
Different
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Time-line – 26 weeks to 20 weeks
Advice may be prepared at the time of request
Request made via My Support Plan rather than a
separate form – once completed – it’s done!
No AR10 – reviews will be of the plan itself
EHC Plan drafted and revised in the presence of the
school/ parents/child and other professional who may
wish to be present
Many children will arrive with a My Support Plan from
Early Years or previous school involvement – you will not
have to “start again”
Education, Health and Care Plans –
different (contd)
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All EHCPs for those in transition to be completed
by 31st March (not February)
Can be used to record Common Assessment
Framework (CAF) and Personal Education Plan
(PEP) meeting decisions
Greater involvement of child/young person and
their family
Possibility of funding being taken via personal
budgets
Emphasis on outcomes throughout the whole
process
SEN procedures in the light of
the reforms
It seems likely that the Government intend most
children/young people’s needs to be met through
the delegated funding arrangements. In other
words:
Carry on doing what you do well at the
moment and support children through
structured, well monitored interventions
SEN procedures in the light of
the reforms
Therefore the skill will be to continue to:
• Develop the interventions and resources available
through existing provision and rows 1 -3 of the Provision
Matrix
• Plan and provision map
• Develop One Page Profiles and Provision Timetables
• Be confident in what is delivered in your setting through
the waves of intervention
• To consult those who can support you and act upon their
advice
And increase the involvement of children/young people and
their families
SEN procedures in the light of the
reforms
Some new suggestions which support the
involvement of children/young people and their
families:
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Provision Timetables
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One Page Profiles
SEN procedures in the light of the
reforms – the development of Outcomes
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The proof of the new SEN framework will be
wholly based on outcomes
In this way it will be closely allied to the
fundamental drive of health care
Progress measures will only be looked at in
terms of achieving material outcomes
SEN procedures in the light of the
reforms – the development of Outcomes
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Developing outcomes shifts the way that
everyone approaches the support of children,
young people and young adults
– Attitude – child/young person focussed
– Aspirations and Ambitions –
– Challenge
– Targets – needs not curriculum
– Creativity, and reasoned risk taking
SEN procedures in the light of the
reforms – the development of Outcomes
What long-term outcomes do you think
parents would want for a disabled child at
age 4 for when they are adults?
SEN procedures in the light of the
reforms – the development of Outcomes
What is the difference between an aspiration and
an outcome?
Aspirations are:
• Longer term
• A hope or dream
• Less Clear
• More universal
SEN procedures in the light of the
reforms – the development of Outcomes
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“An outcome can be defined as the benefit or
difference made to an individual as a result of
an intervention” ( Revised DCoP 04.2014)
An outcome is a positive and lasting
impact/change as a result of the intervention, and
It should be personal and not expressed from a
service perspective; it should be something that
those involved have control and influence
over
SEN procedures in the light of the
reforms – the development of Outcomes
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SMART
Focussed on the learner
Are not about the intentions of the teacher
Use action verbs – performance orientated
Typically written in the future tense
Can be agreed to be delivered by the family
SEN procedures in the light of the
reforms – the development of Outcomes
A child may have an outcome of wanting to ride a
bike, not a usual curriculum area – but think
about…
• Gross motor skills
• Fine motor skills
• Coordination
• Programme between home and school
SEN procedures in the light of the
reforms – the development of Outcomes
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Not limited to curriculum learning
Tell us what will happen (or is expected to
happen) after a specified time period
Imply greater accountability?
Involve children, young people and their families
Reflect shorter and longer term outcomes
SEN procedures in the light of the
reforms – the development of Outcomes
Question: Is the provision of
three hours of speech and
language therapy an outcome?
SEN procedures in the light of the
reforms – the development of Outcomes
The outcome should be what it is intended that the
speech and language therapy will help the
individual to do that they cannot do now and by
when this will be achieved;
– what is important to the child may be that they
want to be able to talk to their friends and join
in their games at playtime
– then the task is to identify the means
(provision) to achieve the outcome, for
example -
SEN procedures in the light of the
reforms – the development of Outcomes
SEN procedures in the light of the
reforms – the development of Outcomes Now
SEN procedures in the light of the
reforms – the development of Outcomes
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Outcomes will usually set out what needs to be
achieved by the end of a phase or stage of
education in order to enable the child or young
person to progress successfully to the next phase
or stage.
