SEND Reforms 2014

SEN Reforms

Roles and responsibilities for schools,

further education settings

and outside agencies

Martin Smith: Head of Specialist Teaching & Advice, Dorset LA

Why do we need reforms?

DfE / DoH Vision

Changing the culture

• a change in the law isn’t enough. It must go hand in hand with a change in culture to make a real difference.

• We know that just under a third of young people with statements at 16 are not in education, employment or training at 18, compared to 13% of their peers. Employment rates for those with learning difficulties are much lower still, at less than 10%.

• The 2011 National Audit Office report into special education for 19- to 25-year-olds found that supporting a person with a learning disability into work could lift their income by between 55 and 95%.

Children’s Minister: Edward Timpson,

December 2013

Ministerial Statement

• It could also cut lifetime costs by around £170,000. And if they can also be supported to live semi-independently rather than in residential care, these costs could drop by around £1 million. Not only improving outcomes and cost effectiveness of provision, but also yielding sizable savings in the toughest of financial climates.

• The move to a single 0 to 25 system, with local authorities having a bigger role in funding post-16 provision, aims to encourage closer working between services. But I appreciate that it’s taking time to bed in.

Children’s Minister: Edward Timpson,

December 2013

Ministerial Statement

• So there won’t be any overnight switch to the new system. We’re instead looking at a gradual changeover that happens at a manageable pace and maintains high-quality support throughout.

• Which is why I’m clear that existing statements and learning difficulty assessments will retain their legal force until all children and young people have moved to the new arrangements.

Children’s Minister: Edward Timpson,

December 2013

Changes in the new Code

• Now covers 0-25 age range

• Clearer focus on the views of children and young people and on their role in decision making

• Guidance on joint planning and commissioning of services to ensure closer cooperation between education, health and social care

• A coordinated Education, Health and Care (EHC) Plan will replace statements and Learning Difficulty Assessments (LDAs)

• There is new guidance on the support pupils and students should receive in education and training settings

• Greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

Underpinning principles

1. Involving children, parents and young people in decision making

2. Identifying children and young people’s needs

3. Greater choice and control for parents and young people over their support

4. Collaboration between education, health and social services to provide support

5. High quality provision to meet the needs of children and young people with SEN

6. Supporting successful preparation for adulthood

The SEN Code of Practice 0-25 Years

• FE Colleges and Sixth Form Colleges must have regard to the Code.

• Covers provision for young people with SEN (which FE Colleges might describe as learners with learning difficulties or disabilities up to age 25.

• Covers students across all levels (pre-entry to Level 3)

Guidance from the new Code

• Colleges should be ambitious• Colleges must use best endeavours so that these YP

have access to wide range of study programmes to achieve good life outcomes.

Code: Identifying SEN

• Colleges should draw on previous assessments and other information from student’s former school/setting

• Should also discuss with the YP and his/her family what needs the student has and what additional support might be required.

• Colleges may wish to undertake their own assessments to assess suitability for different study programmes.

Code: SEN Support

• Colleges should have access to specialist skills to support the learning of students with SEN when required, either through partnerships or by employing practitioners to help students with SEN to progress.

• There is no legal duty on colleges to have a SENCO but they should ensure there is a named person in the college to oversee and coordinate SEN support

• Specifically, Colleges should consider offering study programmes such as Supported Internships and Traineeships to support YP into paid employment.

• At all levels, students should be supported to achieve successful transition into adult life.

Code: SEN Support• Colleges must enable all students to access learning.• Colleges should work in partnership to raise

aspirations of young people, their families and staff (the partnership is likely to involve other colleges, schools, voluntary sector, local authority and employers).

• Preparing for employment could involve working with local employment agencies, employers, job coaches and Supported Internships for those with EHC Plans.

• Colleges should also help students to develop work related skills such as presentation and social skills, independent travel and the use of assistive technology.

Code: SEN Support

• They should also work to support students who wish to set up their own business in adult life.

• Colleges have a duty to secure independent, impartial careers advice for students aged 16-18.

Code: Requesting a particular school, college or other institution

• Parents and young people have a right to request a particular placement of the type to be named in their EHC Plan:

• Maintained nursery school• Maintained school, academy or free school

(mainstream or special)• FE or sixth form college• Independent school or independent specialist

colleges (where approved by Sec of State and published on a list available to all parents and young people).

Code: Requesting a particular school, college or other institution

• If a parent or young person makes a request for a particular placement as above, the LA must comply with that preference and name that school or college on the EHC Plan unless:

– It would be unsuitable for the age, ability, aptitude or SEN of the child/young person

– The attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources.

