Preparing For Change New - PowerPoint Presentation

Slide1

Preparing

For Change

New

SEN legislation

and

what this means for the strategic management of schools and front line teaching staff

Slide2

Arrangements for Day

Time

Area of Work

9:00-10:40

 

 

Welcome and overview of new Code of Practice

The implications of the new SEN Code of Practice for schools

:

SEN paperwork, including SEN register and SEN Policy – what to keep, what to review

The

Graduated Response

Key features

What it will look like in schools

Implications for staff

What will it look like for pupils and parents

11:00

– 12:00

Working with external professionals in light of new code

12:00-12:30

Presentation of SENCo National Awards- Cohort 4

Lunch

12:30-13:15

(lunch not provided – sandwich van will be on site)

Workshop 1

13:15-14:15

Choice of Workshop from

list [NPH]

Workshop 2

14:20-15:20

Choice of Workshop from

list [NPH]

15:30 – 15:40

Independent Support programme [NPH] -

Tina Barton 

15:40-16:00

Question and Answer session in

Hall [NPH]

Slide3

Code of Practice Overview

Pat Bullen

Slide4

New School Year… new developments in SEN

All Change..

Really??

Slide5

Strong

teaching and

learning;

Well-designed

curriculum;

Pace

of lessons

adjusted to

reflect how children and young people are

learning; Differentiated language and tasks to support learning;Accurate assessment and identification – moderation tasks; Clear routes to gain specialist support ;AMBITION

Building on Best Practice- Need for….

Slide6

Principle of early

identification;

Awareness of “What Works”;

Record of support- Provision Mapping;

Increasingly personalised approach to support and target setting

;

Effective deployment of TAs;

Clear

expected outcomes- linked to research;A thorough evaluation of the impact of additional provision (including staff & alternative provision) Building on characteristics of effective practice underpinning mainstream school SEN provision

Slide7

6.8

They

must

have due regard to general duties to promote disability equality.

6.9

All

schools have duties under the Equality Act 2010 towards individual disabled children and young

people.

They

must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage.Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations. Still have statutory framework to consider – Equality Act 2010

Slide8

The new arrangements and you

…Some philosophical changes

There is:

Acceptance that just because a pupil is not working at age related levels doesn’t mean they have SEN

A stronger view that all teachers have the responsibility to identify pupils’ needs, planning their support and take responsibility for their

progress

View

that primary response to identified need is through adjusting and strengthening QFT

Move away from a culture of “hours of support”

Cultural shift away from target setting and greater focus on shared outcomesThe assumption that parents and pupils are actively engaged in decisions about the desired outcomes and how to achieve these - “Control and Choice

”

Emphasis on preparation for adulthood

Slide9

Mandatory requirement to have a “School/ Core Offer” on website

Answers to those common questions parents might want to know

Example

of one school’s

“offer”

page:

http://www.camberwellpark.manchester.dbprimary.com/manchester/primary/camberwellpark/site/pages/ourlocaloffer

What’s Out…..

Slide10

6.55

Parents should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps

.

What targeted interventions their child is having

What is that intervention addressing

How is it delivered

Expected outcomes

Might you still want to have something on your website that describes the interventions and their impact?

Keeping parents informed:

Slide11

SEN Systems and Structures

Slide12

6.74

Must include

information about:

•

the kinds of

special educational needs that are provided

for

•

policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools) •

arrangements for

consulting parents

of children with SEN and involving them in their child’s education

•

arrangements for

consulting young people

with SEN and involving them in their education

•

arrangements for

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

•

arrangements for 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 • the approach to teaching children and young people with SEN • how adaptations are made to the curriculum and the learning environment of children and young people with SEN

SEN Policy

Slide13

General:

admission

of disabled

children

the

steps being taken to prevent disabled children from being

treated less favourably

than

others

the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to improve access progressively over time Data: What you have had in place to support pupils with SEN- IMPACT

Value for money

TREND:

