SENCo Network Meeting

26 September 2019

4:00 - 4:10 Welcome & Updates

4:10 - 4:30 Successful Transitions

4:30 – 4:50 Fair share Protocol

4:50 – 5:00 AET Updates

5:00 – 5:15 Annual Review Updates

5:15 – 5:30 Annual Review Paperwork

Questions & Feedback

5:30 Evaluation & Close

Agenda

Welcome and updates

• National. DfE Review into SEND.

• Additional high need funding

• Admission round open for September

2020 school places – all children with

an EHC must apply online by 31st

October (all age groups).

National Audit OfficeSupport for Pupils with Special Educational Needs

• In 18/19 9.4 billion was spent to support children with SEND (3.8 billion within

notional SEND budget and 5.6 billion in high needs).

• Whilst there has been an increase in high need funding since 2014 by 7.2% (349

million) this has not kept pace with rise in demand.

• High need budgets are overspent because more pupils now attend special schools.

• The DfE did not fully assess the likely financial consequences of the 2014 reforms.

• The system for supporting pupils with SEND is not, on current trends, financially

sustainable.

• The DfE does not know the impact of the support provided with SEND.

• The DfE has limited assurance about the quality of support for pupils with SEND in

mainstream settings.

• Substantial unexplained local variation raises questions about whether pupils receive

consistent support across the country.

UpdatesSEND Review – Best Practice Guidelines

SEND provision matrix

UpdatesSEND Review – Best Practice Guidelines

SEND provision matrix

Updates

Accessibility Strategy – consultation

open until 11th October 2019

Large equipment survey – please

complete by 18th October 2019

SEND Courses for you

SEND Conference

7th November 2019

Transition project

Deborah Carpenter

Consultation and Final draft

Review meeting

Transition Phase 2

Review andplan

Transition Phase 1

Plan

April May-June July September October November-December

Do you agree with where

everything is placed?

Can you add to the guidance with

your own suggestions?

What other documents or

support materials should

be included?

Provide any other feedback on the reverse of the sheet…

Fair Share

• Local priority for action.

• Work supported by Education and

Strategic Partnership.

• National, as well as local issue.

What is fair share?

• The distribution of pupils with SEND across schools

is proportionate to the same proxy indicators that are

used to generate the notional SEND budget.

• Proxy indicators are linked to the needs and

demographics of local communities including

deprivation factors.

Why is fair share important?

• Our vision is for Telford and Wrekin to provide an optimum inclusive education system where children are educated as close to home as possible. This maximises a child’s inclusion in their local communities.

• There are concerns that some schools have good reputations for SEND whereas the collective will is for all schools to have a good reputation for SEND.

• The notional SEND funding is allocated via a generic formula (based on proxy indicators) and therefore assumes ‘fair share’. Where settings have skewed numbers then there is significant risk that they are unable to fund support.

What key principles promote

‘fair share’

• Every school is a school for children with SEND.

• All schools offer a warm welcome.

• There is a cultural expectation of support and

challenge. Schools are able to raise issues (with

each other) where signposting has occurred.

• Children attend their local school – they should not

be passing it on their way to another school.

• All schools continue to work on, grow and develop

their reputation for meeting the needs of SEND

pupils. This job will never be finished.

Fair Share

The data shows

• At secondary level there is a particular skew

of pupils with SEND at two schools.

(Range 44% - 12% of pupils with SEND in

secondary)

• At primary level there are some variations of

pupils with SEND between schools in the

same cluster.

(One example 13.85% compared to 5.36%)

Key Messages• Every school is a school for children with SEND.

• All schools offer a warm welcome.

• Children attend their local school – they should not be passing it on their way to another school.

• All schools continue to work on, grow and develop their reputation for meeting the needs of SEND pupils. The job will never be finished.

• Schools meet the needs of their local communities. Secondary schools identify provision necessary and adapt.

• Primary schools support ‘secondary readiness’.

• There is a cultural expectation of support and challenge. Schools are able to raise issues (with each other) where signposting has occurred.

• You do not need an EHC plan to receive support for SEND at a secondary school. Children at SEN support in a primary school will continue to get support at a secondary school.

Next Steps

• Sharing primary data at a cluster level – would this be helpful?

• Set expectation that parents of children with SEND visit their local secondary schools (avoid signposting to particular settings). Reinforce message that all every school is a school for SEND.

• Fair share cannot be about those schools with higher numbers of children with SEND now saying no, but rather involves evolutionary change focusing on developing SEND provision, knowledge and expertise across all schools and enabling settings to meet the needs of their local communities.

