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SPHA Spring Conference 2019 £ Making a little go a very, very long way £

Explore current SEND Reforms, assessment methods, and resource optimization strategies to maintain quality in the education sector. Discover insights on mental health for SEND students and a historical look at reading education.

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SPHA Spring Conference 2019 £ Making a little go a very, very long way £

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  1. SPHA Spring Conference 2019£ Making a little go a very, very long way £ SEND provision – maintaining quality in the present climate Dr Rona Tutt OBE 22.03.19

  2. Contents • Current developments in the SEND Reforms • Assessment of pupils • The new Education Inspection Framework (EIF) • Understanding different needs • Suggestions for making resources go further • Mental health and SEND • A potted history of the teaching of reading

  3. Changes In the SEND Code of Practice (2015) • Greater recognition is given to disability as well as SEN. • Greater prominence is given to a young person’s health, both their physical health and their mental health & wellbeing • This is reflected in the change from Behaviour, Emotional and Social Development (BESD).

  4. Four broad areas of need This means that only one of the original 4 broad descriptions of need in the 2001 SEN Code of Practice has been changed: • Communication & interaction • Cognition & learning • Behaviour, emotional & social development (BESD) • Sensory and/ or physical needs In the 2015 SEND Code of Practice, the change to Social, emotional & mental health difficulties (SEMH), is to look at the reasons for the behaviour.

  5. The Headlines • Participation of CYP & families • Age range from 0-25 years • EHC plans replace statements • Parents able to have a Personal Budget • LAs produce a Local Offer • Schools publish an SEN Information Report • SENCOshave astrategic role • Every teacher a teacher of SEND • School Action & School Action Plus reduced to SEN Support.

  6. EHC needs assessments / EHC plans • Take into account the views, interests and aspirations of the child & family and the outcomes being sought by them • Take on board the information obtained from the assessment, including advice from the school, the EP, social care & health. Identifies any elements of support to be secured by a personal budget (PB). Outcomes Provision Aspirations Needs

  7. A change in culture CYP and families, (from EY to FE Colleges), will: • Have their views, wishes and aspirations taken into account • Be involved in decisions that affect them • Contribute to improving the system as a whole They should be involved in: • Helping to draw up and review EHC plans • Planning and reviewing the Local Offer • Contributing to the Local Area SEND Reviews.

  8. Main changes for schools • The strategic role of the SENCO • Every teacher a teacher of pupils with SEND • A single stage of SEN Support • The SEN Information Report • Greater participation of parents and pupils

  9. A whole school approach Engagement of parents & carers Wider support / specialist expertise SENCO Class or subject teacher Child or young person at the centre Class or subject teacher SENCO Wider support / specialist expertise Engagement of parents & carers

  10. Resolving disagreements The SEND Reforms set out to make the system less adversarial for parents & young people, and to promote better involvement of families. Following a successful pilot, from April 2018 the DfE started “a two-year national trial of the expansion of the First-tier Tribunal SEND powers to make non-binding recommendations on the health and social care elements of EHC plans.” It is hoped this will enable Health & Social Care to have more involvement in EHC plans and lead to fewer Tribunal cases.

  11. Local Area SEND Inspections These inspections are to find out how well local areas are embedding the SEND Reforms. An HMI leads the team, which also includes a CQC inspector. The focus is on: • How well children and young people with SEND are identified • How effectively their needs are met • How far outcomes for CYP with SEND are improving. The local area includes clinical commissioning groups (CCGs) and health services as well as local authorities (LAs). Every local area is due to be inspected over 5 years, starting from May 2016.

  12. Local Area Inspections to date Barking & Dagenham Bexley Bolton Brighton & Hove Cambridgeshire City of London Cornwall Derbyshire East Sussex Enfield Gateshead Gloucestershire Greenwich Hackney Halton Havering Herefordshire Hertfordshire Hillingdon Leeds Lewisham Lincolnshire Milton Keynes North Somerset North Yorkshire Nottinghamshire Plymouth Redbridge Rutland St Helen’s Solihull Southampton Southwark Stockport Stoke Telford and Wrekin Trafford Warrington West Berkshire West Sussex Wigan Wiltshire

  13. Local Area Inspections cont. Bedford Birmingham Brent Bury Cheshire East Dorset Durham Hartlepool Kingston upon Hull Kingston upon Thames Lancashire Leicester Luton Medway Middlesbrough Newcastle upon Tyne NE Lincolnshire Northumberland Oldham Oxfordshire Redcar & Cleveland Rochdale (now cleared) Sandwell Sefton Sheffield Southend South Gloucestershire Staffordshire Suffolk Surrey Sutton Swindon Wakefield Waltham Forest Windsor & Maidenhead Worcestershire Required to provide a Written Statement of Action.

