The Changing Landscape for Schools

1. The Changing Landscape for Schools SENCO Conference Colchester Friday 4th July Sponsored by

2. Session 1 – SEND Current Context – The changing landscape for schoolsSession 2 – The New Ofsted Framework and SENDSession 3 – Managing the learning environment for pupils with SEND Sponsored by

3. Session 1 SEND – the current context for schools Sponsored by

4. Current Statistics • 2.8% of pupils across all schools have a statement • 53% Mainstream • 39.6% Maintained Special School • 4.9% Independent School • 1.8% Non – Maintained Special School • 0.7% Pupil Referral Units • 16.0% of pupils identified as having SEN (School Action and School Action Plus) with no statement DfE First Release – National Statistics January 2013

5. Complex needs • Co-existing, Overlapping, Co-morbidity, Co-occurring • Neuro-developmental disorders, chromosomal disorders, poverty, environmental, mental health, alcohol, drugs and smoking, premature birth, modern medical science etc • Schools to meet the needs of 21st Century child

6. The journey… • SEND Green Paper – March 2011 • Pathfinders established – September • Progress and Next Steps – March 2012 • Children and Families Bill – February 2013 • Indicative Code of Practice – October 2013 • March 2014 – Children and Families Act 2014 • June 2014 – SEND Code of Practice • June 2014 – SEND Regulations • September 2014 – Implementation of Act • September 2014 – Transitional arrangements

7. Pathfinders Update • 2013/14 - 9 Pathfinder champions to support non-pathfinder areas • March 2014 - The SEND pathfinder programme evaluation • 2014/15 – 11 Pathfinder champions • SEND Pathfinder Information packs – updated April 2014 • http://www.sendpathfinder.co.uk/infopacks/ • £70m SEN Reform Grant to support local authorities implement reforms • £45.2m additional SEND Implementation Grant • £30m for Independent Supporters

8. SEND Code of Practice • Published June 2014 • 271 pages • 11 chapters plus Introduction • Annex 1 – Mental Capacity • Annex 2 – Improving practice and staff training in education settings • It is statutory guidance on duties, policies and procedures relating to Part 3 of Children and Families Act • The Special Educational Needs and Disability Regulations 2014

9. Changes since the 2001 CoP • The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels • There is a stronger focus on high aspirations and on improving outcomes for children and young people • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care • It includes guidance on publishing a Local Offer of support for children and young people with SEN and disabilities

10. Changes since the 2001 CoP • Social, mental and emotional health replaces behaviour, social and emotional as an area of need • There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus) - Quality first teaching embedded throughout • SEN provision is that which goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality personalised teaching uses appropriate evidence – based interventions

11. Changes since the 2001 CoP • SEN support in schools based on 4 types of action – plan, assess, do, review • For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care Plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs) • There is greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

12. Local Offer Local authorities must publish a local offer, setting out in one place information about provision the expect to be available for C&YP in their area who have SEN or are disabled, including those who do not have EHC plans. • Co-produced with parents and young people • Fully involve services in its development and review • Holistic – 0 -25 education, training, transport, social and health care, employment, independent living • Very clear on how to access services • Clarify how decisions are made, by when and what to do if things go wrong • Up to date and written in plain English • Clear about provision schools and colleges will deliver

13. Education, Health and Care Plans • Each local authority may have a different format • Outcomes focused – evidenced based • Set out how services will work together to meet the C&YP needs • Based on co-ordinated assessment and planning process – child or young person at centre of decision making • Describe positively what child or young person can do and has achieved • Indicate how education, health and care provision will be integrated • Forward looking

14. Transfer of statements to plans • Local authority duty • LA transitional arrangements • Parents need to be kept informed • Dual system up to April 2018 • No child or young person should “miss out” • Current legislation in place until August 2014 • Personal budgets • Young people post 16

15. SEN Support • Single category bringing together school action and school action plus • Needs to be finalised by January census 2015 • What will SEN Support look like in your school? • Quality First Teaching • Differentiation and personalisation • Involve children and young people and their parents • Assess, Plan, Do and Review – graduated approach • Evidenced interventions • Record keeping – register? IEPs?

