Embed Size (px)
Citation preview
SEND Reforms 2014
Briefing on SEND reforms
Wednesday 24th September 2014
SEND Reforms 2014
The Children and Families Act 2014
• The SEND Reforms are a fundamental change for all stakeholders involved with 0 to 25 year olds with special educational needs
• Aims to improve outcomes for children and young people with SEN and disabled children
SEND Reforms 2014
Key PrinciplesSection 19 LA must have regard to
• the views, wishes and feelings of the child or young person, and the child’s parents
Code of Practice 1.1
SEND Reforms 2014
Principles cont
• 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
SEND Reforms 2014
Principles cont
• 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
SEND Reforms 2014
The SEND Code of Practice
QUIZ
References to July 2014 SEN CoP
SEND Reforms 2014
What age range is covered by the SEND Code of Practice?
Question 1
0-25
SEND Reforms 2014
Question 2
True or False?
When the Code of Practice requires a body to comply it describes the duty as must.
When bodies have an option to comply they describe it as
should?
SEND Reforms 2014
Question 2
True or False?
When the Code of Practice requires a body to comply it describes the duty as must.
When bodies have an option to comply they describe it as
should? False
SEND Reforms 2014
Definitions of must & should• Must have regard to.. • Must fulfil statutory duties• ‘Should 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.;
SEND Reforms 2014
The definitions for Special Educational Needs and
Disability remain the same.
Question 3True of False?
SEND Reforms 2014
The definitions for Special Educational Needs and
Disability remain the same.
Question 3True of False?
True
SEND Reforms 2014
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.
SEND Reforms 2014
Definition of disability
• 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
SEND Reforms 2014
Question 4True or False?
Children who have less serious problems but still need support will lose
out under the new system
SEND Reforms 2014
Children who have less serious problems but still need support will lose out under
the new system
• There is no change to the definition of SEN, so we would not expect that those children with less serious problems will lose out on support or resources. The reforms to the SEN system are about making sure that every pupil with a barrier to learning has this swiftly and effectively identified and the right support, including external support, put in place
DfE Running a school: Myths and facts
SEND Reforms 2014
The Equality Act 2010 is no longer statutory
Question 5True or False
SEND Reforms 2014
The Equality Act 2010 is no longer statutory
Question 5True or False
FalseThe 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. 1:33
SEND Reforms 2014
The Equality Act 2010Public bodies including further education institutions: • 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.
SEND Reforms 2014
The Equality Act 2010 cont
Public bodies 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,
SEND Reforms 2014
Question 6How many are correct?
LA must provide info which should include:• Info & advice about SEN and disabilities• Including matters relating to health, and
social care• Personalisation and personal budgets• A Local Offer with info re where to find
advice and support• Arms length advice charged according to
means
SEND Reforms 2014
Question 6Which ones are correct?
LA must provide info which should include: Info & advice about SEN and disabilitiesIncluding matters relating to health, and
social carePersonalisation and personal budgetsA Local Offer with info re where to find
advice and supportX Arms length advice charged according to
means
SEND Reforms 2014
Parent Partnership ServicesPPS: renamed York SENDIASS supports• Parent of child with SEN 0-25• Parent of child with disability 0-25• Young Person with SEN• Young Person with disabilityConfidential, free, impartial, arms-length
SEND information advice and support to YP over 16 including advocacy and support to appeals decisions
SEND Reforms 2014
Key working
• Providing emotional and practical support as part of a trusting relationship
• Enabling and empowering for decision making and the use of personal budgets
• Identifying strengths and needs of
• family members
• Supporting and facilitating a single planning and joint assessment
process
• Facilitating multiagency meetings
• Being a single point of regular & consistent contact
• Coordinating practitioners & services around the child, young person & family
•Providing information and signposting
• Advocating on child’s, young person and/or family’s behalf
•Facilitating clinical care seamlessly integrated with specialist and universal services
SEND Reforms 2014
Chapter 6
Schools
Marion Weeks - SEND ConsultantTrevor Younger - SEND Consultant
SEND Reforms 2014
Chapter 6• Equality and Inclusion• Curriculum• Identifying SEN• Special Educational Needs Provision• Transition• Involving Specialist• Requesting Education Health Care Plan• Involving Parents and Pupils• Use of Data and Record Keeping• Publishing Information (SEN Report)• Role of the SENCO• Funding
SEND Reforms 2014
High Expectations for SENDAll 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
SEND Reforms 2014
Question 1Which of the following has responsibilities for
SEND as highlighted in the Code of Practice• SENCO• Head teacher• Senior leaders• Class Teachers• Subject Teachers• Governing body
SEND Reforms 2014
Question 1Which of the following has responsibilities for SEND
highlighted in the Code of Practice SENCO Head teacher Senior leaders Class Teachers Subject Teachers Governing body
SEND Reforms 2014
Responsibilities• There should be a member of the governing
body or a sub committee with specific oversight of the school’s arrangements for SEN and disability,
• School leaders should regularly review how expertise and resources used to address SEN can be used to build the quality of whole school provision as part of their approach to school improvement. 6:3
SEND is not an add on
SEND Reforms 2014
Responsibilities
• Teachers are responsible and accountable for the progress and development of all the pupils in their class 6.33
• 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.