•

how children and young people with SEN are

enabled to engage

in activities available with children and young people in the school who do not have SEN

•

support for improving

emotional and social

development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent

bullying

•

how the school

involves other bodies

, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families TRAINING: and DEVELOPMENTS:the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured evaluating the effectiveness of the provision made for children and young people with SEN SEN Report – Key areas-

6.2

Slide14

SEN Register

– no major change – Emotional, Social and Mental Health

- Decide on clear criteria for placing on register

- Include criteria in “identification” part of policy

Changes to SIMs - category

- graduated response

SEN Register

Slide15

6.20

Slow

progress and low attainment do not necessarily mean that a child has SEN and

should not automatically lead to a pupil being recorded as having SEN.

However

, they may be an indicator of a range of learning difficulties or disabilities.

Equally, it should not be assumed that

attainment in line with chronological age

means that there is

no learning difficulty or disability. 6.27 The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category.

Identification of Needs

Slide16

Schools to consider this

Needs to be included in policy – Identification /Assessment arrangements

Possible things to consider:

How far behind age expected levels is the pupil –[NC/ PIVATs] ?

In standardised assessments are they working below age expected levels – below SS 85?

Have they a recognised medical need – Down /ASD/ ADHD?

Have they a recognised social, emotional or mental health need [

G

oodmans

SDQ / Self Image Profile/ Boxall]Hearing- moderate hearing loss [40+ db]Criteria for placing pupil on the SEN Register?

Slide17

IEPs not

mentioned

- whole schools structure for targets in place and will continue

Advice

is

for

meeting 3 times a

year

Linked to parents evening – but longer appointment

Meeting led by teachers/ form tutor supported by SENCosFocus much more on expected OUTCOMES - progress towards better transition to adulthoodIEPs, Targets and Outcomes

Slide18

Min O'Hara The Lonely SENCO June 2014

25 YEARS

18 YEARS

14 YEARS

11 YEARS

7 YEARS

4 YEARS

OUTCOME

Target 1

OUTCOME

Target 2

OUTCOME

Target 3

OUTCOME

Target 4

OUTCOME

Target 5

OUTCOME

KS 4

KS 3

KS 2

KS 1

PRE

SCHOOL

Using OUTCOMES to plan an SEN Journey

Slide19

Outcomes – what are they

Min O'Hara The Lonely SENCO June 2014

SMART (usually*)

Focussed on the learner

Are not about the intentions of the teacher

Not limited to learning

Use action verbs – performance orientated

Typically written in the future tense

Tell us what

will happen (or is expected to happen) after a specified time period

Involve C&YP and their families

Reflect both shorter and longer term outcomes

Slide20

6.70

The views of the pupil

should

be included in these discussions.

6.71

A

record of the outcomes, action and support agreed

through the discussion should be kept and shared with all the appropriate school staff.

This

record should be given to the pupil’s parents. 6.75 The school should readily share this information with parents.

It

should be provided in a format that is accessible

(for example, a note setting out the areas of discussion following a regular SEN support meeting or tracking data showing the pupil’s progress together with highlighted sections of a provision map that enables parents to see the support that has been provided).

Record of Meetings

Slide21

Child:

 

 

 

Area of need

Support Given

Progress made

[Using NC levels / pre and post assessments/ RA / SA]

Is further support needed?

Baseline

Summative

Yes

No

Class:

1.

 

 

 

 

 

 

2.

 

 

 

 

 

Year:

3.

 

 

 

 

 

4.

 

 

 

 

 

Progress towards agreed Outcomes:

 

 

Signed

:

___________

 

 

 

 

 

[Teacher/ Form Tutor/

SENCo

]

 

 

 

Signed

:___________[Parent/ carer]    Date:_____________Additional Comments [Family and Pupil]:       Agreed CoP Stage: _________________________ 

Recording Family Engagement

Slide22

Graduated Response… much the same?

Slide23

Teachers are responsible and accountable for the progress and development of the pupils in their class

SEND Code of Practice – Major Emphasis…..