16. SEND – Whole school issue 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 • Ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN • Designate a teacher to be responsible for co-ordinating SEN provision • Inform parents when they are making special educational provision for a child • Prepare a report on the implementation of their SEN policy

17. Statutory Duties The word must refers to a statutory duty under primary legislation, regulation or case law. • All Early Years providers, schools and Post 16 establishments must have regard to the Code of Practice • They must fulfil their statutory duties towards children and young people with SEND in the light of the guidance set out in the Code of Practice • They must be able to demonstrate in their arrangements that they are fulfilling their statutory duty to have regard to the Code • They must adhere to the legal obligations set out in the Equality Act 2010 and the School Admissions

18. Statutory Duties - Schools • Every school is required to identify and address the SEN of the pupils they support. • Schools must use their best endeavours to ensure that the necessary provision is made for any individual who has SEN, ensure that all children and young people engage in activities alongside their peers, designate a teacher to be the SENCO, inform parents when they are making special educational provision and prepare an SEN information report • Schools must co-operate with the local authority in reviewing the provision that is available locally and in developing the Local Offer • Schools must make reasonable adjustments including the provision of auxiliary aids and services, for disabled children, to prevent them being put at a substantial disadvantage

19. Statutory Duties - Schools • Parents must be formally notified once decision to provide SEN Support is made • Local authorities must review an EHC plan at least annually and schools must co-operate in the review process (LA can require schools to manage review meetings on their behalf) • School’s must produce an annual report for parents on their child’s progress • Governing Bodies (or equivalent) must produce a SEN Information report

20. Statutory Duties - Schools • The SENCO must be a qualified teacher and they must achieve the NASENCO qualification within three years of appointment • The school’s governing body must ensure that arrangements are in place in schools to support pupils at school with medical conditions and ensure that school leaders consult health and social care professionals, pupils and parents to make sure that the needs of children with medical conditions are effectively supported

21. Associated Documents • Children with Medical Conditions – Statutory guidance published April 2014 • The Equality Act • Guidance – Equality Act 2010 – advice for schools – June 2014 • The Mental Capacity Act 2005 • Department Advice on Mental Health and behaviour in schools – June 2014

22. Don’t Forget..... • Early Years & KS1 • National Curriculum Reform • Assessment • Examination Reform - 16 and beyond

23. Early Years & KS1 • EYFS Profile no longer compulsory after September 2016 • Training for Early Years Teachers and Early Years Educators • September 2013 - 15 hours of Early Years Provision – disadvantaged 2 year olds – 130,000 September 2014 • New SEN Legislation to include Early Years Provision • Ofsted framework for Early Years Providers in line with school inspection • Free School Meals for KS1 • Phonics Check

24. National Curriculum • Taught in all maintained primary and secondary schools from September 2014 • Subject based from 5 years to 16 years • 10 subjects in KS1 • 11 subjects in KS2 • 12 subjects in KS3 • 6 subjects in KS4 plus at least one subject from each of four identified areas • Pupils entering Y2 and Y6 – September 2014 continue with current NC – End of KS SATs in September 2015

25. Assessment - Primary • The two –year-old progress check undertaken in early years settings • A short reception baseline that will sit within the assessments that teachers make of children during reception • from 2016, the reception baseline assessment will be the only measure we will use to assess the progress of children who enter reception year (EYFS Profile not compulsory) • The baseline assessment will score each pupil against the knowledge and understanding typical for children at the start of reception year. It will be linked to the learning and development requirements of the early years foundation stage (EYFS) and to the key stage 1 national curriculum in English and mathematics.

26. Assessment - Primary • A phonics check near the end of year 1 • A teacher assessment at the end of KS1 in mathematics, reading and writing , informed by pupils’ scores in externally-set but internally marked tests and teacher assessment of speaking and listening and science • From Summer 2015 half of all infant schools will have KS1 Assessment externally moderated • National tests at the end of KS2 in mathematics, reading, grammar, punctuation and spelling and teacher assessment of mathematics, reading, writing and science • New performance descriptors will be introduced to inform statutory teacher assessments in Autumn 2014

27. Examination Reform • KS3 teacher assessment only • KS4 - Progress across a suite of 8 subjects (indicate if pupils have performed better than expected at the end of KS4 considering their starting point - end of KS2) • Attainment across 8 subjects (the school’s average grade across the same suite of 8 subjects) • Minimum requirements (floor standards) will be set using the Progress 8 measure • Implemented from the 2015/16 academic year • 1.2% of pupils will not be recognised in the Progress 8 measure due to their individual needs

28. Session 2 Ofsted Framework and SEND Sponsored by

29. Best Practice • Strong teaching and learning • Accurate assessment and identification • Well-designed curriculum • Close tracking and rigorous monitoring of progress with intervention quickly put in place • A thorough evaluation of the impact of additional provision (including alternative provision) • Clear routes to gain specialist support • AMBITION