SEND Reforms 2014
Teaching and learning
• 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.
SEND Reforms 2014
Professional DevelopmentThe quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.
SEND Reforms 2014
The SENCO has an easy job and should be able to manage with little or no non
contact time.
Question 2True or False
False
False
False
False False
SEND Reforms 2014
SENCO responsibilites 6:85
Include:• overseeing the day-to-day operation of the school’s SEN
policy and practice.• coordinating and quality assuring provision for SEND • advising on the graduated approach to meet SEND • advising on the deployment of funding and resources• liaising with parents and professionals• working with the head and governors to ensure that the
school meets all its statutory responsibilities• ensuring that the school keeps the records of all pupils
with SEN up to date• co-operating with the Local Authority
SEND Reforms 2014
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.
SEND Reforms 2014
Question 3Can you identify 6 statutory duties for schools?
Schools MUST1. Use their best endeavours to make sure that a
child with SEND gets the support they need.
2. Ensure that children and young people with SEND engage in the activities of the school alongside pupils who do not have SEND.
3. Designate a teacher to be responsible for co-ordinating SEND provision (the SEN co-ordinator, or SENCO).
SEND Reforms 2014
Schools MUST ( continued)
4. Inform parents when they are making special educational provision for a child.
5. Prepare/publish a report on the implementation of their SEND policy and their arrangements.
6. Co-operate with the Local Authority
SEND Reforms 2014
Question 4
Is it enough to just inform parents that their child has SEN?
NO
SEND Reforms 2014
Parents as partners• Schools should ensure that children parents and
young people are actively involved in decision making throughout CoP 6.7
• Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school.
• Schools should meet parents at least three times each year. CoP 6.65
SEND Reforms 2014
EY Providers/Schools/Colleges CoP 1:25
Should also • 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.
SEND Reforms 2014
What are the 4 Broad Areas of Need described in the Draft SEND Code of
Practice?
Question 5
SEND Reforms 2014
4 Broad Areas of Need
• Cognition and learning• Communication & interaction• Social, emotional and mental health• Sensory & physical difficultiesC0P 6:28-6:35
SEND Reforms 2014
What will replace Statements, School Action and Action Plus from
September 2014?
Question 6
Education Health Care PlansSEN Support
SEND Reforms 2014
SEN StagesSEN CoP 2001• School Action• School Action Plus• Statement
SEN CoP 2014• SEN Support• Education Health Care Plan
SEND Reforms 2014
The Draft Code of Practice recommends a graduated response.What are the 4 stages of the cyclical
model?
Question 7
Assess, Plan, Do Review
SEND Reforms 2014
Assessment cycle CoP 6:5
• The identification of SEN should be built into the overall approach to monitoring the progress and development of all pupils.
• Where pupils are falling behind or making inadequate progress given their age and starting point they should be given extra teaching or rigorous intervention. CoP 6:1
Question to ask: Has the CYP a significant learning difficulty?