Slide24

are responsible and accountable for the progress and development

of

all

pupils in their class, even where pupils access support from TAs or specialist staff;

should

aim to teach them the full curriculum, whatever their prior attainment

;

Initial response to identified need is reviewing and adjusting QFT

m

ust differentiated for individual pupils who have or may have SEN. Additional intervention and TA support cannot compensate for a lack of differentiated teaching and support in class

T

A in class does not count as differentiation in itself

Will need to be aware of the LA expectations – what should be provided

Teachers…..

Slide25

6.39

This

information gathering

should

include an early discussion with the pupil and their parents.

These

early discussions with parents should be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parents’ concerns,

the agreed outcomes sought for the child

and the next steps.

A short note of these early discussions should be added to the pupil’s record on the school information system and given to the parents.6.43 However support is provided, a clear date for reviewing progress should be agreed and the parent, pupil and teaching staff should each be clear about how they will help the pupil reach the expected outcomes.

The School Process of

Identification

Slide26

6.19

The

first response to

lack of pupil

progress should be

high

quality teaching targeted at their areas of weakness.

Where

progress continues to be less than expected the class or subject teacher, working with the SENCO, should

assess whether the child has SEN. While informally gathering evidence (including the views of the pupil and their parents) schools should not delay in putting in place extra teaching or other rigorous interventions designed to secure better progress, where required.

6.20

All

those who work with children and young people should be alert to emerging difficulties and respond early.

Don’t Wait…..

Slide27

All teachers need to be aware of the targeted interventions used in the school, what needs they address and what the expected outcomes are

Support staff will have additional qualifications or training to enable them to

…. delivery

of evidence based intervention programmes

.

Staff need to ensure that skills targeted through interventions are utilised in class based learning

Additional to… different from….

Slide28

Graduated Response:

What will it look like for children and young people?

Additional SEN teaching

informs and supports

Quality First Teaching

Slide29

The Graduated Response – A Pathway

Slide30

Graduated Response:

What will it look like?

Additional

Personalised Support

[Linked to

P

at’s Comments]

PLUS….

PLUS….

Slide31

Cyclical Structure Through Graduated Approach:

Assess/

Re-assess

Plan/

Adjust - adapt plan

Do

Review

Class environment

Differentiation

“Aware and adjust”

Matching pupils needing additional support to evidenced based effective provision

Clear entrance / exit criteria linked to targeted interventions

Ensuring that all additional support is recorded

Ensuring that a monitoring and evaluation tool is linked to all targeted interventions

Observations

Information from Families

/

Pupils

School

tracking of pupil

progress

Pupil Progress meetings

School based informal and standardised assessment – identifying specific needs and

level

of needs

Ensure monitor

the progress of

pupils with SEND on

a regular

basis

S

how if support has been effective

in increasing the rate of progress and ‘narrowing the gap’ for identified

pupils

R

eview

support arrangements regularly with regard to their impact on pupils

’ agreed longer term outcomes

Ensure additional or different provision

is given consistently , over short time and then reviewed

Ensure that taught skills are brought back into the classroom

Ensure that staff delivering the intervention are trained and confident

Ensure that communication systems are in place to enable support and teaching staff/

SENCo

to be aware of focus of additional support and on-going outcomes

Slide32

The

graduated approach:

Questions to consider as a staff

Assess

Plan

Do

Review

Are we all aware of LA expectations for supporting pupils with SEN/D ?

Are we aware of evidenced based interventions that successfully address identified needs?

Have we evidence that with these arrangements

in place

pupils in our school increase

their progress and raise their attainment

?

Do

we collect accurate information about pupils’ attainment and the progress that they make

?

Is this assessment information based on

truly independent

work?

Are we all aware of what are nationally expected outcomes for pupils with SEN/D?

Do we identify pupils who are making less than expected progress and are unlikely – on current performance – to attain at an expected or higher level?

Do

we moderate judgements made about pupils’ attainment levels in

a rigorous way?

