Cluster Host Preparation Meeting

1. Cluster HostPreparation Meeting SpringTerm 2b SEN Co-ordination across the Cluster? Judith Carter Senior Adviser Complex Needs/Vulnerable Learners Judith.carter@norfolk.gov.uk

2. Welcome to Preparation Meeting 4 Our opportunity to exchange information, reflections and next steps Purpose of session is to identify and ‘prepare’ for the next SEND cluster meeting. Focus upon SEN Co-ordination across the cluster and knowledge of SEND cluster fund

3. According to the SEND Cluster tool kit structure, this meeting would be for SENCOs – (you may need to adapt if this is not the case.) How robust is SEN co-ordination across the cluster? How confident and consistent are our SENCOs? Before that, are there any questions which have emerged as a result of the funding announcements? Or other areas for discussion? Do you have remaining questions or challenges as ‘hosts?’

4. Do you have remaining questions or challenges as ‘hosts?’ In groups, discuss how the ‘process’ of hosting the SEND cluster meetings is going? Has any thought been given to succession planning? Will the cluster continue to meet, following a provision mapping cycle? Will there be a nominated ‘host’ for these sessions?

5. Spring Term 2b Theme for Cluster meeting: How robust is SEN co-ordination across the cluster? Purpose: To discuss the consistency of SEN co-ordination across the cluster and the opportunities for collaboration and moderation.

6. In groups of 3 or 4, discuss the following: • Do all SENCOs attend the SEND Cluster meetings? • Is there a shared understanding of the information that is required from each school in relation to ‘my school, our cluster?’ • Is there a consistent format regarding provision of information to the cluster? • How is information gathered? What assessment tools do we use as a cluster? • How do we identify the intervention programmes or support offered? Host facilitates feedback and identifies any action points

7. How consistent is the response to the following scenarios? • A parent/carer visits the school and informs the Head that their child has a Statement from Lincolnshire with 25 hours provision. The Head tells the SENCO there is no money in the budget for this, what would the SENCO do? • An existing pupil has a Statement with 25 hours provision within it. Over the last year the pupil has made significant progress and is actually accessing learning in the class room with shared support of approximately 12 hours. What will the SENCO do at the annual review? Host facilitates feedback from each group

8. How consistent is the response to the following scenarios? • Raise on line data for the school shows that learners with SEND last year, did not make expected progress. Would the SENCO share this with the cluster? If yes, why and if no, why not? • A parent/carer asks to speak to the SENCO and demands that their child has 1:1 support as outlined on the Statement. How would the SENCO respond to this? • A parent/carer speaks to the SENCO and says they have heard that there is no more money available to support children with SEND, how would they respond? Host facilitates feedback from each group

9. How do we measure the impact of provision that is ‘additional to or different from?’ • As individual SENCOs, do we have a shared language of ‘support for learning?’ • What else do we need to develop? • How can we achieve this? Host facilitates feedback from each group

10. Have we considered… • A Cluster SEND policy? • A Parent/Carer coffee morning to discuss ‘support for learning?’ • Shared CPD opportunities for support staff and or SENCOs? • An SEND Cluster transition strategy? Host facilitates feedback

11. Next steps? • When is our next meeting? What is the structure for the meeting? • What should Heads consider at the next meeting? • Can we begin the provision mapping cycle for next year? • Can we address transition needs in this forum? If yes, how? • Any other questions or comments? Thank you for your time