What Do Schools Need To Know……………..?

The Numbers.....

2.836

8,100,000

1,530,90018.9

9,63030,820 64

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In 2006 the Education Select Committee described the SEN system as ‘not fit for purpose.’ This led to five separate inquiries conducted between 2007 and 2010 including the Lamb Inquiry: special educational needs and parental confidence.

In March 2011 the Government published the SEN Green Paper that promised the ‘biggest reforms to SEN in 30 years.’ It was not until 15 May 2012 that the Government issued their response to the SEN Green Paper.

On 4 February 2013 the Government issued the Children and Families Bill, Part 3 of which would cover the new legal duties for children with SEN in England.

On 13th March 2014 the Children and Families Act gained royal assent and is due to be implemented in September 2014.

Background

Key principles of the Children and Families Act The Act promotes the participation of parents in decision-making about SEN.

The Act focuses on outcomes and improving progress for children and young people with SEN.

The Act requires a joint approach across all agencies; education, health and social care will be required to cooperate at a local level to meet a child’s needs.

Changes in Assessment and Planning Statements will be phased out from September 2014 and will be replaced by Education, Health and Care Plans.

EHC plans will extend from birth to 25.

School Action and School Action Plus will be replaced by SEN support.

Academies will be covered by the same statutory requirements as maintained schools.

What schools need to know 1. Identification The C&F Act 2014 s.20 defines a child or young person as having a special educational need when they have either a learning difficulty or disability and they need special educational provision (SEP) to be made for them. SEP is defined as any education or training provision that is additional to, or different from that made generally for others of the same age in mainstream schools.

Behaviour, Emotional and Social Difficulties has been replaced by Social, Emotional and Mental Health.

What schools need to do • Review the school’s current SEN register and provision.

• Ensure that all children on the register are receiving support that is additional to or different from others nationally in mainstream schools or post 16 institutions.

SEND SA+ Profile School A

BESD 44.4%

MLD 44%

SPLD 4%

SLCN 0.6%

ASD 2%

Other 5%

SEND SA+ Profile National

BESD 33.2%MLD 24.3%SpLD 17.3%SLCN 7.1%ASD 4.9%Other 13.2%

Identification

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SENCO

teaching assistants

What schools need to know:

2. One single category for SEN School Action and School Action Plus have now been removed and have been replaced with ‘SEN Support.’ It is up to the school how it organises this support, but the draft Code recommends a graduated approach and a cycle of action that includes: Assess – the child or young person’s needs.Plan – what you need to do. What provision is needed and what will the outcome be?Do – put the provision in place.Review – the difference that the support has made. What schools need to do: • Review the school’s current support and interventions. • Is there a graduated approach to support? • Do interventions follow the cycle of assess, plan, do, review?• Focus on outcomes

Best 8 inc. Eng & Maths showing spread by SEN

Progress by SEN type

Progress by subject

Progress of the individual

English

What schools need to know:

3. Targets and individual plans for students with SEN There is no mention of IEPs (Individual Education Plans) within the draft Code of Practice. However, schools are still required to keep clear records of a child’s SEN, the provision put in place for them and the difference that support will make. If schools have a successful record keeping system for students, they may choose to retain their current format.

There is now more flexibility for schools to record support, outcomes and progress in a way that they think would most benefit students. Progress must be reviewed at least termly with the class teacher and parents, with support from the SENCO. What schools need to do: • Review your current format for record-keeping and individual plans for students with

SEN. • Share the outcomes of support with parents at least termly.

Evidence Based Interventions

Greg Brooks, What works for Children with Literacy Difficulties, 4th Edition

What schools need to know:

4. The Local Offer and the SEN Information Report There is now a duty on Local Authorities to identify, collate and disseminate information about locally available provision which can be accessed, through a clear website, by all stakeholders. Expertise available within a school setting should be included within the Local Offer, to make best use of local expertise. Under the C&F Act 2014 s.69 the governing bodies of schools and nurseries, including academies, must publish an SEN information report. This is likely to include details of expertise available, the school’s approach to SEN, how it accesses outside agency support and admission arrangements for children with SEN.

