Indicative draft the 0 25 special educational needs code of practice 2013
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Indicative Draft: The (0-25) Special Educational Needs Code of Practice, 2013. Paramjeet Singh Bhogal Educational Psychologist. Who in school is the only person who needs to have a formal educational qualification?. Draft code contents:. 7. Resolving Disputes. 1.What’s new?.

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Indicative draft the 0 25 special educational needs code of practice 2013

Indicative Draft: The (0-25) Special Educational Needs Code of Practice, 2013

Paramjeet Singh Bhogal

Educational Psychologist

Paramjeet Singh Bhogal. Newcasle EPS 2013



Draft code contents: educational qualification?

7. Resolving Disputes

1.What’s new?

2. A Family Centred

System

YOUNG PEOPLE

with

Special Educational Needs

From 0 – 25 years

3. Joint Planning & Commissioning

6. Assessments Education Health & Care Plans

4. The Local Offer

5. Providers in schools, colleges, early years & others


Chapter 1 a new system for sen
Chapter 1: A NEW SYSTEM FOR SEN educational qualification?

  • Children & young people to be at the heart of the system

  • Close co-operation between all of the services that support children & families

  • Early identification of children and young people with SEN

  • A clear & easy to understand local offer of education, health & social care services (EHC)

  • For the most complex needs, a co-ordinated assessment and 0-25 EHC plan

  • A clear focus on outcomes for EHC plans anticipating the support they need for a clear pathway through education to adulthood, paid employment and independent living

  • Increased choice, opportunity & control for parents and young people and the offer of a personal budget for those with an EHC plan


Chapter 1 new or remaining the same
Chapter 1: NEW OR REMAINING THE SAME? educational qualification?

  • This is an unfinished document (even as a draft) and has left so many crucial issues hanging in the air

  • Statutory process including Education/Health/Care assessments but child must be shown to have SPECIAL EDUCATIONAL NEEDS

  • Definition of SEN exactly as in the current Code of Practice

  • Disability – if they have a physical or mental impairment which has a substantial and long term adverse effect on their ability to carry out normal day to day activities.

  • A child may be disabled and not have SEN

  • A child may have SEN and not be disabled

  • A child with significant care needs (requiring high levels of intervention) may or may not have SEN.


Chapter 2 parental involvement
Chapter 2: PARENTAL INVOLVEMENT educational qualification?

  • Local Authorities must ensure that parents are involved in:-

    • Planning and reviewing the Local Offer

    • Reviewing special educational and social care provision

    • Drawing up individual EHC plans, in reviews and reassessments

  • Person centred planning should be used universally

    • Focus on child/YP not their needs or diagnostic label

    • Using ordinary language/images not professional jargon

    • Actively highlight strengths & capacities

    • Strengthen the voice of the person and carers) about their achievements, outcomes and ambitions

    • Tailoring support and personal budgets around the person’s plan

  • Parent Partnership services should be available to all parents of children with SEN

  • The role of Parent Carer forums should be developed further


Chapter 2 parents carers
Chapter 2: PARENTS/CARERS educational qualification?

  • Parent Partnership Services

    • Confidential service for parents offering impartial advice & guidance

    • Staff trained in the legal framework to advise parents (leaflets, website other languages)

    • Additionally trained volunteers to help parents including support for SEN tribunals

    • Clear terms of reference, development plan of needs & priorities

    • Provide support & training to help parents actively participate in local strategic groups

    • Be located physically separate from the local authority

  • Parent Carer Forums

    • Working alongside professionals

    • Engaged in a way which is valued, planned & resourced

    • The forum offers proactive and on-going leadership

    • The participation of parent carers is evident at all stages in the planning, delivery & monitoring of services

    • Genuine partnerships working & user/provider experiences are co-presented

    • Contribution of parents is professionally valued

    • There are clearly described roles for parent representatives

    • Plans are in place for recruitment and training


Chapter 3 education health care joint commissioning co operation
Chapter 3: EDUCATION, HEALTH & CARE educational qualification?Joint commissioning & co-operation

  • Children & Families Bill places a duty on Local Authorities (LAs) and Clinical Commissioning Groups (CCGs) to work together to ensure the Wellbeing of children and young people i.e.