30. Best Practice High aspirations and a focus on enabling children and young people to be as independent as possible led most reliably to the best achievement. (SEND Review, Ofsted (2010)

31. Best Practice - Achievement • Clear and detailed understanding of ‘next steps’ • Focus on pupils’ starting points – expected and exceeding expected progress • Progress and attainment data are evaluated thoroughly • A wide range of data is evaluated and used effectively to improve standards/progress and improve provision • (RAISE and school data; groups and interventions) • Narrowing of the attainment gaps between the pupils and all pupils nationally • Analysis with reference to national transition matrices • Analysis with reference to progression materials (where pupils are attaining below NC levels)

32. Best Practice - Achievement • Analysis with reference to progression materials (where pupils are attaining below NC levels) • Moderation is rigorous and developmental • Destinations/progression/accreditation • Communication skills/literacy/numeracy • Achievement across a wide range of subjects • Levels of independence • Governing body role: knowledgeable and challenging

33. Best Practice - Teaching • Structured and managed according to the needs of the pupils and the learning objective • A very strong focus on learning rather than on engagement and being busy • Challenging and motivating activities – making effective use of knowledge about pupils’ attainments and interests at which pupils are working and the level of challenge then offered by staff • Development of communication, literacy and mathematics

34. Best Practice - Teaching • Systematic and effective on-going assessment and evaluation that informs teaching and improves learning • Knowledge of the pupils and the implications of their special needs • The management and evaluation of additional support towards improving learning – increasing independence • Effective feedback - development of advocacy, choice, decision making

35. Best Practice – Behaviour and Safety • Thirst for knowledge and a love of learning’ • Equally high attitudes across subjects • Attendance, exclusions, internal sanctions - show thorough evaluation of the impact of strategies in place over time • Skilled and highly consistent behaviour management – excellent improvement in behaviour by those who have identified behavioural needs • Rigorous consideration of all forms of bullying and the impact of interventions, including curriculum improvement • Thorough investigation of seeking parents‘ views and the response to these to show improvements over time • All feel safe – including those at Alternative Provision – and understand how to keep themselves safe

36. Best Practice – Leadership and Management • Pursuit of excellence – uncompromising and highly successful drive towards the highest levels of achievement • Relentless drive to improve teaching - rigorous performance management • Close tracking and rigorous monitoring of progress with intervention quickly put in place • Any differences in subjects are effectively challenged • Any dip in progress when teaching known to be meeting needs and of good quality quickly triggers further effective assessment, including involving parents and carers. • This in turn should lead to carefully matched intervention being put in place quickly.

37. Best Practice – Leadership and Management • Curriculum – promotes the ‘love for learning’; contributes very positively to academic achievement, physical well-being and SMSC development • English, literacy and mathematics • A thorough evaluation of the impact of additional provision, including additional staff, in helping to improve students’ progress - and making adjustments to any provision accordingly • Highly effective engagement with parents – including those who find working with school to be difficult • Safeguarding • Governors are knowledgeable and challenge rigorously

38. Curriculum When reporting on the quality of education, inspectors must evaluate evidence for each of the four key judgements and judge the extent to which the school meets the needs of the range of pupils on the school’s roll. They must take into account the destination of pupils when they leave school and consider how well they have been prepared for their next steps.

39. Curriculum • Focuses on the necessary priorities for ensuring that all pupils make excellent progress in communication, reading, writing and mathematics • Is broad and balanced (in the context of the school) and meets the needs, aptitudes and interest of pupils • Promotes high levels of achievement and good behaviour • Promotes the spiritual, moral, social and cultural development of all pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community • Is effectively planned and taught • Provides timely independent information, advice and guidance to assist pupils on their next steps in training, education or employment

40. Ofsted – Assessment of Achievement • When looking pupils’ achievements the following aspects are important: • Preparation for the next stage(s) in education, training and employment, and adult life • Identification of intended outcomes/targets involves the young person and parents/carers • Having high expectations, using national comparator information where this is available • Age and starting point of the young person • Taking into account the young person’s disability/special educational needs • Rigorous moderation