Do

we accurately monitor the progress of

pupils with SEN/D on

a regular basis

?

Do we monitor support

to

show that they are effective in increasing the rate of progress and ‘narrowing the gap’ for identified pupils

?

Do we review support arrangements regularly with regard to their impact on pupils’ outcomes, and make changes if they are ineffective?

Do we automatically assume that a pupil working below expected levels is SEN /D?

Or do we look first at how classroom differentiation and subject teaching can be improved and at other factors that might be impacting on pupil progress?

Do we assume that

they always need additional

specialist

provision?

Slide33

1,600 statements across the City

All new pupils going through statutory assessment will get an EHC

Pupils with existing statements/ EHCs will be changed to EHCs over next 3 years- priority / transition times [Year 6 / Year 11 or other school leavers]

New form for requesting statutory assessments [SES website]

Transition arrangements to EHCP

Slide34

Leadership and Management of SEN

Slide35

6.2

Every

school is required to meet the SEN of the children or young people that they support.

Mainstream

schools

must

:

•

use their best endeavours

to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN • ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN

•

Inform parents

when they are making special educational provision for a child

Ensure that CYP and parents are

actively involved

in the decision making process throughout

Leadership and management of SEN?

Slide36

6.3

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

.4 The

quality of teaching

for pupils with SEN, and the

progres

s 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. Leadership and management of SEN?

Slide37

SENCos

will need to lead on in-school assessments – inform identification of level of

need

Familiarity with range of informal and standardised assessment tools

Analysis of assessment results to inform staff and further inform provision

Discussion with support teams and other professionals

SENCo

will co-ordinate

/ offer advice about additional

targeted provision, for those on the SEN register, in conversation with teachers, pupils and familiesDraw up and update Provision Map as necessaryDevelop a clear entrance and exit criteria for accessing this supportEnsure provision is addressed by teachers [daily/ regularly/ consistently]Monitor and evaluate the impact of support on pupil outcomes and in terms of value for money- to contribute to the school report to parents

The role of the SENCO in school

Slide38

6.82

The SENCO has an important role to play with the

headteacher

and governing body, in determining the strategic development of SEN policy and provision in the school.

6.84

The SENCO provides

professional guidance

to colleagues and will work closely with staff, parents and other agencies.

The SENCO should be aware of the provision in the Local Offer and be able to work with professionals providing a support role to families to ensure that pupils with SEN receive appropriate support and high quality teaching. The role of the SENCO in school

Slide39

Whole School Training and Support

Audit of skills and staff needs

Sharing good practice and expertise

Regular CPD programme – 1:5 NASEN campaign

Surgeries/ Forums

SEND Drivers:

Department, phase, key stage level - overseeing support

SEND Champions at Phase - Faculty Level / within SLT

On-Going Professional Development For Staff

Slide40

Summer and Autumn Term 2014

Implications for Schools & Academies

M

andatory information for parents is on the school website which has a link to the Local Offer website

Key staff, governors become familiar with new SEN Code of Practice

Training for staff on key changes:

SEN Support

; focus on outcomes; increased participation of parents and children and young people with SEN; increased awareness of most effective interventions; awareness of LA Expectation

document linked to Local Offer

Preparatory work for new school information requirements and implementImplement SEN Code of Practice: review provision for pupils on school action/school action plus, put in place new SEN Support for them and for pupils with newly identified SEND

Review your SEN Register and consider pupils with appropriate needs are planned for

Ensure systems in place to monitor effectiveness of interventions and baseline pupils

Develop

partnerships with post-16 providers to support transition planning

January 2015 school census: record all pupils receiving

SEN S

upport

,

both those who have an EHCP and those who do

not

End of year Report to Parents [July 2015]

Slide41

Set up training with your staff – about Code of Practice and

L

A expectations

Inform Governors and school leadership about

CoP

changes and key principles

Set up meeting with parents to share information about the SEND reforms and the Graduated Response and what it will look like in your school

When setting up ARs consider if there will be a transition to an EHC

Next Steps:

ChecklistStaff Skills Audit

Slide42

If you have…..

