send training supporting additional needs in practice n.
Skip this Video
Loading SlideShow in 5 Seconds..
SEND Training: Supporting Additional Needs in Practice PowerPoint Presentation
Download Presentation
SEND Training: Supporting Additional Needs in Practice

Loading in 2 Seconds...

play fullscreen
1 / 37

SEND Training: Supporting Additional Needs in Practice - PowerPoint PPT Presentation

  • Uploaded on

SEND Training: Supporting Additional Needs in Practice . Jenny Bates ( Anne Porter ( ) Lata Ramoutar ( ). Contents. National Context. Break. Devon Context. Lunch.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'SEND Training: Supporting Additional Needs in Practice' - davida

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
send training supporting additional needs in practice

SEND Training:Supporting Additional Needs in Practice

Jenny Bates


Anne Porter


Lata Ramoutar



National Context


Devon Context


DAF Practical Application

aims of the day
Aims of the Day
  • To understand the national context of SEND
  • To understand Devon’s processes for supporting SEND for those aged 0-25 within a multi-agency context
  • To use the Devon Assessment Framework to provide a ‘plan, do, review’ approach to SEND
national context
National Context

Children & Families Bill: Support and aspiration: A new approach to special educational needs and disability: Progress and next steps

Code of Practice (2014)

  • Statutory guidance: Identify, assess and make provision for children and young people (0-25) with SEN
  • Replaces Statements with Education, Health and Care Plans
  • Personal budgets
  • Local Offer
  • Focus on views of children, young people and parents/carers in decision-making
  • Joint planning and commissioning of education, health services and social care
  • Guidance on SEN support in education and training settings, enabling them to transition to adulthood
transition to new formula
Transition to New Formula

Issues raised:

  • Impact of formula
  • Culture of linking resource to TA time
  • In-year admission
  • Schools with higher than expected numbers of pupils with SEN
  • Perverse incentive relating to attainment
transition to new formula addressing the issues
Transition to new formula: addressing the issues
  • Increased delegation possible by freeing up MSG funding, this has been used to reduce the number of schools losing money
  • Transitional protection in 2014/15. A decision to be made on 2015/16
  • ‘Targeted fund’ to ensure no school receives less than £5k from the LCHI element of the formula. A school with at least one pupil receiving top-up receives a minimum of £11k of SEN funding
  • SEN Financial Intervention Panel (FIPS) which could , under exceptional circumstances, provide additional support where Element 2 demonstrably inadequate
is there a nother w ay
Is There Another Way?

Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin.

It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it.

Stories of Winnie-the-Pooh

AA Milne 1989

national context definition of sen
National Context: Definition of SEN

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • Have a significantly greater difficulty in learning than the majority of other of the same age; or
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

A child under compulsory school age has special educational needs if they fall within the definition at a) or b) above or would do so if special educational provision was not made for them

(clause 20, Children & Families Bill 2013, Department for Education)

code of practice
Code of Practice:

Parental and Young Person’s Engagement

  • Views, wishes and feelings
  • Participating as fully as possible
  • Need to be supported to contribute


Devon Parent Partnership

Advocacy service for young people

Person centred planning tools e.g. ‘Listen to Me & My Family’

code of practice what is the local offer
Code of Practice: What is the Local Offer?




The Local Offer

the local authority must
The Local Authority Must…

INFORM: Provide clear, comprehensive and accessible information about the provision available


RESPOND: Make provision more responsive to local needs and aspirations by involving children and young people with SEN, parents, carers and service providers in its development and review



“Every person who receives support, whether provided by statutory services or funded by themselves, will have choice and control over the shape of that support in all care settings“

Department of Health, 2012

“Personalisation means thinking about public services and social care in a different way – starting with the person and their individual circumstances rather than the service”

Social Care Institute for Excellence


Personal Budgets

  • An amount of money or resources identified by the LA and its partners to deliver all or some of the provision set out in an EHC plan
personalisation a system wide offer of support opportunity and activity
Personalisation: A system wide offer of support, opportunity and activity

Element 2 – Delegated SEN funding

Targeted / centrally


services by LA

Element 1 – Core school funding

Universal Services e.g. Libraries, Youth Clubs

Element 3 – Higher Needs block / ‘top-up’ funding (retained by LA)

Fair Access to Short Breaks

Continuing Healthcare Funding

An unknown and

untapped resource!

code of practice2
Code of Practice

Child, Young Adult, Parent voice

Local Offer


Joint Agency/ Integrated Working

send collaboration
SEND Collaboration

Local Offer DAF/EHCP

send pathfinder
SEND Pathfinder
  • 1 of 20 nationally
  • A coordinated approach to a single assessment
  • A single plan for those aged 0-25 years
  • Personal budgets (greater choice & control for parents)
  • Support to parent carers and young people
  • Support to vulnerable children, including children in care and children with complex health needs (0-25)
daf process
DAF Process
  • .


Early Help

Complex/ statutory

daf forms
DAF Forms
  • DAF1 – universal, all children
  • DAF2a – My Plan
  • DAF 3 – request for additional funding
  • DAF 2b - EHCP
  • DAF 4 – Education Transition, Assessment and Guidance (Learning Difficulties Assessment)
  • Consent Form
  • DAF Practical Guidance
send process
SEND Process

Single Point of Access (SPA)

  • Enquiry point
  • Accessing support and advice
  • Feedback loop and lines of communication
  • Co-ordination of Education, Health & Care plans
what is an outcome
What is an Outcome?
  • An ‘outcome’ is a result – positive, negative, neutral.
  • Start with a vision of long-term positive change…which route do we need to take to achieve the vision?
  • What do I want this child or young person to be able to do/achieve?
  • Provide a framework against which we measure progress
outcomes fuzzy or smart
Outcomes - Fuzzy or SMART?
  • Specific Discrete NOT broad dimensions
  • Measurable To monitor performance
  • Achievable To build on success
  • Realistic To work within our resources/skill set
  • Time-limited To stay motivated
  • Consider the Impact – SMARTIs
  • Language should be clear and understandable
  • Positive statements
activity case study
Activity: Case Study

Activity 1: Completing a DAF 1

  • In mixed agency groups of 3-4
  • Read the case study and complete tasks 1-6
activity case study1
Activity: Case Study

Activity 1 (part ii):

  • In your groups have a go at completing the DAF 2a (My Plan)
  • Write three SMART outcomes
  • Complete tasks 7 and 8
activity case study2
Activity: Case Study

Activity 2:

  • My Plan Review (TAC) Tasks 1-6
  • Complete a DAF 3 (request for additional resource)
  • Personal SMART target…
  • Share with your neighbour
  • Evaluation form