Working Better Together: Provision Services Susan Marsh (FLESS Manager) Learning outcomes • To understand the new provision structure • To explore integrated ways of working to improve outcomes • To understand the impact of SEND reforms on provision for children with mental health needs Provision Structure Chart Provision Manager Sue Marsh Teaching and Learning Provision Senior Coordinator Chloe Cushing Sensory Needs Coordinator Kate Risseeuw (interim) EAL Coordinator Tanya Mason Area Coordinator E+H Sonia Clarke Area Coordinator LWC Jess Holiday Area Coordinator H+R Sue Wilson Lessons learned … • Good quality teaching based on high quality CPD & quality assurance in partnership with schools • Good assessment and tracking recording and reporting • Efficient communication processes with all key partners • Parents and students involved in all planning and review • Other support services possibilities and limitations • Persistence • Creative, solution focused positive team: Let’s try, Why don’t we? We could work together Create traditions • Improve outcomes • Celebrate achievements - HMI survey , Ofsted, evaluations Activity • Discuss an intervention with a student with SEND or vulnerable to underachievement which involved a least one support agency • What worked well? • What were the key elements of success? • Where you able to repeat the good practice? Recent legislation & guidance • SEND Code of Practice June 2014 • Supporting pupils with medical conditions April 2014 • Ensuring a good education for children who cannot attend school because of health needs January 2013 Social, emotional and mental health difficulties Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self harming, substance misuse, eating disorders or physical symptoms that are medically unexplained SEND Code of Practice Medical Conditions • The Children & Families Act 2014 places a duty on schools to make arrangements to support pupils with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such pupils. Schools are required to have regard to statutory guidance Supporting Pupils with Medical Conditions Activity: Within the context of teaching children who are not accessing education via a mainstream school? What do you feel are the biggest challenges to ensuring equal opportunities for all students Activity: Many students see returning to a mainstream school as a particular challenge. How would you address these concerns as the receiving school?