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SEN Reform 2014 Presented by ELPP Team and the Early Years SEND Team March 2014

SEN Reform 2014 Presented by ELPP Team and the Early Years SEND Team March 2014. Agenda. SEN changes 2014 Early Years Funding Ordinarily Available and SENCO role Group discussion Introduction to the new teams High Needs Funding Next steps. The Children and Families Bill 2013.

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SEN Reform 2014 Presented by ELPP Team and the Early Years SEND Team March 2014

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  1. SEN Reform 2014Presented by ELPP Team and the Early Years SEND Team March 2014

  2. Agenda • SEN changes 2014 • Early Years Funding • Ordinarily Available and SENCO role • Group discussion • Introduction to the new teams • High Needs Funding • Next steps

  3. The Children and Families Bill 2013 The government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them. The bill will extend the SEN system from birth to 25, giving children, young people and their parents greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in 'Support and aspiration: a new approach to special education needs and disability - progress and next steps' including by: • replacing old statements with a new birth to 25 education, health and care plan • offering families personal budgets • improving cooperation between all the services that support children and their families, particularly requiring local authorities and health authorities to work together • requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

  4. Revised code of practice for SEN • The code gives practical advice on how to carry out statutory duties to identify, assess and make provision for children with special educational needs • Chapter 6 of the code gives information about the responsibilities for early years settings • On track to become law by September 2014 http://www.education.gov.uk/childrenandyoungpeople/send/g00213170/special-educational-needs-code-of-practice

  5. DSG Funding Blocks

  6. Early Years Funding

  7. Inclusion Factor- A staged Intervention STAGE : Complex High Needs funding STAGE ONE: Universal –Inclusion factor Level 2 support

  8. Inclusion Factor (Stage 1 and 2) This provides funds for: • Supporting day to day arrangements to ensure all children can take part and enjoy the full range of activities available. This is referred to as ‘ordinarily available provision’ • Dedicated time each week for the SENCO to coordinate and manage SEN policy and practice

  9. The Role of the SENCOSeptember 2014 All setting are expected to have a SENCO In a maintained nursery : the SENCO must have a QTS Best practice – the SENCO should hold the National SENCO coordination award if new to post

  10. Responsibilities The role of the SENCO involves: • Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN • Advising and supporting colleagues • Ensuring parents are closely involved throughout and that their insights inform action taken by the setting • Liaising with professionals from beyond the setting

  11. Identifying Needs • Formal checks e.g. 2 years checks , baseline assessments • Regular tracking in the setting • Feedback and discussions with parents • Feedback and information from professionals

  12. A Graduated Response Records in place to document support

  13. Outcome of Reviews Continue with support: Update and refine targets and action Share with parents • SENCO shares with Early Learning and Primary Prevention Team (ELPP) who will: • Offer advice and guidance on appropriate support within the setting • Provide training • Signpost to other agencies as appropriate

  14. Summary of Role • Collect information about the child from parents and colleagues • Build on existing knowledge of child to decide on action needed to help child’s progress • Record plan • Involve and develop partnerships with other professionals • Make parents aware of local parent partnership services • Provide support to colleagues and coordinate responses • Networking with other Early Years Settings • Transition planning

  15. Discussion • Ordinarily Available Descriptors • Does this reflect your current practice ? • Is there any thing missing ? • What are the challenges ?

  16. Prevention together through Partnership ALL EISS Commissioning centrally managed Prevention through Partnership Strategic Manager Ensuring preventative strategy through partnership working at stage 1 and central service support Denise Clements Primary Prevention Manager (5-19) Vacant Early Learning & Primary Prevention Manager (0-5) Laura McRoberts Payment by Results & Resource Coordinator Imran Hussain Learning Community (0-5) Coordinators (3fte in total co-located) Sarah Leslie Michelle Lyons Early Years Outcome Duty Officer Vanessa Wheeler Youth Offer and Play Sufficiency Coordinator Emily Collinsbeare Youth Offer Support Workers YS2 Ann Babington Lorna Hunt (Interim) Troubled Families Tracking Officer Darron Ward Childcare Sufficiency Support Officer Tracie Gleeson Equalities Support Workers Nicole Grandison, Kim Jones & Leon Spence Equalities and Practice Development Officer Najma Bawla-Solanki • Information, Monitoring and Data Support Officers – • Early Help Data -Sunitta Ricketts • Resources- Jane Harlin • Evidence based/website – Sarah Worboys • MARAC support - Nambi Kafeero LDD and Practice Development Officer Paul Funnell Learning Community (0-5) Advisors (3fte in total co-located) Jennifer Morrow Jennifer Murphy Sejul Shah LDD Support Workers Beverly Lane Ann-Marie Abalo Luke Stevens Childcare Sufficiency Coordinator Gill Bates Community Voice and Practice Development Officer Helen Clark CV &PD Support Workers Wayne Stevens Amanda Gent Charles Nkrumah Early Learning Inclusion Advisor Pam Soki Arts Manager Jessica Hodge Outdoor & Wellbeing Manager Suzy Strudwick Learning Community Local Leaders (5 x 0.2fte) (secondment) Early Literacy Coordinator Sheila Randall Adventure Worker 1 fteChris McClellan Engagement Staff 4 x 0.25 fte Tracie Rowe Vacant Vacant Vacant Arts Project Worker 1 x 0.5 & 2 x 0.25 fte Alan Clark Richard Hale Naquiya Ebrahim Forest Project Worker 1 x 0.5 & 2 x 0.25 fte Marcus Tyroller Stephanie White ZolloLobera Adventure Resource Worker 0.5 fte Damian Clark

  17. Early Learning and Primary Prevention Team(ELPP) Early Learning & Primary Prevention Manager (0-5) Laura McRoberts Learning Community (0-5) Advisors Jennifer Morrow Jennifer Murphy Sejul Shah Learning Community (0-5) Coordinators Sarah Leslie Michelle Lyons Early Years Outcome Duty Officer Vanessa Wheeler Childcare Sufficiency Coordinator Gill Bates Childcare Sufficiency Support Officer Tracie Gleeson Early Literacy Coordinator Sheila Randall Early Learning Inclusion Advisor Pam Sokhi Learning Community Local Leaders (5 x 0.2fte) (secondment)

  18. SEND Team

  19. High Needs Funding

  20. Next Steps • Funding confirmation • Ordinarily Available descriptors • Date of Forum • Learning community event dates

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