Not all is SEN
SEND Reforms 2014
Assess, Plan, Do, Review
CoP 6:44-6:56
SEND Reforms 2014
Question 8True or 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
False
SEND Reforms 2014
New National CurriculumInclusion 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.
SEND Reforms 2014
High quality provisionSEND CoP 6:28-6:35
•High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people.
•Special educational provision is underpinned by high quality teaching and is compromised by anything less.
SEND Reforms 2014
CYC SEN Threshold BandingsProvide detailed examples of good practiceTo be used by parents / carers, practitioners, LA SEN officers and all who support CYP with SEND
•as a prompt when considering appropriate strategies and interventions to support through all the levels •to provide clarity about decisions made around the allocation of resources and the eligibility threshold for an Education, Health and Care Plan.
SEND Reforms 2014
Next steps? Schools should regularly and carefully review
• The quality of teaching for pupils at risk of underachievement and those with SEND
• Teachers’ understanding of strategies to identify and support vulnerable pupils
• Teachers’ knowledge of the special educational needs most frequently encountered.
CoP 6:37
SEND Reforms 2014
Also consider• Statutory responsibilities • Engagement with parents• Assessment and identification of SEN• Engagement and independence of CYP• Pupil progress• Skills of the whole workforce (CPD needs)• Quality of provision• Budget management• Pupil progressHandout with references to the CoP available
SEND Reforms 2014
Chapter 5
Early Years Providers
Tina Hardman:Principal Educational Psychologist
SEND Reforms 2014
Early YearsMaintained nurseries have the same duties as schools (as a ‘must’) Early Years providers (eg childminders, playgroups) ‘should’• have regard to the SEND Code of Practice 2014• review and evaluate the quality and breadth of SEN SupportAnd ‘must’ • undertake their duties under the Equality Act 2010 (not to discriminate and to make reasonable adjustments)• must have arrangements in place to support children with SEN or disabilities.
SEND Reforms 2014
Early Identification of SENDWhere a health body thinks a child under school age has SEND they must inform parents and bring the child to the attention of the LA
Support can include:• Health visitors, educational psychologists, speech and language therapists, specialist teachers• Training for parents• Home-based programmes eg Portage• Early Support and key-working approaches
SEND Reforms 2014
EY providers must use the ‘safeguarding and welfare’, and ‘learning and development’ requirements of the statutory Early Years Foundation Stage (EYFS) Framework with progress checks at age 2 and 5 years
Practitioners can use the non-statutory Early Years Outcomes as a tool to inform the assess, plan, do, review process
SEND Reforms 2014
SENCO role in Early Years• Maintained nurseries must ensure a qualified teacher is designated as SENCO (with prescribed qualification and relevant experience)• EY providers offering group provision are expected to identify a person to act as SENCO• Childminders who are part of a registered agency of network may wish to share the role between them• Some Local Authorities use ‘Area SENCOs’ to provide advice and guidance to EY providers around inclusion and SEND
SEND Reforms 2014
Quiz question
• If an EY child has an EHCP how often should this be reviewed?
• Minimum of every 12 months, but LAs to consider reviewing every 3 – 6 months
SEND Reforms 2014
Chapter 7
Further Education
Penny McDonald Team Leader Specialist Teaching Team
Gary Robinson - 16-19 Manager
SEND Reforms 2014
Further Education
Can you name 5 post Maintained providers in the York area?
SEND Reforms 2014
Further Education
“The post-16 education and training landscape is very diverse “ (CoP 7.1)
In York after Year 11 you people with SEN can be in learning :•at Applefields School (11-19 Special School)•at York College, Askham Bryan College, York Learning (Further Education)•at a mainstream school sixth form•on a York Personalised Learning and Work Experience Package (PLWEP) e.g. involving Blueberry Academy •on an Apprenticeship•at an out of York residential specialist college
SEND Reforms 2014
Post Maintained EducationIn York over the past 4 years we have significantly expanded the local post 16 offer for young people with the highest level of need.
