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André Imich, SEN and Disability Professional Adviser, DfE

SEND reforms and the implementation challenge East Midlands SEND Reforms  Regional Conference Leicester, Friday 27 th September 2013. André Imich, SEN and Disability Professional Adviser, DfE. Our Vision for the Future.

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André Imich, SEN and Disability Professional Adviser, DfE

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  1. SEND reforms and the implementation challengeEast Midlands SEND Reforms Regional ConferenceLeicester, Friday 27th September 2013 André Imich, SEN and Disability Professional Adviser, DfE

  2. Our Vision for the Future • Children’s SEN are picked up early and support is routinely put in place quickly; • Staff have the knowledge, understanding and skills to provide the right support for CYP who have SEN or are disabled; • Parents know what they can reasonably expect their local school, college, LA & local services to provide; • Aspirations for CYP is raised through an increased focus on life outcomes • For more complex needs, a coordinated assessment and a single Education, Health and Care Plan from birth to 25; and • There is greater control for parents and young people over the services they and their family use.

  3. Children and Families Bill 2013 Key Highlights 3

  4. 1. Involvement of children, young people and parents at the heart of legislation

  5. 2. More coordinated assessment process; new 0-25 Education, Health and Care Plan

  6. 3. LA, health and care services to commission services jointly re SEN & disabilities.

  7. 4. LAs to publish a clear, transparent local offer of services for all CYP with SEN

  8. 5. New statutory protections for young people aged 16-25; stronger focus on preparing for adulthood www.preparingforadulthood.org.uk

  9. 6. Offer of a personal budget for families and young people with a Plan, extending choice and control over their support

  10. 7. All SEN duties to apply equally to all schools, inc. Academies and Free Schools

  11. Additional SEN Support • Replacing the current categories of School Action and School Action Plus (and their equivalents in early years) with a single category – Additional SEN Support. • Focus on outcomes rather than processes. • For those who have SEN and who require support and/or interventions that are additional to or different from those normally provided as part of the differentiated curriculum offer and strategies. • New SEN Code of Practice to give clear guidance on identifying children who have SEN and on the operation of this new single category of SEN.

  12. Timetable for reform (Indicative) • 2013 – Bill passes through Parliament. • 2013 – Draft regulations published • 2013 – Draft Code of Practice for consultation • 2013-14 - Pathfinder Champions support non-pathfinder LAs (Leicester in East Midlands) • Spring 2014 - Royal Assent (subject to Parliamentary process) • September 2014 – reforms go live (meeting original green paper commitment to have reforms in place by 2014)

  13. From now until enactment • Business as usual • 1996 Education Act and current Code of Practice still apply • Pathfinder learning to support preparation for implementation • Pathfinder Champions will support other local authorities to prepare for implementation • Transition arrangements will be clarified by DfE

  14. Preparing for Implementation Strengthening links with parents and carers Engaging with children and young people Professionals changing assessment/ working together practices Devising the new integrated assessment and EHCP Application of Additional SEN Support category Develop the local offer Greater clarity about what school/ college provides Improved transition planning and arrangements Support families in using personal budgets Outcomes/ outcomes/ outcomes Start NOW …………………

  15. ………… Questions ………… Comments ………… Points of clarity ………… Discussion

  16. SUMMARY: Implications for all Parent and child-centred – doing things differently New Code of Practice (Sept 2014) Reinforced role of SENCo Application of Additional SEN Support category Greater clarity about what school/ college provides Work with LA on local offer Working with Education, Health and Care Plans Improved transition planning and arrangements Support families in using personal budgets Outcomes/ outcomes/ outcomes Working together EFFECTIVELY…………………

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