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CHILDREN’S & ADULTS’ SERVICES

The Draft Indicative SEN Code of Practice – Primary and Special School Head teachers briefing Tessa Hodgson Sept 2013. CHILDREN’S & ADULTS’ SERVICES. The Principles. Early identification of needs High expectations and aspirations for children and young people

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CHILDREN’S & ADULTS’ SERVICES

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  1. The Draft Indicative SEN Code of Practice – Primary and Special School Head teachersbriefingTessa Hodgson Sept 2013 CHILDREN’S & ADULTS’ SERVICES

  2. The Principles • Early identification of needs • High expectations and aspirations for children and young people • Focus on the outcomes that children and young people and their families want to achieve, so that all decisions are informed by these aspirations. • The views and participation of children and their parent/carer and young people are central • Choice and control for young people and parents • Education, health and social care partners collaborate • Clarity of roles and responsibilities to ensure that collaboration goes hand in hand with accountability to fulfill duties. • High quality provision to meet the needs of most children and young people, alongside rights for those with EHC plans to say where they wish to be educated. • The skills, knowledge and attitude of those working with children and young people are central to achieving excellent outcomes.

  3. 2. Family centred system • Person centred planning – • http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/docume nts/digitalasset/dh_115246.pdf. • Each local authority commissions a Parent Partnership service – • CONTINYOU in Ealing • Parent Carer forums

  4. 3. Education, Health and Care: Integration, Joint Commissioning and Co-operation • The joint commissioning arrangements must include arrangements for: • securing Education, Health and Care assessments; • securing the education, health and care provision specified in EHC plans; and • agreeing personal budgets. • Local authorities will provide Information about the services that result from joint commissioning arrangements in their local offer. • https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/153482/dh_131901.pdf.pdf

  5. 4. Local Offer must include: • Engaging, accessible, transparent – published on website • ID of children and young peoples SEN • Assessing and reviewing progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review. • Transition between educational phases and adulthood • Availability of specialist expertise amongst staff commissioned in school • Assessment and evaluation of the effectiveness of SEN provision. • Access to facilities and extra-curricular activity used by all children and young people at the educational setting. • Extra pastoral support including practices for listening to the views of children and young people with SEN and measures to prevent bullying.

  6. 5. Education settings • Teachers are all teachers of children with SEN. • Focus on good QFT that meets all ch needs • Early ID essential • 4 areas of SEN – Communication and interaction, Cognition and Learning, Emotional, Social and Behavioural development, Sensory and/or physical • Support for under achievement to be offered without ch having SEN • MUST consider quality of teaching and attendance before id SEN.

  7. A new graduated approach (to be part of local offer) • NO more SA and SA+ • Rigorous assessment by institution – (may involve specialists) include data and cf to peers • Plan to work towards specified outcomes (PCP) NOT IEP • Reviews 1 x term minimum • Consideration of application for EHC • Monitor quality of provision and outcomes. • (devolvement of funding through school funding reforms – already happened)

  8. 6. Assessments and EHC plans • Integrated support plans for ch with SEN from 0-25 • Person centred, outcomes focused and evidence based. • The LA must set out in Local offer what support is available and timescales for assessment process • The publication of Local offer must include evidence of what works in achieving good outcomes. • Statutory assessment will not always lead to EHC • EHC reviewed annually – plans reviewed at least termly

  9. Implications for Ealing Schools • Ealing SENco questionnaire highlighted “time” as a big issue when ensuring SEN provision was good. • Thorough joined up management systems essential. • Much more freedom for types of support BUT need to focus on the impact of additional provision. • Commissioning other services – how do we ensure quality? • Accountability for the use of funding – First £6000 of additional provision is delegated to schools. • Local Offer – any volunteers for working group?

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