AET UpdateDeborah Carpenter

Lead Learning Support Advisory Teacher

Changes in the AET offer

“Tiers” are being removed. To be replaced with:

Making Sense of Autism – recommended starting point

Good Autism Practice – recommended for teachers and teaching assistants (one free place per school)

Leading Good Autism Practice – for school leaders and SENCOs

Good Autism Practice to be offered as central training, as well as being available for delivery within a setting. (Pricing to be confirmed, and places will be limited. Please speak to your LSAT or EP if you are interested)

New members of the AET delivery team

Natasha Locklin from the Early Years team;

Deborah Carpenter from the Learning Support Advisory

Team;

Jane Park from the Educational Psychology service.

Progression Framework

Upcoming training dates:

22.10.19 Good Autism Practice

21.11.19 - Leading Good Autism Practice

Changes to the Annual Review

Process & Documentation -

September 2019 (Pilot).

Main Changes

• Changes to all of the Annual Review paperwork templates;

• Pilot of the ‘Live’ Annual Review process;

• Introduction of the 4 week decision letter;

• Annual Review timescale is 12 weeks in total from the date of the Annual

Review meeting taking place.

All changes are part of the Pilot taking place during the Autumn Term 2019.

A full Telford and Wrekin pilot guidance pack is available on the Local Offer

https://www.telfordsend.org.uk

https://www.telfordsend.org.uk/info/1/home/94/telford_and_wrekin_guide_to_t

he_annual_review_process_for_an_ehcp

Individual templates are also downloadable from the Local Offer.

Annual Review Template

Changes

There are now 2 types of review and 4 templates to select from:

Live Review Paper-based Review

1) Up to and including Yr 8 2) Yr 9+ 3) Up to and including Yr 8 4) Yr 9+

Yr 9+ has an additional section to record any Preparing for Adulthood (PfA)

information, such as careers advice from FutureFocus etc.

Reviews submitted on old paperwork will be accepted until the end of October

2019.

Annual Reviews

Timescales for holding a review are shown in the guidance documentation –

Page 5.

The LA have 12 weeks from the meeting date to complete the process so it is

vital that schools send the paperwork in to the LA within two weeks.

Paper-based Reviews

The templates have changed and now have a greater focus on what needs to

be deleted or inserted into the EHC Plan rather than just completing the A/R

paperwork – it is essential that everyone has a copy of (or sight of) the EHC

Plan.

Annotating a paper version of the

EHC plan can be used to assist

with this if it is helpful.

‘Live’ Reviews

The LA would like around 12 schools to pilot using ‘Live’ reviews.

A ‘Live’ review uses a word version of the plan and suggested amendments are

made directly onto the plan using the following coding system

Strikethrough – suggested text to be deleted

Italics – suggested text to be added

Cross out – Cross out any non text based information to be deleted

Insertion of new non text based information is acceptable e.g. you can insert

the amended One Page Profile.

‘Live’ Reviews

‘Live’ Reviews Dos and Don’ts

Do:

• Suggest amendments to the plan in any sections, either deletions or additions;

• Make the plan reflect current needs and then amend Long-term Outcomes to reflect

them;

• Amend the provision you are giving to meet the needs and outcome;.

• Use professional reports and your own knowledge / data to inform amendments;

• Remember there is no need to change the plan unless there are significant changes

to be made. Long-term Outcomes are to the end of the next key stage, not the end of

the year.

Don’t:

• Delete anything from the plan;

• Change any Social Care or Health advice unless there is a professional from that

service area attending the review and agreeing the amendments or you have a report

identifying the changes that are required and agreed;

• Agree to a ‘wish list’ from the parent for what needs to be provided. If you write it in

the plan, you need to deliver it and pay for it.

Views

The templates for collecting the views of the child / young person / parent or

carer have changed a little.

The views for children / young people from Yr 9+ have an increased emphasis

on PfA and future aspirations on education / work .

Nearly the end!

When completing the ‘Live’ reviews, you may have an EHC plan that is on an

old (or very old) template. Make the changes using the code and the LA will

move everything onto the most current template.

However,

Please inform the parent / young person that this change of template will

happen and the draft amended plan they receive will look different, although

the information will be what they have seen at the review meeting.

Finally.

The ‘Introduction’ to the EHC plan will be changed and most (or all) of the text

in it is deleted and replaced with the following 3 paragraphs:

This amended EHCP is prepared to reflect recommendations made following

Xyz’s Annual Review in Date (e.g. January 2019) or a forthcoming change of

placement in Date (e.g. September 2019 or a move into TAW in Date.

Xyz’s original EHCP was issued by Telford & Wrekin (or name LA responsible)

in Date describing needs related to – State the Primary Need - difficulties.

Xyz’s progress towards the short-term outcomes set to support him/her to work

towards the long-term outcomes in his/her EHCP was discussed and recorded

during his/her Annual Review.

The LA will make these changes but it is helpful to let the parent know to

expect them. However, please strikeout the other information in the introduction

if the parent / young person agrees.

Annual Review Paperwork

Questions & Feedback

Evaluation & Close