Multi-agency training day

6th November 2014

SEND Reforms

Intended Outcomes • Develop awareness and understanding of the new

SEND Reforms• Develop shared understanding of the Graduated

Approach and the expectations/challenges for settings, schools and colleges

• Introduce Rochdale’s Local Offer• Introduce the process of applying for a new EHC needs

assessment• Introduce the process of converting Statements to EHC

plans• Discuss the format for professional advice

Where are we now and how did we get here?

2004 DDA amendment

2005 DDA amendment 2010 Equality Act 2010 Ofsted

Review of SEND

1995 Disability Discrimination Act (DDA)

1998 DDA amendment

2001 Special Educational Needs and Disability Act (SENDA)

2001 SEN Code of Practice

2001 Inclusive Schooling

2011 Support and Aspiration Green Paper

2014 Children and Families Act

2014 Special Educational Needs and Disability Code of Practice 0 – 25 years

2013 Learning Difficulty Assessments Statutory Guidance

The Legislative Journey

Ref : Lancasterian Outreach and Inclusion Service (LOIS)

The impairment is the problem

The person is ‘faulty’

Focus on diagnosis and label

Need to cure or at least normalise

Professionals know what’s best and

make the decisionsPerson is highly dependent and

needs to be cared for

Person is a passive receiver of services

Person has to adapt to the world around them

Person has to fit into society

Ref : Lancasterian Outreach and Inclusion Service (LOIS)

Society is the problem

The person is unique and valued for

themselves

Diagnosis supports understanding

Person’s needs and how they can be met

are considered

Professionals allow the person to make

informed choices about provision

Person is encouraged to be as independent

as possible

Person is in control of services and

people who support them

Environment is adapted to the person

Person participates fully in society and has equal access to

opportunities

Ref : Lancasterian Outreach and Inclusion Service (LOIS)

The Challenge

… just 3 of almost 100 documents issued to schools since September

The Big Picture

• In force since September 2014• Some transitional arrangements• Provisions for those in youth custody do

not come into force until April 2015

• Local Authorities (education, social care and relevant housing and employment and other services

• Governing bodies of schools including non-maintained special schools• Governing bodies of further education colleges and sixth form colleges• Proprietors of academies• Management committees of pupil referral units• Independent schools and independent specialist providers • All early years providers• National Health Service Commissioning Board• Clinical Commissioning Groups• NHS Trusts• Local Heath Boards• Youth Offending Teams and relevant youth custodial establishments• The First-tier Tribunal (SEN and disability)

Who must have regard to the Code?

• Covers 0-25 age range and includes guidance relating to disabled CYP as well as those with SEN

• Clearer focus on participation of CYP and parents in decision making at individual and strategic levels

• Stronger focus on high aspirations and improving outcomes for CYP through support that enables those with SEN to succeed in education and make a successful transition to adulthood

• SEN Support replaces Action and Action+• EHC plans replace Statements and LDAs

Includes guidance and information on: - Joint planning and commissioning to ensure cooperation between education,

health and social care- Graduated approach for education and training settings- Relevant duties under the Equality Act 2010- Relevant provisions of the Mental Capacity Act 2005

Main changes from 2001 Code

• All children have a right to education that enables them to make progress so that they:

- achieve their best- become confident individuals and live fulfilling lives- make a successful transition into becoming an adult

• All children with SEN or disabilities should have their needs met

When making decisions about SEN or disabilities, the LA must:• Have regard to the views, wishes and feelings of CYP and their parents• Make sure that CYP and their parents participate as fully as possible in decisions

that affect them• Provide support to children and young people and their parents so that children

and young people do well educationally and can prepare properly for adulthood• Give CYP and parents access to impartial information, advice and support• Involve CYP and their parents in developing provision and services

Also, services that provide help for CYP need to work together to the CYP’s benefit

Principles (1)

• Participation of CYP and their parents in decision making• Early identification and early intervention• Greater choice and control for CYP and their parents over support• Collaboration between education, health and social care to provide

support• High quality provision to meet the needs of CYP with SEN• Focus on inclusive practice and removing barriers to learning• Successful preparation for adulthood, including independent living

and employment

Principles (2)

A CYP has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A CYP has a learning difficulty or disability if he or she:

- has a significantly greater difficulty in learning than the majority of others of the same age

or- has a disability which prevents or hinders him or her making use of

educational facilities of a kind generally provided for others of the same age

Definitions of SEN (1)

For children aged 2+, SEN provision is educational or training provision that is additional to or different from that made generally for other CYP of the same age. For a child under 2 years special educational provision means educational provision of any kind.

A child under compulsory school age has SEN if likely to fall into the previous definition when they reach compulsory school age or would do if provision was not made for them.

Definitions of SEN (2)

Communication and Interaction

Cognition and Learning

Social, emotional and mental health difficulties

Sensory and/or physical needs

Broad Areas of Need

Equality Act 2010 definition of disability:

- a physical or mental impairment which has a long term and substantial adverse effect on CYP’s ability to carry out normal day to day activities.