Our guiding principle in York for post 16 …‘Young people with high needs to continue their post 16 education must look locally first and explore all local options’
SEND Reforms 2014
SEN Support
Student led supportMeets the students aspirationsEvidence and effectivenessStaff have relevant skills and knowledgeBanding
SEND Reforms 2014
Further Education
Which acts and document must post maintained education take heed of?
SEND Reforms 2014
Must
• Secure special educational provision, make reasonable adjustments
• Have regard to code of practice• Duty to admit CYP• Review EHC plans• Review support• Co-operate with the LA
SEND Reforms 2014
Should
• Named person• Transition planning• Individualised Learner Record data• Provide LA with regular information including
progress• Help develop skills for the future• Have regard to SEN in all curriculum areas• Work with specialist support
SEND Reforms 2014
Post Maintained EducationLA officers & services working with all post 16 providers on a continuing collaborative partnership basis to ensure the Reforms improve outcomes for ALL.
Next Steps …..•Learning / understanding – next few weeks•Planning alignment – next few months•Cross City Action Plan – through to 2018
SEND Reforms 2014
Chapter 9 Education, Health and Care needs
assessments and plansand Chapter 10 Children and young
people in specific circumstances
Lisa AbelSEN Manager
SEND Reforms 2014
Education, Health and Care Plans
When does the Education, Health
and Care Plan replace the statement?
SEND Reforms 2014
Education, Health and Care Plans
When does the Education, Health and Care Plan replace the statement?
1st September 2014
SEND Reforms 2014
Education, Health and Care PlansWhen does the Education, Health and Care Plan replace the statement?
• However – not everyone will get on straight away! All to be completed by April 2018.
• All new EHC Plans (no previous statement) completed before September 2014 – will be transferred by the LA before their next annual review.
• EHC Plans (with a previous statement) will transfer to a statutory EHC Plan trough a transfer review meeting, which will take the place of the annual review.
SEND Reforms 2014
Education, Health and Care PlansWhen does the Education, Health and Care Plan replace the statement?
Statements to be transferred in 2014 – 2015
• early years settings to school (including where the child remains at the same institution);
• infant to junior school• primary to secondary school;• secondary school to post-16 institution
or apprenticeship; • mainstream to a special school or vice
versa.’ 6.7 SEN Reforms Transitional Guidance
SEND Reforms 2014
Education, Health and Care Plans
Who can apply for an Education,
Health and Care Plan?
SEND Reforms 2014
Education, Health and Care Plans
Who can apply for an Education, Health and Care Plan?
• Parents• Young people over the age
of 16 and under 25• A person acting on behalf of
school or post-16 institution (should be with the knowledge and agreement of the parents and young person)
SEND Reforms 2014
Education, Health and Care Plans
How many weeks will it take to get
an Education, Health and Care
Plan?
SEND Reforms 2014
Education, Health and Care Plans
20 weeks. This is a reduction from 26
weeks for a statement.
Detailed pathway to be sent out.
SEND Reforms 2014
Education, Health and Care PlansHow do I apply for an Education, Health and Care Plan?
SEND Reforms 2014
Education, Health and Care Plans
“The Education, Health and Care needs assessment should not be the first step in the process, rather it should follow on from planning already undertaken
with parents and young people in conjunction with an early years
provider, school, post-16 institution or other provider.”
SEND Reforms 2014
Education, Health and Care Plans
What kinds of information will be in the Education, Health and Care
Plans?
SEND Reforms 2014
Education, Health and Care Plans
What is contained in an Education, Health and Care Plan?• The views, interests and aspirations of the child,
young person and their parents.• A description of Special Educational Needs (SEN)• The health and social care needs related to the
SEN or disability.• The outcomes sought for the child or young
person.• The special education, health and social care
provision required.• The name and type of school, maintained
nursery school or post-16 institution to be attended
• Details of a Personal Budget where it is requested.
SEND Reforms 2014
Preparing for AdulthoodWhat are the key elements to plan for young people in their preparation for adulthood?
• Higher Education and/or Employment
• Independent Living• Participating in society• Being healthy as possible in
adult life
SEND Reforms 2014
Education, Health and Care Plans
Where can I find out further
information about Education, Health and Care Plans?
SEND Reforms 2014
Where can I find out further information about Education, Health and Care Plans?