  • LAs & CCGs must work together to commission services for children with SEN both with and without Education Health Care (ECH) plans

  • Joint commissioning should

    • secure EHC assessments

    • Secure education, health & care provision

    • Agree Personal budgets

  • There should be a Designated Medical Officer

    • Co ordinate the role of the health body in statutory assessment

    • Lead on health on strategic planning with social care & education

    • Provide or access to specific medical advice about children with SEN

    • Be an identified, qualified & registered medical practitioner with specialist training & knowledge in SEN


Chapter 3 education health care joint commissioning co operation1
Chapter 3: EDUCATION HEALTH & CARE educational qualification?Joint commissioning & co-operation

  • Social Care Services have a number of duties & responsibilities

    • Provide early years providers and schools with a contact for provision of social care advice on children with SEN

    • Co-operate on the setting up of the Local Offer

    • Undertake their duties to identify children with SEN

    • Respond to requests for advice on EHC plan within time limits

    • Make available social care provision specified in the plan

    • Undertake reviews of children with EHC plans where there are social care needs

    • Any other duties as yet to be identified

  • Social Care Departments may designate a specific officer to act as a single point of reference and coordinate the departments responses


Chapter 4 the local offer
Chapter 4: THE LOCAL OFFER educational qualification?

  • Local authorities must publish, in one place, information about provision they expect to be available in their area for children and young people from 0-25 who have SEN

  • The local offer must be underpinned by local authorities and clinical commissioning groups agreeing on local provision & the priorities of the local Health & Wellbeing boards

  • Children, young people & families should be involved by local authorities in:-

    • Planning the content

    • Deciding how to publish the local offer

    • Providing feedback on services in the local offer

  • Should have 2 key purposes

    • To provide clear, comprehensive information about support and opportunities available

    • To make provision more responsive to local needs and aspirations by directly involving children & YP with SEN and parents & carers in its development

  • The local offer should be:-

    • Engaging

    • Accessible

    • Transparent & comprehensive


Chapter 4 the local offer1
Chapter 4: THE LOCAL OFFER educational qualification?

  • What must be included:-

    • Education, health and care provision for children & YP with SEN

    • Arrangements for identifying and assessing children & YP with SEN

    • Other education provision (outside schools & colleges)

    • Training provision including apprenticeships

    • Arrangements for travel to and from schools, post 16 provision and early years providers

    • Support for children and young people moving between phases

    • Supported preparation for adulthood including preparation for employment, independent living & community participation

    • Information, advice & support from the LA about support for families with children with SEN

    • Information about making complaints and being supported in conflict resolution


Chapter 5 settings early years schools colleges etc
Chapter 5: SETTINGS educational qualification?Early Years/Schools/Colleges etc

  • Improving outcomes for all – high expectations for children and young people with SEN

  • All teachers are teachers of children with SEN

  • The majority of children with SEN should have the choice of being included in mainstream education

    • The majority will be seen as having Additional Educational Needs (AEN) and be supported accordingly

    • A minority will have a specialist assessment and be provided through an Education Health & Care Plan

  • Early identification of SEN is a priority

    • From birth

    • Early years

    • Emergent conditions

  • There are 4 primary areas of SEN

    • Communication & Interaction

    • Cognition & learning

    • Emotional, social & behavioural development

    • Sensory &/or physical


Chapter 5 settings early years schools colleges etc1
Chapter 5: SETTINGS educational qualification?Early Years/Schools/Colleges etc

  • All teaching & learning establishments have a responsibility to identify those children & YP who will have SEN and to provide them with Additional SEN support (after ensuring that this is not due to poor teaching or poor attendance)

  • Schools will fund this support from their delegated budget

  • Schools will be expected to ensure that support is directed as appropriate and separate:-

    • Those children & YP who need support to catch up with their peers

    • Those who need a more tailored approach to address a specific SEN which is impacting on their ability to learn

  • External support and guidance will be available from:-

    • Educational Psychologists ( EPS)

    • Specialist support teachers or support services (Inclusion Services)

    • Child & Adolescent Mental Health Services (CAMHS)

    • Behaviour Support Teams (BAS)

    • Youth Offending Teams (YOT)

    • Therapy Services (Speech & Language, Occupational & Physiotherapists)


Chapter 5 settings early years schools colleges etc2
Chapter 5: SETTINGS educational qualification?Early Years/Schools/Colleges etc

  • All schools must ensure they have an experienced qualified teacher as SENCO who works closely with the Head & Governors to :-

    • Oversee the day to day operation of the school’s SEN policy

    • Co-ordinate provision for children with SEN

    • Collaborating with curriculum co-ordinators so that learning for all children is given equal priority

    • Liaise with, advise & contribute to in service training of teachers & support staff

    • Liaise with relevant teacher for looked after children if the child has SEN

    • Advising on a graduated approach to providing Additional SEN Support

    • Ensuring all records of children with SEN are kept up to date

    • Liaising with parents of children with SEN

    • Being a key point of contact and liaising with other phase providers, external agencies, health and social care agencies and the local authority

    • With parents and potential next provider liaising to ensure a smooth transition

    • ensuring with the Head & governors that the school meets its responsibilities under the Equality Act (reasonable adjustments and access arrangements)

    • The SENCO is responsible for ensuring that the school can track and record the support plans and decisions for all children with SEN

    • SENCO’s can be most effective when part of the senior management team


Chapter 5 settings early years schools colleges etc3
Chapter 5: SETTINGS educational qualification?Early Years/Schools/Colleges etc

  • Children with Health needs should receive the same education as other & it is the duty of the Local Authority to make this provision (no reference to health providers here !!)

