THE NEW SEND FRAMEWORK Brian Lamb OBE

From this…..?

Welcome to Special Educational Needs and

Disability Maze

School Action School Action Plus

Statements

IEP’s

Health and Social Care second exit on the right

To this….?

Joined up Services

With a little of this…?

What is driving the Reforms?

Greater focus on Outcomes in SEN:

“The leaders of early years settings, schools and colleges are responsible for establishing and maintaining a culture of high expectations: a culture that expects those working directly with children and young people with SEN to include them in all the opportunities available to other children and young people; to facilitate their participation; and to ensure that they achieve well.”

Draft Code of Practice

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The Achievement Gap• Early Years- 23% of those with SEN achieved a good

level of development at Early Years Foundation Profile for 2011/12. This compared to 68% for all other children (A GAP of 46%)

• 66% of those with SEN made the expected level at KS1 in maths compared to 97% of all other pupils ; 46% of those with SEN made this level in writing compared to 93% of all other pupils

• At KS2 42% of pupils with SEN achieved the expected level in English and maths in 2011/12 (this compared to 91% with no SEN)

• KS4- 22% of pupils with SEN achieved expected Level 2 including English and maths, compared to 69% with no SEN

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What is Driving the Reforms?

Greater Parental Involvement and Choice:

“Parents have statutory rights to contribute to the decision making process about their child’s education including in relation to assessments of SEN, provision for SEN, and the way that support is provided for SEN. Young people over 16 also have these rights.”Draft Code of Practice

It’s about changing the culture of Provision!

THE LOCAL OFFER Changing the culture of provision

Governments View

Edward Timpson SEN Minister Jan 7th

“The local offer would enable families to see readily what they can expect from mainstream services across education, health and social care; how to access more specialist support; how decisions are made including eligibility criteria for accessing services, where appropriate; and how to complain or appeal.

Local authorities would be required to involve local children, young people and families in developing their local offer to take account of their needs and aspirations.”

Local Offer aims• To make provision more responsive to local needs and

aspirations by directly involving children and young people with SEN, parents and carers, and service providers in its development and review

• To provide clear, comprehensive and accessible information about the support and opportunities that are available

Local Offer• Sets out what families can expect from local services

and eligibility criteria and/or thresholds for accessing services

• What services are available to support those without Education, Health and Care Plans, including what children, young people and parents can expect schools and colleges to provide from their delegated funds

• What specialist support is available and how to access it and to give details of where parents and young people can go for information, advice and support.

ADDITIONAL SEN SUPPORTWhat replaces school action and school action plus?

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“THE CULTURE OF SCHOOLS IS STILL TO FOCUS THE BEST TEACHERS ON THE THOSE CHILDREN WITH HIGHEST ABILITIES… HOWEVER WE ALSO NEED THE BEST TEACHERS AND BETTER TARGETED RESOURCES TO THOSE MOST IN NEED”

Lamb Inquiry

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SEN Schools should;

• ensure that parents of children are fully engaged, consulted and informed and agreement is reached on how the child’s needs will be met;

• ensure that the child or young person is fully engaged, consulted and informed and agreement is reached on how their needs will be met;

• there should be a plan that focuses on what outcomes are expected and the support that the school, college and any relevant agencies will provided.

Graduated Response-Implementation Issues

School Action and School Action Plus going-Schools will need to think about;• Working with teacher and SENCO to establish if there is an

SEN need-linked to progress and attainment measured against peers, views of parents and child taken into account

• Reviewed against further progress following the interventions which have taken place

• Involvement of specialist support if there is no progress, differentiated provision and provision mapping

• Consideration of a Plan depending on need and continued lack of progress

In short rigorous quality first teaching and early intervention

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School Offer School have to provide parents with information on;

• How the school identifies, assesses and provides for pupils with SEND-including how the school evaluates the effectiveness of its provision for such pupils.

• How the School assesses the progress of pupils with special educational needs

• The name and contact details of the SEN co-ordinator• The expertise and training of staff • Equipment and facilities to support children and young people• The role played by the parents of pupils with special educational needs• How to make complaints

Parental Involvement improves Outcomes

“Parental involvement in the form of ‘at-home good parenting’ has a significant positive effect on children’s achievement and adjustment even after all other factors shaping attainment have been taken out of

the equation.”(Desforges 2003.)

“The empirical evidence shows that parental involvement is one of the key factors in securing higher student achievement and sustained school performance”

(Harris and Chrispeels 2006.)

Parental involvement programs work but need to be whole school, sustained, focused on aspirations and support learning.

(Goodhall, et el. 2011, Gorad 2012)19

SCHOOLS OFFER What do schools need to do?

Regulations Overview• identifying children and young people with SEN and assessing their needs;

• assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review;

• supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society;

• adaptations to curriculum, teaching and the learning environment and access to ancillary aids and assistive technology;

• securing expertise among teachers, lecturers or other professionals to support children and young people with SEN;

• assessing and evaluating the effectiveness of the provision they make for children and young people with SEN;

• enabling children and young people with SEN to have access to facilities and extra-curricular activity available to all children in the setting;

• supporting and improving emotional and social development, including extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying.

THE TEMPLATE FOR THE SCHOOLS OFFERHow to evaluate your offer for SEN and meet the requirements.

Requirement What schools should be looking at

What to take into account 1. Our school’s response to the key questions

2. Analysis of our provision and its impact

What might we say to parents about our provision and its impact

School Ethos for SEND (non- statutory)

Schools could describe here the ethos of the school’s inclusions policy and how it applies to SEN. The aim would be to ensure that parents felt that their children would be welcome and have a sense of how the overall school ethos contributes to better outcomes for their child.

While not required by the legislation, it is helpful to summarise at the start of the document the school’s overall approach to SEND and its approach to some key documents such as the home school agreement, admissions policy and any other key information.

Partnership Ethos with the School

1. The arrangements for consulting parents of pupils with special educational needs.

Is there a clear policy in place on the involvement of parents? What opportunities are there for parents to have structured conversations with teachers about progress?

Parents’ role on Governing Body, role of SEN Governor and how the school is going to involve parents more generally. SEN policy consulted on and easily available. Relevant Policies: Code of Practice sections on parental and young person’s involvement; guidance on role of school governors. Access to structured conversation training/AfA approach.

Resources • http://www.education.gov.uk/childrenandyoungpeople/sen/

a0075339/sengreenpaper• http://www.education.gov.uk/a00221161/children-families-bill• http://www.afa3as.org.uk/ • http://webarchive.nationalarchives.gov.uk/20091207163458/

dcsf.gov.uk/lambinquiry/ • http://www.education.gov.uk/complexneeds/ • http://www.sendpathfinder.co.uk/ • http://www.official-documents.gov.uk/document/

cm84/8438/8438.pdf• http://www.education.gov.uk/schools/pupilsupport/sen/

a00209601/send-materials-advanced• http://educationendowmentfoundation.org.uk/toolkit/