• Chapter 9 of Code of Practice.• Local Offer• Primary & Secondary SENCo
Forums• SENCo Cluster Trainings• Individual support from the
SEN Team, Educational Psychologists and Specialist Teaching Team
Education, Health and Care Plans
SEND Reforms 2014
Feedback from familiesFor me it was really straightforward and simple. Very easy. My friend went through the previous system and I thought it was going to be awful.
This is the best meeting I have ever been to.All of the points of concern were covered: DadI was worried it would be going over the past again and I was really pleased it was focusing on the future: Mum
SEND Reforms 2014
Quotes from SENCOs• The family centred and child centred nature of the MSPs and
EHCPs is fantastic, and will I'm sure change the focus of how we make provision for children, and give parents ownership, break down barriers etc
• The very positive aspects of the plans are the contributions they facilitate from young people. I have been stunned by the detail and perceptiveness of my students in analysing their own needs and for me this is by far the most positive thing about the EHCPs so far.
• I am sure there will be lots more issues as we trial the plans but my verdict is despite the workload they are definitely worth it, a huge improvement and a much more holistic way of working with young people. Thank you to everyone for their support so far.
SEND Reforms 2014
Education, Health and Care Plans
Chapter 10:Children and young people in specific circumstances
• Looked after children (LAC)• Care leavers• Children and young people with SEN and social care needs• Children and young people educated out of area• Children and young people with SEN who are educated at
home• Children and young people in alternative provision• Children and young people who have SEN and are in hospital• Children and young people in youth custody• Children of service personnel
SEND Reforms 2014
Chapter 11 Resolving disagreements
Dave McCormickEducation Officer, SEN & Transport
SEND Reforms 2014
Principles for the early resolution of disagreements
• All decisions about provision should be made jointly by all parties, using a person-centred approach.
• Relations between the 3 agencies and parents and young people should be marked by open communications.
SEND Reforms 2014
• Local Authorities must inform parents and young people re resolution and mediation services re all 3 agencies including details of appealing to Tribunal; through the Local Authority’s Information, Advice and Support Service (SENDIASS) – see Chapter 2 of the CofP.
SEND Reforms 2014
Question 1
Are schools exempt from parents or young people taking an appeal to the Tribunal against them?
SEND Reforms 2014
Question 1 Are schools/colleges exempt from parents or young
people
taking an appeal to the Tribunal against them?
FALSE
Schools must meet every disabled student’s needs -Equality Act (2010)
And be ready with supporting overarching policies along with individual student information and supporting data, to evidence this should a disability discrimination claim be lodged with Tribunal.
SEND Reforms 2014
Question 2
What’s the difference between disagreement resolution and
mediation?
SEND Reforms 2014
Q2 What’s the difference between disagreement resolution and mediation?
Disagreement resolution arrangements apply more widely
to a range of provision disputes for students with SEND (with
Or without an EHC Plan) which can arise between parents,
young people the school and the Local Authority.
Mediation arrangements – when parents and young people
are considering appealing to the Tribunal about:• The special educational element of an EHC Plan • EHC needs assessments.• The health and / or social care elements of an EHC Plan.
These independent services must be free of charge to
parents and young people and be contracted in.
SEND Reforms 2014
Q3 Disagreement resolution service or mediation services?
Which will support a family or young person if they have concerns about
Issue of dispute:
• Overall school provision.
• Provision for individual CYP including those with SEND but no EHC Plan in place.
• Disability discrimination claim.
SEND Reforms 2014
Q3 Disagreement resolution service or mediation services?
Which will support a family or young person?
Issue of dispute:• Overall school
provision.• Provision for individual
CYP including those with SEND but no EHC Plan in place.
• Disability discrimination claim.
Mechanisms for resolving issues:• Disagreement resolution service.
• Disagreement resolution service and where an EHC Plan exists, access to Mediation Services which may lead to an appeal to Tribunal (dispute around Sections E, H and C of the plan.