A good understanding of the needs of your pupils, which

all

staff know and reflect on;

Systems in place that enables all staff to regularly check progress and identify problems;

A clear approach to assessing the quality of learning and teaching for all;

A small range of evidenced based effective interventions that are used for short period of time, but regularly……

You are on your way…..

DfE

School Readiness Feedback – 4th Julywww.surveymonkey.com/s/2WDMD2GAnd Finally…..

Slide43

SNTS - overview

EPs

PBST

LAST

Working with external professionals

Slide44

Slide45

Slide46

SEND Support Service (SNTS)

Influenced by:

DCS Principles around Transformation presentation

Core functions of current teams

Customers

Staffing

SEND ReformPathfinder ExperiencesAlternative Provision – DFE Statutory Guidance for LAsOther reviews impacting on RB/SEND Services since 2009

Funding pressures in the General Fund and budget targets for 2014-1646

Slide47

WE DID A LOT OF THIS

…..

47

Slide48

JANUARY 2014 – APRIL 2014

Consolidation!

Focus on what services we needed to provide

- not teams at this stage

Discussed several structures based on services

Looked at combinations / locations /

ate a lot of biscuits

Put together a couple of proposed structures

- discussed with servicesate more biscuitsAmended structures in the light of some forceful opinions backed up by good evidence baseFinally……48

Slide49

SEND Support Services (SS)

Advice and support in homes; settings; schools; colleges; PRUs

Complex Learning Needs – to include: Cognition; speech and language; Autistic Spectrum Disorder (ASD) + Post 16

Sensory: hearing, visual or multi-sensory impairment + Post 16

Social Emotional & Mental Health

Early Years children with SEND

Slide50

SENDSS

Early Years Support Team (EYST)

Complex learning , Communication & Interaction (CCI)

Hearing Support Team

Vision Support Team

Primary School Social, Emotional & Mental Health Team (Primary School SEMH team

)

Slide51

Change of name

– Complex Learning, Communication and Interaction

S

upport Team

[

CLCI Support Team

]

Caseload

– those pupils with statements / EHC

- those pupils with a Contract - those with complex enduring needsPurpose of support- ongoing day to day support/ advice for staff - Support for schools around effective support for pupils with SEND [training/ forums]

- Monitor progress of pupils with Contracts/ EHC /

statements

Support for schools in their assessment role for pupils with SEND -

- Training to help develop

SENCos

’ confidence in

identifying

SpLD

- Pathway Changes with LAST

Slide52

Next

SENCo

Briefing- 13

th

November 2014

- 1:00- 3:30

New EHC process [2]

New SPA referral and support systems

Other areas?SENCo Briefing

Slide53

National SENCo Awards

Slide54

A Few Words Of Thanks……

To those

SENCos

who are leaving their schools and the role:

Slide55

Workshops: 1:15 and 2:20

93 % of attendees got their 1

st

or 2

nd

choice of workshop

Independent Support programme - 3:30 [Hall]

Question and Answer Session in Hall – 3:40

Slide56

Time for Lunch

Workshop

1

starts at

1.15 please

Slide57

Question and Answer Session

Slide58

Extra Slides - Hyperlinks

Slide59

Other Information For Parents

Slide60

Targets For:

Targets Found:

Literacy / Mathematics.

In line with whole class / Subject targets

SEN Small Group Intervention / Support

Individual

/ very personalised targets

for very specific support / interventions given 1:1

Pupils

’

Literacy / Mathematics

books / Pupil diaries

In line with whole class systems

Within the

Intervention-

eg

Monitoring

/ tracking sheet

.

On

Pupil Passport/ Profile sheet

Would include expected outcomes working on for year / small steps

Pupil progress against all targets will need to need to be reviewed

with families and pupils using

review paperwork and procedures

.

No IEPs - Where

Do Target Sit?