An outcome for a child of secondary school age
might be, for example, to make adequate
progress or achieve a qualification to enable him
or her to attend a specific course at FE college
SEN procedures in the light of the
reforms – the development of Outcomes
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In addition to stage-outcomes, there are likely to
be sub-stage, annual or shorter term outcomes –
equally specific in terms of the benefit of
measurable difference to be achieved; compare:
SEN procedures in the light of the reforms –
the development of Outcomes
OUTCOME
25 YEARS
18 YEARS
KS 4
KS 3
OUTCOME
Target 5
14 YEARS
OUTCOME
Target 4
11 YEARS
OUTCOME
Target 3
KS 2
7 YEARS
OUTCOME
Target 2
KS 1
4 YEARS
PRE
SCHOOL
OUTCOME
Target 1
SEN procedures in the light of the
reforms – the development of Outcomes
1. Reception Child – limited communication and
2.
interaction, no language, not engaging with
basic learning activities….
Year 8 Child (12-13 year old) – significant
difficulties with literacy, low confidence, no
friends, bullied, difficulties with interaction,
specific language difficulty…
SEN procedures in the light of the
reforms – the development of Outcomes
Can you plan short term and
long term outcomes for these
case studies?
SEN procedures in the light of the
reforms – the development of Outcomes
SEN procedures in the light of the reforms –
the development of Outcomes – Case Study 1
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Short Term Outcomes
– To interact (with support) in shared play with peers
– To be positively accessing a wide range of play and early learning
experiences
– To be consistently engaging with adult directed activities for short
periods
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Long Term Outcomes
– To have acquired basic literacy and numeracy skills
– To be increasingly engaging in the typical learning routine
– To be using a consistent means for communicating with peers and
adults
SEN procedures in the light of the reforms –
the development of Outcomes – Case Study 2
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Short Term Outcomes
– To begin to develop a mutual peer relationship and spend
less time alone
– To identify a strategy for him dealing with situations where
he does not understand something – in class and in social
situations
– To be able to communicate with some success on more
occasions
Long Term Outcomes
– To have developed a positive peer relationship
– To achieve a functional reading age
– To have an established and developed means of written
recording
– To be able to ask for help
Further Training and Development
Needed?
The training today has introduced new procedures
as well as new approaches, but cannot cover all the
developments which are needed in this one
session. Therefore, inviting you all to “sign up” for
additional training sessions which will be planned in
due course.
Further Training and Development
Needed?
Developing pyramid expertise:
• Link a school to a team of 3 (EP, Advisory
Teacher/SENART Officer)
• Develop the expertise in that school (and that of
the advisory team!)
• Link the trained school to others in the pyramid
for advice and support
IF WILLING PLEASE SIGN UP!
Further Training and Development
Needed?
Supporting children and young people to tell us
their views requires person centred approaches –
Person Centred Planning and Practices
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LA undertook training using such approaches
(specifically around Transition)
Now an imperative to re-visit these skills and to
develop and incorporate them more widely
Further Training and Development Needed?
Log onto the “It’s Learning Site, down to courses
→Inclusion→SENART→then scroll down to the bottom of the
SENART page. There is a box entitled “Person Centred
Transition (Yr9+) pack for Secondary SENCOs”
Further Training and Development Needed?
Listening is key in PCP
Further Training and
Development Needed?
Planning Outcomes:
• Team work
• Person Centred Planning at the start
• Making them SMART
• Tensions with Curriculum Planning
Further Training and
Development Needed?
Further Training and
Development Needed?
New approaches to support planning – aligned to
Person Centred Planning approaches:
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One Page Profiles
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Provision Timetables
And at the end…
Time for Questions
Education, Health and
Care Plans