Code: Requesting a particular school, college or other institution

• The LA must consult the governing body, principal, proprietor of the school or college and consider their comments very carefully before naming them on the EHC Plan, sending them a copy of the draft Plan. If another LA maintains the school, they, too should be consulted.

• The school/college must respond within 15 days.• Once named on the Plan, the school/college must

admit the child/young person.

Code: Dual placement

• Where appropriate, a young person with an EHC Plan can attend a dual placement at an institution within the FE sector and a specialist post-16 institution.

• The LA must work with the young person, post 16 providers and independent specialist colleges to commission such placements.

Code: Taking reasonable steps for inclusion

• The code suggests:• Involving staff from the college’s learning support team in school

based transitional reviews• An orientation period during the summer holidays, so the

student can find his/her way around the campus and meet LS staff

• Opportunities to practise the travel arrangements• The development of an individual learning programme outlining

longer term goals covering all aspects of learning and development

• Supported access to taster sessions in year 1• Staff development work to ensure everyone understands the

student's broader needs and communication needs.• Use of expertise in access to technology• Courses usually covered in one year to be planned over two

years to meet the young person’s learning needs.

Personal budgets

• A PB is an amount of money identified by the LA to deliver some or all of the provision set out in the EHC Plan.

• Parents and young people can have a say in how this is spent and can control elements of their support.

• LAs must consider a request made by parents and young people for a personal budget.

Personal budgets

• The provision to be delivered through a personal budget will be set out as part of the provision specified in the EHC Plan.

• The plan must also set out the details of the needs and outcomes to be met by the budget

• The personal budget can include funding from education, health and social care.

• Transport is one element of PB – DCC now looking at Personal Travel Budgets – work ongoing

• Personal Health Budgets – in planning – to be signed off for pilot group next week

• [Lyn Frith – DCC Interim SEN Strategic Lead]

The Local Offer

What is it?

The Local Offer will provide information about the provision available to children and young people with special educational needs in the area.

The Local Authority has to keep its provision under review and will use the Local Offer to check for gaps.

The Local Authority will listen to families about what needs to be included in the Local Offer, so that parents and young people understand where to go for a service or support.

The Local Offer

Why do we need it?

• So that parents and young people can see what services are available in their area.

• To explain how to access these services.• To make sure parents and young people understand

what is ‘out there’ and what they can expect in terms of provision from birth to 25, across education, health and social care.

The Local Offer

• Dorset, Bournemouth and Poole LAs will develop and publish the Local Offer, showing all the FE providers

• Work is ongoing to develop the LO with a view to an initial version being available from September 2014.

• It will help in the development of the LO if special schools, mainstream schools and colleges all have clear information on their websites about what they offer for students with SEN.

• What can a student expect to experience if they access your services?

Partnership working between LA, agencies and Providers

• DPCC taking an active role in supporting change• Linda Wyatt (DCC Senior Advisor – work on

curriculum audit re SEN at FE, QA and monitoring role – to provide challenge and support)

• Lanie Graham, Kelly Lambert, Margaret Judd and teams advising / supporting on FE funding arrangements

• SEN Caseworkers (see list in delegate pack) assigned to each school/college

• Pilot work for Educational Psychologists in transition/FE settings

• Scope for LA to support networking arrangements

Ombudsman Complaints: Summary March 2014

[See delegate pack – Local Government Ombudsman Report – learning lessons from complaints -SEN: Preparing for the Future]

‘Where things go wrong’• An example of poor transition planning and errors in

holistic assessments.

Going forward… Key themes

• Young person and family having a role in decisions which affect them

• Greater collaboration, joint planning and joint commitment to delivery

• Greater focus on support to enable those with SEN to succeed in their education

• Greater emphasis on support for successful transition to adulthood and employment

Final message

Outcome from the SEND Reforms:

Students need to be ‘work ready’

Delegate Packs

• Copy of slides• List of SEN Caseworkers / contact details for your

area• SEND Reforms ‘Readiness Checklist’ for you to

consider with your team and adapt as you see fit.• Where things go wrong – an example of poor

transition planning – Ombudsman Report 03/14• SEND Pathfinder Information Pack –Preparing for

Adulthood – Case Study examples of work carried out across England

• EFA Funding Letter• Sample EHC Plan – Under Development – Draft only

SEND Reforms 2014

SEN Reforms

Roles and responsibilities for schools,

further education settings

and outside agencies

Martin Smith: Head of Specialist Teaching & Advice, Dorset LA