  • Young offenders should continue their education in custody and information about their SEN shared with education providers

  • Further information to be developed on:

    • Children of service personnel

    • Home education

    • Looked after children

    • Virtual school head

    • Children in need


Chapter 6 assessments education health care plans
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Statutory assessments of education, health and care needs will take place for those few children and young people with complex SEN

  • Most (but not all) will then have an Education, Health & Care Plan (EHC)

  • Timescales

    • Whole process maximum of 20 working weeks (currently 26)

    • LA must respond to any request within 6 weeks

    • When LA requests advice, advice givers must respond within 6 weeks

    • Families have to be involved throughout the process and are given 15 days to consider & give their views on the final draft of the EHC Plan

  • Exemptions

    • School holiday periods and a late request by the LA

    • Exceptional circumstances which effect the child or parent

    • The child, parent or young person is absent for 4 weeks during the 6 week period

    • Child or parent fails to keep an appointment


Chapter 6 assessments education health care plans1
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Requesting an Assessment

    • Parent or young person

    • School or post-16 providers

    • Other professionals e.g. health & care professionals, YOT & education in custody providers

  • Considering whether an assessment is necessary

    LAs should take account of the following:-

    • Views of child, YP and parents

    • Evidence of academic attainment & progress

    • Education providers evidence of the nature of the child’s SEN

    • Evidence of action taken by the education provider

    • Evidence that progress is due to Additional SEN support in place

    • Evidence of the child’s physical, emotional social development and health needs

    • With 18 + whether staying in education would help them make a successful transition into adult life


Chapter 6 assessments education health care plans2
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Conducting a co-ordinated assessment. In doing this children, parents & YP should experience a straightforward and joined-up process which leads to timely, well-informed decisions

    • Children, YP & families should be at the centre of the process

    • Assessment should be as streamlined as possible

    • “tell us once” approach to information sharing

    • Information shared across agencies

    • Multiple appointments co-ordinated

    • Local education , health & care services must work together to plan shared services

    • Where services identified early as being needed, they should not be delayed till the end of the assessment

    • Practitioners in all services should be committed to a different way of working with parental empowerment as a core value

    • Local authorities must support families with difficulties such as providing key workers

    • Assessment and planning should be an on-going process


Chapter 6 assessments education health care plans3
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Advice for EHC assessments LAs must seek advice from :-

    • The education provider

    • Where the child has sensory difficulties a specialist teacher

    • Medical advice from a person(s) nominated by the Clinical Commissioning Group

    • Psychological advice from an Educational Psychologist

    • Social care Professionals within the LA

    • Any other provider e.g. YOT, probation, services children providers etc

    • Anyone else family or YP thinks relevant e.g. family support worker

  • Young people aged 19-25

    • Any YP 19-25 may request an assessment

    • Some may not need this as it is not in their interest to continue their education

    • Others with complex needs which are primarily health or social care may not need an EHC assessment and are best provided by continuing Adult health or Social care provision


Chapter 6 assessments education health care plans4
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Preparing an Education Health Care Plan

    Principles to apply

    - decisions should be transparent & involve child, YP & family

    - plans should be clear, concise, readable & accessible to parents, children YP & providers/practitioners

    - plans should be person-centred, evidence-based & focussed on outcomes

    - outcomes should be short-term & aspirational for the YP

    - the delivery of a service is not an outcome (it is what the service is doing)

    - outcomes need to be specific, measurable, achievable & time bound

    - plans should be specific about the interventions that will make a difference

    - plans must relate to the teaching and learning context in which the child may be educated

    - resources should be quantified (level of support and who provides it)

    - EHC plans should be generic and applicable in any local area

    - plans should be “forward looking” anticipating, planning & commissioning for important transition points in the YP’s life

    - the contents of the EHC plans should be used by the LA to inform strategic planning

    - EHC plans should also explore how informal (family & community) resources can be used to support the child and family


Chapter 6 assessments education health care plans5
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Contents of an EHC plan Although determined locally it needs to be clear and transferrable to another authority

    Standard contents are as follows

    • Views ,interests & aspirations of the child, YP and their family

    • The Child or YPs SEN

    • The outcomes sought for him/her

    • The Special Educational Provision required by him/her (where this is being met by Direct Payments (DP) the needs & outcomes to be met by DP should be specified)

    • Any Health & Social Care provision required

    • Any additional provision e.g. support to find employment, housing or participation in society

    • The name of the school, nursery, post-16 establishment or other institution to be attended by the child or YP