What schools need to do: • Plan the development of our SEN information report ready for posting on your website.• Take the opportunity to review the balance of our provision. Does it cover the four

areas of SEN?① Communication and Interaction② Cognition and Learning③ Social, Emotional and Mental Health,④ Sensory and/or Physical needs

Four Key Areas of

SEN

Cognition & Learning

Dyscalculia

Visual Impairment

Hearing Impairment

Speech, Language and Communication

Needs

Autistic Spectrum Disorders

OCD

Attachment Disorders

Dyslexia

Sensory & PhysicalSocial, Emotional & Mental Health

Communication & Interaction

Balanced Provision

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BESD 31.7%

MLD 23.3% SpLD 17.3%

SLCN 8% ASD 5.8% PD 2.6% HI/VI 3.9% Other 7.10.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

SEND SA+ National Profile Secondary Schools

SEND SA+ National Profile

Four Key Areas of

SEN

Cognition & Learning

OCD

Sensory & Physical

Social, Emotional & Mental Health

Communication & Interaction

Provision in Reality

Four Key Areas of

SEN

Cognition & Learning

Primary Trained Teacher

PD Teaching Assistant

Occupational Therapist

SLCN TA

Speech and Language Therapist

Clinical Psychologist

Counselor

Dyslexia Teacher

Sensory & PhysicalSocial, Emotional & Mental Health

Communication & Interaction

Balanced Provision

Cognition & Learning

Moderate Learning

Difficulties

Dyslexia

Balanced Provision

Individual

Group

Classroom

What schools need to know:

5. Leadership of SEN “Teachers are responsible and accountable for the progress and development of the students in their class, even where students access support from teaching assistants or specialist staff.” (Draft CoP 6.5) The draft Code of Practice places responsibility for SEN in the hands of class teachers. The draft Code says that SENCOs are particularly effective when they are a member of the school’s leadership team, although there is no legal duty on schools to place the SENCO on SLT. Under the C&F ACT 2014 s.66 governing bodies of schools must use their ‘best endeavours’ to secure that special educational provision (SEP) is made for a student that needs it. This is a direct legal duty on them as a body. What schools need to do:

• Ensure governing bodies are aware of their legal duties.• Provide training for staff on the Code of Practice and ensure they are aware of their

responsibilities for students with SEN.• Ensure SENCOs work strategically, alongside teachers and departments to improve

outcomes for students with SEN.

The UK Spectrum of SEN…

5 key SEND categories for mainstream teachers:

• autism spectrum disorders (ASD);• dyslexia or specific learning difficulties (SpLD);• speech, language and communication needs (SLCN);• Behavioural, Emotional and Social Difficulties (SEMH

from Sept 2014);• moderate learning difficulties (MLD).

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Matching Exercise

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SEN Type Can find it difficult to…

It can help to…

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SEN Can find it difficult to: It can help to:

Speech, Language & Communication Needs (SLCN)

• Communicate with others• Understand what is said to them• Form words and construct sentences

• Explain words that are ambiguous• Enable pupils to see what you say• Offer scaffolding e.g. sentence starters

Specific Learning Difficulties such as Dyslexia(SpLD)

• Hear and analyse the sounds within words• Recall verbal instructions• Process verbal information

• Keep instructions clear, short and simple• Display key subject vocabulary and refer to

it• Limit copying from the board

Autistic Spectrum Disorders(ASD)

• Engage with others and make friends• Engage in imaginative play & activities• Understand jokes, sarcasm and body

language

• Build tools for routine such as timetables, signals for change

• Use noise reduction techniques such as visual volume systems

• Take care with pupil grouping

Social, Emotional and Mental Health(SEMH)

• Overcome issues of trust with peers and adults

• Manage high levels of anxiety effectively• Function in group situations

• Plan well-paced tightly focused lessons• Use a seating plan• Ensure behaviour policies are transparent,

frim and fair

Moderate Learning Difficulties(MLD)

• Mix with their regular peer group• Acquire basic skills in reading, writing and

numeracy• Apply their learning to new situations

• Keep written tasks short and structured• Keep instructions clear and simple• Provide a multi-sensory approach to

learning

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Additional Considerations for Governors

• We are seeing an increase in children with physical and sensory needs attending the school. These include children requiring 1-1 due to health and safety.

• LPA is taking on increased responsibility and has also contributed significantly to the work of the wider school system.

• TEK and SHA reduced days.• DB £18,000 statement on top of notional funding requires 1-1 upport.• Replacement of DP rejected.