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Primary SENCO Forum

Primary SENCO Forum. Tuesday June 10 th 2014. Welcome. Tuesday June 10 th 2014. The Vision. The Children and Families Act 2014 Aims to make a real difference to the outcomes for children and young people with additional needs.

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Primary SENCO Forum

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  1. Primary SENCO Forum Tuesday June 10th 2014

  2. Welcome Tuesday June 10th 2014

  3. The Vision The Children and Families Act 2014 • Aims to make a real difference to the outcomes for children and young people with additional needs. • Has number of wide ranging reforms which put the needs of children and young people at the centre of services.

  4. Children and Families Act CoP 1.1 Section 19 LA must have regard to • the views, wishes and feelings of the child or young person, and the child’s parents • the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions; and being provided with the information and support necessary to enable participation in those decisions • the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood

  5. High Expectations for SEND All children and young people are entitled to an education that enables them to make progress so that they: • achieve their best • become confident individuals living fulfilling lives, • make a successful transition into adulthood, whether into employment, further or higher education or training

  6. The SEND Code of Practice References to June 2014 Draft SEN CoP QUIZ

  7. The Draft SEND Code of Practice was updated in April 2014.In what year was the previous (current) SEN Code of Practice issued? Question 1 2001

  8. The SEND Code of Practice is just for schools and LAs. Question 2 True of False? FALSE

  9. Who must have regard to CoP? • local authorities (education, social care and relevant housing and employment and other services) • the governing bodies of schools, including non-maintained special schools • the governing bodies of further education colleges and sixth form colleges • the proprietors of academies (including free schools, University Technical Colleges and Studio Schools) • the management committees of pupil referral units • independent schoolsand independent specialist providers approved under section 41 of the Children and Families Act 2014 • all early years providers in the maintained, private, voluntary and independent sectors that are funded by the local authority • the National Health Service Commissioning Board • clinical commissioning groups (CCGs) • NHS Trusts • NHS Foundation Trusts • Local Health Boards • Youth Offending Teams and relevant youth custodial establishments • The First-tier Tribunal (special educational needs and disability) Draft CoP P2 (iv)

  10. Who is SEND CoP for? Statutory guidance for organisations who work with and support CYP with SEN and their parents including: • Local Authorities – education, social care employment, housing • Early Years providers, schools, colleges, • Academies, free schools • Independent special schools and providers • Pupil referral units and alternative provision • NHS trusts, Clinical commissioning groups local health boards • SEND tribunal

  11. What age range is covered by the SEND Draft Code of Practice? Question 3 0-25

  12. Question 4 Which 2 of these principles do not underpin the Draft SEND Code of Practice? • Early identification of needs • High expectations and aspirations • Focus on outcomes • Need for greater bureaucracy • The views and participation of children and their parent/carer • Education, health and social care partners collaborate • High quality provision to meet needs • Move towards more pupils in special schools.

  13. Question 4 Which 2 of these principles do not underpin the Draft SEND Code of Practice? • Early identification of needs • High expectations and aspirations • Focus on outcomes • Need for greater bureaucracy • The views and participation of children and their parent/carer • Education, health and social care partners collaborate • High quality provision to meet needs • Move towards more pupils in special schools

  14. The definitions for Special Educational Needs and Disability remain the same. Question 5 True of False? True

  15. 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: (a) have a significantly greater difficulty in learning than the majority of others of the same age; or (b) 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.

  16. Definition of Disability • A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed. Section 17 (11) Children Act 1989 • A person has a disability for the purposes of this Act 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. (Section 6), Equality Act 2010

  17. The Equality Act 2010 is no longer statutory False 1:33 The Equality Act 2010 and Part 3 of the Children and Families Act 2014 interact in a number of important ways. They share a common focus on removing barriers to learning. Question 6 True or False

  18. The Equality Act 2010 Statutory duties: Schools etc • must not directly or indirectly discriminate against, harass or victimise disabled children and young people • must make reasonable adjustments, including provision of auxiliary aids & services, to ensure that disabled CYP are not at a substantial disadvantage compared with peers. This duty is anticipatory • must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and non-disabled children and young people. Schools etc must publish • information to demonstrate their compliance and how they will achieve the core aims of the duty • accessibility plans • arrangements for the admission of disabled children,

  19. The Local Authority has a duty to identify all the children and young people in their area who have, or may have, SEN or have, or may have, a disability. Question 7 True or False True Section 22 of the Children and Families Act 2014

  20. What are the 4 Broad Areas of Need described in the Draft SEND Code of Practice? Question 8

  21. Cognition and learning Communication & interaction Social, emotional and mental health Sensory & physical difficulties Broad Areas of Need C0P 6:28-6:35 2 Points

  22. What will replace Statements, School Action and Action Plus from September 2014? Question 9 Education Health Care Plans SEN Support

  23. SEN Stages SEN CoP 2001 • School Action • School Action Plus • Statement SEN CoP 2014 • SEN Support • Education Health Care Plan

  24. The Draft Code of Practice recommends a graduated response.What are the 4 stages of the cyclical model? Question 10 Assess, Plan, Do Review

  25. Assess, Plan, Do, Review CoP 6:44-6:56

  26. Assessment cycleCoP 6:5 • The identification of SEN should be built into the overall approach to monitoring the progress and development of all pupils. • Schools should assess each pupil’s current skills and levels of attainment on entry. CoP 6:16 • Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. CoP :17 • Where pupils are falling behind or making inadequate progress given their age and starting point they should be given extra teaching or rigorous intervention. CoP6:19 • Has the CYP a significant learning difficulty? Not all is SEN

  27. Question 11 True or False False The National Curriculum is not applicable for pupils with SEND • All pupils should have access to a broad and balanced curriculum. • Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. • Such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum. CoP 6:12

  28. New National Curriculum Inclusion Statement • Teachers should set high expectations for every pupil. • They should plan stretching work for pupils whose attainment is significantly above the expected standard. • They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds • Lessons should be planned to ensure that there are no barriers to every pupil achieving.