  • Issues

    • SALT is generally seen as an educational and only exceptionally a health need

    • EHC plans are seen as a way for LAs to continue care support for vulnerable YP beyond 19 years and develop more planned transition into adult service


Chapter 6 assessments education health care plans6
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Choice of school, college other provider

    • Parents can choose any educational provider

      • Maintained school (mainstream or special), Academy or Free School

      • Special Academy or Special Free School

      • Non-maintained Special School

      • FE or Sixth Form College

      • Independent School or Independent Specialist College (approved by Sec of State)

    • Local Authority must comply with parental choice unless

      • It’s considered unsuitable for the age, ability, aptitude or SEN of the young person or

      • The attendance there would be incompatible with the efficient education of others ; or the efficient use of resources

  • Transport

    • LA can name a nearer school that the one parents prefer unless the parents meet the transport costs

    • Transport should only be included in the EHC plan in those exceptional cases where the child has specific transport needs

    • LAs will have transport polices applying to all children with SEN and should not be used to limit parental choice of school

    • Transport costs may be provided as part of a personalised budget


Chapter 6 assessments education health care plans7
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Personal budgets

    • This is the amount of money identified by the LA to deliver all or some of the provisions set out in the EHC plan covering health, care and educational provision

    • They should be based on clear, agreed outcomes

    • Parents & YP can request a personal budget once a EHC plan is established

  • What can be included in a personal budget

    • Funding from health, social care and education sources either pooled generally aor case specific

    • Related to specific additional needs beyond that which is provided through the high needs block funds in schools

    • Funds delegated to schools will not generally be available for use in a personal budget

    • Personal budgets must not be used to fund a school place

  • Mechanisms for delivering the personal budget

    Parents should be given the following three options for this:-

    a. notional arrangement –the LA retains the funds but the parent/YP directs its use

    b. third party arrangement – funds paid to an individual/organisation on behalf of the parent/YP and they manage the funds

    c. direct payments – where parents/YP receive the cash to purchase services themselves (some parents may be prohibited form this way of payment)


Chapter 6 assessments education health care plans8
Chapter 6: ASSESSMENTS educational qualification?Education Health & Care Plans

  • Maintaining an EHC plan

    • All staff working with the child must be aware of the EHC plan

    • Local authorities are responsible for the special educational provision

    • Clinical commissioning groups are responsible for the health provision stated in the plan

    • Annual reviews are required

    • Re-assessments can take place after 6 months

  • Transitions

    • Reviews should be completed by mid-February of the year of transfer

    • Transition to adulthood should be made early enough for support to be planned

    • The focus should be on the support needed for continued education, work & independent living

    • Continuing an EHC plan will depend on the nature of support needed to continue education

  • Ceasing an EHC plan

    • That the LA are no longer responsible for the child/YP because they have moved out

    • SEN is no longer required

    • A YP over 16 takes up paid employment (excluding apprenticeships)

    • A YP enters higher education

    • A YP over 18 leaves education


Chapter 7 resolving disputes
Chapter 7: RESOLVING DISPUTES educational qualification?

  • Early resolution

    • The expectation is that LAs & CCGs work together to resolve disputes

    • When this fails parents/YP can appeal to SEND Tribunals

    • They will then be offered mediation

  • Disagreement resolution services (DRS)

    • LAs must arrange for Disagreement Resolution Services to be available

    • LAs are responsible for the overall standard of the service

    • There should be clear funding and parents/YP should not be charged

    • LAs must ensure the service is impartial & independent of the LA

    • DRS must have a developmental plan

    • LAs must make the service and the way it works available to parents

    • LAs must ensure that the operatives are suitably qualified and aware of the SEN process

    • LAs should set out service level agreement and regularly review the service

    • Data from the service should be used to influence SEN policy development


Chapter 7 resolving disputes1
Chapter 7: RESOLVING DISPUTES educational qualification?

  • Mediation

    • Parents & YP will not be allowed to appeal to the SEND tribunal unless they have approached an independent mediator

    • Having done this (even when they don’t participate in mediation) they will be given a certificate to enable them to go to the SEN tribunal

    • They don’t have to go to mediation when appealing about the named school or any Disability Discrimination case

  • Appeal to SEN tribunal

    • Parents/YP must appeal within 2 months

    • LAs decision not to Assess/not to make an EHC plan

    • The description of the SEN , provision needed or suggested school

    • LAs decision not to amend or replace an EHC plan

    • LAs decision to cease an EHC plan

    • SEND Tribunal can dismiss, order assessment, make a plan, or make amendments to the plan

  • Disability Discrimination Claims

    • Parents/YP can make DDA claims if they feel they or their children have been discriminated against by schools or LAs in delivering their educational functions

    • They must appeal within 6 months of the alleged offence


The end what next
THE END …..? What next … educational qualification?

Thanks for listening

Any questions & discussion ….


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