Substantial – ‘more than minor or trivial’Long-term – ‘a year or more’

Definition includes long term health conditions.

Disabled CYP

Equality Act 2010 – basic points

• Duty to be anticipatory

• Duty to make reasonable adjustments to enable access and participation

• Duty to avoid putting disabled people at a disadvantage

FIRSTIn mixed groups – nominate someone to scribe and someone to feedback, read through information from the Code regarding one specific area and identify:

1. Key points/messages (no more than 5)2. Implications/issues/challenges in terms of how we support

settings/parents/CYP

Activity – 30 minutes

THENIdentify actions for your team and any multi-agency working that needs to take place

Record on flip chart

The Graduated Approach – expectationsUNIVERSAL

Quality First Teaching – all teachers to adapt teaching to respond to the strengths and needs of all pupils (Teacher’s Standards 2012), every teacher is responsible and accountable for all pupils in their class wherever or with whoever the pupils are working with

Inclusive ethos

Flexibility of approach

Assess – Plan – Do – Review

SEN SUPPORT

Personalisation

Additional to and different from

- Person centred planning with the young person and parents/carers

- Outcome focused planning- Small group and individualised

programmes- Specialist support and advice

EHC PLAN

Consider the interventions below and decide where on the graduated approach you would place them:

Think about:• How did you decide where to place the interventions?• What makes the difference between Universal and SEN Support?

Activity

ability set for literacy

weighted cutlery

Social Use of Language

Programme (SULP)

workstation

laptop

scribe

visual timetable

move & sit cushion

time out card

Picture Exchange

Communication System (PECS)

differentiation

nurture group

Chewelry

metacognitive/thinking skills programme

iPad

Toe by Toe

Circle of Friends

Frequency Length Individualisation

Catch up or long term

Some of the time or most of the time

Same as the rest or personalised

Interventions and the Graduated Approach

The Graduated Approach – supportUNIVERSAL

IDP online:DyslexiaBESDAutismSLCN

www.idponline.org.uk

SEN SUPPORT

SEND Gatewayhttp://www.sendgateway.org.uk/

SCOPE Learning Together toolkitwww.scope.org.uk/support/professionals/learning-together

Sources specific to individual needs e.g. National Autistic Society, Dyspraxia Foundation, Communication Matters

EHC PLANLOCAL OFFER

THERAPY INVOLVEMENT

EPS

RANS

www.rochdale.gov.uk/localoffer (stacey.bennett@rochdale.gov.uk)

Research sites:Sutton TrustEducation Endowment FoundationCommunication Trust

For the January census –School Action/School Action Plus -> Universal or SEN Support

How do schools make that decision?

• Review what’s already happened at SA and SA+• Decide whether or not the child’s needs are being met? (This decision

will need to be evidenced)• Are school ready/able to put in place interventions/support?• What are the views of staff/parents/young person?

Implementing the Reforms – what’s happening now?

Unless it is clearly apparent that the CYP has severe and complex needs, settings must demonstrate that they have ‘exhausted’ resources and strategies at Universal and SEN Support levels before applying for an EHC plan including how they have used their funding.

When SEN Support is not enough

SEN Funding in schools

Element 1:

An amount of money for each pupil in the school, funding

based on the total number of pupils in the school.

In Rochdale, all schools, including academies, are getting

£4000 for each pupil.

This is the core budget for each school and it is used to make

general provision for all pupils in the school including pupils with

SEN.

Element 2:

An additional amount of money to help make special

educational provision to meet children’s SEN, called the ‘delegated SEN budget’.

Based on results at end of EYFS and KS2.

The government has recommended that schools should use this notional SEN

budget to pay for up to £6,000 worth of special educational

provision to meet a child’s SEN.

Element 3:

High Needs Block - Top-up funding

If the school can show that a pupil with SEN needs more than

£6,000 worth of special educational provision, it can ask

the local authority to provide top-up funding to meet the cost

of that provision.

NB – the following were originally links however they are now available on the Rochdale Schools Intranet and Rochdale’s Local Offer as named below. To access the forms on the RSI simply go to the SEN page. • Criteria – Graduated Response to SEN in Rochdale• Request Form – EHC 01 Stat Assess Req Form (editable)• Advice Template – EHC Needs Assessment – Advice Template• Advice Guidance – Guidance for advice providersSend to Local Authority, considered at multi-agency panel held every two weeks• Panel Checklist – Guidance EHC Request (editable)

(To access the forms on the Local Offer, first go to the Rochdale website, search for Local Offer, then SEN & Disability Services on the left hand side of the screen, then keyword SEN Assessment Team and the forms are on the left hand side. Currently submissions can only be accepted in paper format.)