• Disagreement resolution service followed which may lead to an appeal to Tribunal
SEND Reforms 2014
Complaints procedures
All state-funded schools are required to have a procedure in
place to deal with complaints and to publish details of their
procedure. Governing bodies play a key role in ensuring that
everyone is treated fairly, is given the chance to sate their
case, is given a written response including a rationale given
for any decisions made in relation to the complaint lodged
and informed of their appeal rights.
If still dissatisfied at the end of this process, parents and
young people can approach the DfE’s School Complaints Unit
to seek redress.
SEND Reforms 2014
Chapter 3 Working together across education, health and care for joint outcomes
Jess HaslamHead of Disability and SEN
SEND Reforms 2014
The Children and Families Act 2014The Care Act 2014
• Co-operation between children and adult services
• LA should ensure integration between education, training, health and social care provision
• LA & CCG must make joint commissioning arrangements
SEND Reforms 2014
Health and Social Care
• Separate sections for health and social care professionals to complete re assessment of need and provision in the EHCP
• Tell it once approach: My Support Plans and EHCP can be on chapter of a Family Early Help Assessment
• Aim to coordinate reviews
SEND Reforms 2014
Health & educationQ 1 Fill in the missing words
• Schools and post 16 settings can also be _________ in their own right. Schools have a notional SEN budget and many schools will _________ services such as SaLT
• The school’s _____________ must ensure that arrangements are in place to support pupils at school with medical conditions
SEND Reforms 2014
Health & educationQ1 Fill in the missing words
• Schools and post 16 settings can also be commissioners in their own right. Schools have a notional SEN budget and many schools will commission services such as SaLT
• The school’s governing body must ensure that arrangements are in place to support pupils at school with medical conditions
SEND Reforms 2014
Question 2How does a Family Early Help Assessment (FEHA) link to an
Education, Health and Care Plan or My Support Plan?
SEND Reforms 2014
Question 2How does a FEHA link to an Education, Health
and Care Plan or My Support Plan?
Tell it once approach:MSP or EHCP become a ‘chapter’ in a FEHA•Need to inform Children’s Advice and Assessment team of MSP. NB need parent permission. [email protected]
Or call the front door on 551900 and ask for the children's advice team
SEND Reforms 2014
Personal Budgets
• A Personal Budget is an amount of money identified by the LA to deliver provision set out in an EHCP, where a parent or yp is involved in securing that provision (9.95)
• CYP with an EHCP and their parents have a right to request a Personal Budget
SEND Reforms 2014
Question 3True or false?
The introduction of personal budgets will mean that schools and colleges will lose control of their funds and make parents
or young people do the job of specialists.
SEND Reforms 2014
Q. 1 The introduction of personal budgets will mean that schools and colleges will lose control
of their funds and make parents or young people do the job of specialists.
• It will not include any funding from a school or a post-16 provider’s delegated budget without the formal agreement of the provider.
Schools myths and facts
• If agreed, likely to be a notional budget
SEND Reforms 2014
Education PB
• Any provision to be delivered on education premises must have agreement from the setting
• LA may be unable to disaggregate funding that is currently supporting provision of services
• High needs budget cannot be used for PB without school/ provider agreement
SEND Reforms 2014
Chapter 4 Local Offer
Lisa AbelSEN Manager
SEND Reforms 2014
Local Offer
The Local Offer must include information about: (CoP: 4.30)• Special educational, health and social care provision for children and
young people with SEN or disabilities• Details of how parents and young people can request an assessment
for an EHC Plan• Post-16 education and training provision• Arrangements for travel• Childcare• Leisure activities• Arrangements for resolving dispute disagreements and for
mediation• Accessibility strategy
What is the local offer?
SEND Reforms 2014
Parents co-wrote the offer
They wanted it to be
They wanted it to help people
SEND Reforms 2014
Engaging parents & young people
SEND Reforms 2014
Engaging parents & young people
The information is easy to find and
easy to read.
I like the use of subheadings.
I would like to look at this with my
family .
It would be better with more pictures and if it read it for
you.
I would like to see links to each of the secondary schools.
SEND Reforms 2014
SEND Reforms 2014
Summary
The biggest change in special education in 30 years: education, health and care planning
SEND Reforms 2014
SEND Reforms 2014
Any Questions?