  29. Fill in the missing wordTeachers are responsible and xxxxxxxxxxxfor the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. Question 12

  30. Fill in the missing wordTeachers are responsible and accountablefor the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. Question 12

  31. Accountability • Teachers are responsible and accountable for the progress and development of the pupils in their class CoP 6.36 • Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. CoP 6.52 • They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. CoP 6.52

  32. Teaching and Learning CoP 6:37 • High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. • Additional intervention and support cannot compensate for a lack of good quality teaching. • Schools should regularly and carefully review the quality of teaching for pupils at risk of underachievement. • This includes reviewing teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the special educational needs most frequently encountered.

  33. All IEPs must be replaced by My Support Plans Question 13 True or False False MSPs may be appropriate for some pupils Some pages may be helpful Consider value or otherwise of IEPs

  34. Existing Statements must be replaced by an Education Health Care Plan at the next review. Question 14 True or False False Original proposal was to phase out statements by September 2017. However, in light of concerns transition period has been extended to April 2018.

  35. The SENCO has an easy job and should be able to manage with little or no non contact time. Question 15 True or False False False False False False

  36. SENCO Role CoP 6:84 – 6:94 • overseeing the day-to-day operation of the school’s SEN policy • coordinating provision for children with SEN • liaising with the relevant Designated Teacher where a looked after pupil has SEN • advising a on the graduated approach to providing SEN support • advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively • liaising with parents of pupils with SEN • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies

  37. SENCO Role 2 CoP 6:84 – 6:94 • being a key point of contact with external agencies, especially the local authority and its support services • liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned • working with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements • ensuring that the school keeps the records of all pupils with SEN up to date MUST be a teacher with appropriate qualification.

  38. SENCO CoP 6:91 The school should ensure that the SENCO has sufficient time and resources to carry out these functions. This should include providing the SENCO with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school.

  39. It is important to keep written records. True Question 16 True or False The key responsibilities of the SENCO include: • ensuring that the school keeps the records of all pupils with SEN up to date

  40. Records should include 6:72-6:78 • details of additional or different provision made under SEND support • accurate information to evidence the SEND support that has been provided over the pupil’s time in the school, as well as its impact. • Discussion with parents about CYP • Pupil views • Provision Maps • Data analysis (Progress records)

  41. All 5 Question 17 How many of these are statutory duties for schools? ‘Must’ they or ‘should’ they? Use their best endeavours to make sure that a child with SEND gets the support they need. Ensure that children and young people with SEND engage in the activities of the school alongside pupils who do not have SEND. Designate a teacher to be responsible for co-ordinating SEND provision (the SEN co-ordinator, or SENCO). Inform parents when they are making special educational provision for a child. Prepare/publish a report on the implementation of their SEND policy and their arrangements. Bonus: Clause 65

  42. ‘Must’ and ‘Should’ Where the text uses the word must it refers to a statutory requirement under primary legislation or regulations. Where the text uses the word should it means that the guidance contained in this Code must be considered and that those who must have regard to it will be expected to explain any departure from it.

  43. EY Providers/Schools/Colleges CoP 1:25 should: • ensure decisions are informed by the insights of parents and those of children and young people themselves • have high ambitions and set stretching targets for them • track their progress towards these goals • keep under review the additional or different provision that is made for them • promote positive outcomes in the wider areas of personal and social development and • ensure that the approaches used are based on the best possible evidence and are having the required impact on progress.

  44. Tie breaker • How many Statements in York schools January 2014? For interest • How many Primary ? • How many Secondary? 505 201 304

  45. Some Statistics

  46. What’s changing for SEN ? • New CoP covers 0-25 age range • Emphasis on family/person centred system - clearer focus on views of CYP and parent/carers and role in decision making. • Closer co-operation between education, health services and social care – Joint planning and commissioning • Education Health Care Plans (EHCP) to replace Statements • A single other category – ‘SEN Support’ - replaces Action Plus and Action • 4 Areas of need do not include BESD • Detailed guidance on expectations for high quality provision and responsibilities of teachers • Assess, Plan Do Review Cycle.

  47. Key to Good Outcomes for all pupils is: • good teaching and learning • close tracking • rigorous monitoring of progress with intervention quickly put in place • evaluation of impact of additional provision • high aspirations • pupil independence SEN and Disability Review Ofsted 2010

  48. High Expectations 6:1 Improved outcomes • All children and young people are entitled to an education that enables them to: • achieve their best; • become confident individuals living fulfilling lives; and • make a successful transition into adulthood, whether into employment, further or higher education or training.

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