Requesting an EHC Needs Assessment

Activity - Outcome or Provision?1. By the end of Year 6 Bob will be holding conversations with other children and adults2. A language programme to be devised by a speech and language therapist3. Mabel will be able to read and spell 100 words4. A gross motor skills programme to be undertaken regularly5. Will achieve 5 GCSEs at A to C level6. Will attend trampoline club three times a week7. To be able to tell a trusted member of staff how he’s feeling8. To shower, dress and wash hair independently9. To access community10. Homework differentiated to Madge’s needs11. To extend numeracy and literacy skills12. To attend SULP group13. To use a move and sit cushion.14. To be able to travel independently using public transport to and from college15. Will use a BigMack to join in circle time

• Specific- must contain a verb• Measurable- how will we know it has been

achieved• Achievable- small steps• Relevant- will it make a difference?• Timed- by when?

Writing Advice - Outcomes

Writing Advice - Provision

• Specific• Quantifiable

What is it?Who’s going to do it?When is it going to be done and how often?How is it going to be reviewed?

Advice and information must be sought* as follows:(CoP paras 9.45-9.52)

– The child’s parent or young person, and wherever possible the child– Current educational institution attended, or person responsible for educational provision– Health care professionals– An Educational psychologist– Social care (from children’s or adult services)– From Y9, advice on preparing for adulthood and independent living– From any person requested by the child’s parent or young person – Any other advice or information which the LA considers appropriate e.g. from a youth

offending team

*The LA must not seek further advice if it has already been provided and the person providing the advice, the LA and the child’s parent or young person are all satisfied that it is sufficient for the assessment process.

EHC Needs Assessments

3 Weeks Decision made/ Assessment Started

New EHC Plans – the process – 20 week timescale

Initial Person-Centred Visit/ Advice due in6 Weeks

8 Weeks Initial My Plan drafted from advice/ initial meeting

10 Weeks Indicative budget generated. My Plan Meeting

12 Weeks Updated proposed plan to admin for formatting

13 Weeks Checked by manager

14 Weeks Proposed plan issued

18 Weeks Settings consulted with, any changes made to plan

20 Weeks Final Plan Issued

Sections of an EHC Plan (My Plan)

SEE ADDITIONAL DOCUMENT – SECTIONS OF A MY PLAN

Conversions – the timetable*Current Year Group To be converted in

<1 15/16

0 15/16

1 15/16

2 16/17

3 16/17

4 16/17

5 14/15

6 17/18

7 16/17

9 14/15

10 15/16

11 14/15

Current Year Group To be converted in

12 (if staying in school) 16/17

13 (if staying in school) 15/16

12/13/14 (if leaving school for F.E.)

14/15

Electively Home Educated 17/18

*Further information available on the Local Offer (path as previously detailed) – Rochdale’s Local Transition Plan

-4/6 Weeks School to send out invites to parents, young person and professionals- request up to date information from all parties. Parents or young person supported to complete the My Story and give their views

-2 Weeks All up-to date information collated and circulated to relevant professionals and YP/parents. Formal notification of start of Transfer review.

2 Weeks Annual review form and all up to date advice sent to the LA.

0 Weeks Person Centred Transfer Review (held instead of the Annual Review)- consideration of personal budget

6 Weeks Decision made whether to issue a plan or to cease to maintain the Statement. Plan drafted by LA officer

12 Weeks Any alterations made and Final Plan Issued

10 Weeks Plan issued with opportunity for YP/Parents to comment

Conversions – the process – 14 week timescale

• Up-to date information/advice • Parents view• Young person’s views • Independent Supporter Role

Conversions – preparing for the transfer review

What is important to young people with SEN and disability?

Building a Workforce to Make the Reforms Work

Activity:

What would CYP and families in Rochdale say about how professionals in Rochdale work with them and others?

We need to:– Put the CYP and family at the centre of the team– Empower CYP and families to make informed choices and have

their voice heard– Acknowledge parents as the expert– Shift away from the professionals telling the family the child’s

problems and what they need to do to – Listen to the family’s priorities and feelings and deliver services

accordingly– Work together to provide the best possible care for the child

and family

The Cultural Shift

To improve outcomes for disabled children and their families through services working together more effectively on the front-line

MissionImproving information sharing among practitioners and with parents/carers

Embedding a common approach to assessment, working in partnership with families

Support multi agency and partnership working

StrategyInformation Sharing Practice

& Cross Government Guidance

Common Assessment Framework

Key processes & tools

Lead Professional/Key worker

Education, Health and Care Plans and the family service

plan

Information booklets and background information file

What have we got to help with this?

Useful Links• SEN Code of Practice• SEND guides – Early Years, Schools, Further Education, Parents, CYP, Health, Social Care• Young Person’s Guide to the Children and Families Act 2014• Supporting Pupils at School with Medical Conditions• Reasonable Adjustments for Disabled Pupils• Equality Act – Advice for Schools• Equality Act – Advice for Further Education• Transition to the New 0 to 25 SEND system

NB – UNDERLINED TEXTS ARE HYPERLINKS TO THE DOCUMENTS ONLINE, HOWEVER YOU MUST BE RUNNING THE SLIDE SHOW FOR THESE TO WORK