41. Ofsted - Assessment of Achievement • Rigorous monitoring • Being dynamic – i.e. can change as the aspirations/outlook for the young person develops • Information about progress towards their achievement being used by leaders and managers to improve provision (‘remove barriers’) • A review of the usefulness of the outcomes being used post-placement by the school/college to review the effectiveness of the provision • The proportions making expected progress and the proportions exceeding expected progress in English and in mathematics from each starting point, compared with national figures, for all pupils • Use of data below National Curriculum Level 1 • Any analysis of robust progress data presented by the school, including information provided by external organisations

42. How do you know? • Are staff facilitating learning as well as they could? • Is the purpose of the activity/session clear to all? • Are the expectations challenging? • Is the mix of consolidation and new work appropriate? • How well are pupils included in their lessons? • Is turn-taking used appropriately? • Is sufficient time given for responses? • Are the pupils being helped to become more independent? • Is praise used effectively? • Is there appropriate consideration of both attainment and age-appropriateness

43. Monitoring the Quality of Teaching • The SENCO should ensure that there is a very clear message that all teachers are responsible and accountable for all pupils in their class wherever or with whoever the pupils are working • SENCOs will work with teachers to support their use of assessment information to set high yet realistic expectations and targets and develop a review process that enables teachers to regularly consider the progress of individual pupils • SENCOs will need to evaluate how support staff are deployed in school, how they are briefed and how effectively the teacher monitors pupils’ learning and provides further direction and support

44. Monitoring the Quality of Teaching • SENCOs develop individual case studies that track a pupil’s progress through school. The case study would highlight a point of entry with relevant data, the interventions that have been implemented, other adults that may have been engaged to support the pupil, regular feedback and reviews at key milestones and then next steps, this would be an on-going document that would track the pupil through their educational experiences • The SENCO can also use the evidence collected from the observations of lessons (including small group interventions) to add to these case studies on individual pupils, the key focus of these being on the learning of pupils with special educational needs and/or disabilities plus what impact did the observation and monitoring have on improved teaching and learning.

45. Red Alerts • Teaching is not narrowing the attainment gaps for pupils or groups of pupils who have SEN, are disabled or who are eligible for pupil premium and leads to unsatisfactory levels of progress • Teaching is not promoting pupils’ abilities in communication, reading, writing or applying mathematics • Particular groups of pupils disengage and become disinterested in their learning owing to insufficient teacher challenge and low expectations • Planned learning does not reflect the needs of all learners

46. Monitoring the Achievement of Pupils Schools need to have evidence of: • The evaluation of the value added progress for individual pupils based on their starting point and taking into account their age • Evidence of the impact of pupil premium on progress, achievement and attainment • Very clear evidence to acknowledge the difference between those with a special educational need and/or disability who may have particular barriers to their learning and those pupils who are underachieving

47. Monitoring the Achievement of Pupils • The use of the Progression materials to ensure that the school can evidence that they are challenging pupils’ achievement • Any analysis undertaken in relation to pupil attainment and progress uses age and starting point as the benchmarks for progress or attainment not category of disability • Moderation of teacher assessment both from within the school and also looking beyond the school, working with clusters of schools to ensure a robust process.

48. Red Alerts • Pupils with SEN make unsatisfactory progress in relation to their starting points and identified needs • Only some pupils make satisfactory progress in acquiring a range of skills; communication, reading and writing and mathematics • Only some pupils are becoming active in setting themselves challenging targets for improvement • There is a significant gap between the achievement of pupils with SEN and other pupils in the school • There is a lack of robust analysis of pupil progress data and subsequently improvement strategies are either not evident or ineffective

49. Monitoring the Behaviour and Safety of pupils • the extent to which pupils’ attitudes to learning help or hinder their progress in lessons • pupils’ attitudes to school, conduct and behaviour, during and outside of lessons, their attitudes to other pupils, teachers and other staff, including the prevalence of low-level disruption • the school’s analysis of, and response to, pupils’ behaviour over time, for example incident logs and records of rewards and sanctions • rates, patterns of, and reasons for fixed-period and permanent exclusions , and that they fall within statutory guidance and regulations on exclusions

50. Monitoring the Behaviour and Safety of pupils • pupils’ contribution and response to the culture of the school; how they conduct themselves, including: their respect, courtesy and good manners towards each other and adults; their understanding of how such behaviour contributes to school life, relationships, adult life and work • pupils’ respect for the school’s learning environments (including by not dropping litter) facilities and equipment, and adherence to school uniform policies • types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment. This includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability • the school’s success in keeping pupils safe, whether within school or during external activities through, for instance, effective risk assessments, e-safety arrangements, and action taken following any serious safeguarding incident