  14. Recent key messages • Lack of strategic leadership and forward planning • Joint commissioning and joint working not well established • Parents feeling insufficiently involved – better in the Early Years • Training for health staff on Reforms patchy, including the role of DMO/ DCO. Therapy services too stretched • The quality of SEN support

  15. DfE Resource for SEN support SEN support: research evidence on effective approaches & examples of current practice in good & outstanding schools & colleges (DfE Nov 2017). This comprehensive resource from ASK Research and Coventry University, provides evidence and examples for different interventions using: • Assess, Plan, Do, Review approach, and • SEND Code of Practice (2015) 4 areas of need. www.sendgateway.org.ukhttps://send.excellencegateway.org.uk

  16. The positive side of the SEND Reforms • The move to co-production between families and services • The 0-25 extension with earlier identification, a longer time for support and additional provision from 16-25 • All staff taking ownership of pupils with SEND and the SENCO’s role being seen as strategic • Raising the profile of SEND pupils & those who work with them • A growing continuum of provision.

  17. SEND Inquiry The Education Select Committee’s SEND Inquiry is halfway through. It is considering the difference the SEND Reforms have made, with reference to: • Assessment of and support for CYP • Transition to EHC plans • Level and distribution of funding for SEND provision • Roles of and co-operation between education, health and social care • Provision for 19-25 year olds. A Report is expected this Summer.

  18. Overview of Rochford • July 2015 Rochford Review established • Dec 2015 Interim recommendations • Oct 2016 Final report • Mar–June 2017 Consultation • Sept 2017 DfE’s response • Spring 2018 PKSS reviewed • Sept 2018 Final PKSS published • Jan-July 2018 7 aspects of engagement piloted • Nov 2018 Evaluation published 2nd Rochford Expert Review Group

  19. Purpose of the Rochford Review The Review into assessment of pupils with lower attainment established to consider how to assess 50,000 pupils whose ability falls below the standard of the KS1 and KS2 NC tests. “This review provides a welcome opportunity to ensure pupils of all abilities are included in new arrangements for statutory assessment and benefit from assessment without levels.” Rochford 13.07.15 The Rochford Review ran alongside the Review of primary assessment.

  20. Interim recommendations – Dec 2015 The Rochford Review published 3 documents: • Statement on the interim recommendations of the Rochford Review • Interim pre-key stage 1 standards: pupils working below the test standard • Interim pre-key stage 2 standards: pupils working below the test standard P scales were left on one side for further consideration.

  21. P scales Introduced to sit below Level 1 of the NC, the 8 levels are a broad description of pupils working at that level • AtP1-P3performance descriptors are the same across English, Maths and Science • P4*is the entry point to subject-specific learning • P5-P8are subject-specific. There is a statutory requirement to assess using the P scales for English, Maths and Science. (Re-issued 2017) * Following Rochford’s work, P1-P4 is suggested for those not following subject-specific learning and P5-P8 for those whose learning is subject based.

  22. The standards NC standards • Working at greater depth at the expected standard • Working at the expected standard • Working towards the expected standard Interim pre-key stage standards • Foundations for the expected standard (KS1) • Growing development of the expected standard (KS2) • Early development of the expected standard (KS2) • Foundations for the expected standard (KS2)

  23. Rochford Review- Final Report The 2nd and final report was published in October 2016: The Rochford Review: final report – Review of assessment for pupils working below the standard of national curriculum tests. This splits those on the P scales into 2 groups: • Pupils engaged in subject-specific learning. • Pupils not engaged in subject-specific learning.

  24. Main recommendations • The Interim pre-key stage standards to be made permanent & extended by 2 additional standards. • The removal of the statutory duty to assess pupils using P scales. Instead, a statutory duty to assess pupils not engaged in subject- specific learning against the following 7 aspects of Engagement: responsiveness; curiosity; discovery; anticipation; persistence; initiation ; investigation • Schools should decide their own approach to making these assessments

  25. Other recommendations • ITT & CPD should reflect the need for teachers to know how to assess pupils working below the standard of the NC tests. • Good practice should be shared between schools. • Although there is no requirement to submit assessment data for the 7 areas of engagement, schools must have evidenceto share with families, Ofsted, RSCs, LAs and school governors. 10. Further work should be done on how to support schools in assessing pupils with EAL.

  26. Consultation on the Final Recommendations March 2017 Primary school pupil assessment: Rochford Review recommendations – Government consultation The consultation ran from 30th March-22nd June 2017 and included capturing views on: • P scales being made non-statutory • 7 areas of engagement being used to measure the progress of pupils not engaged in subject-specific learning • The usefulness of Pre-key stage standards in enabling progression on to the main standards.

  27. DfE response to the consultation Primary school pupil assessment: Rochford Review recommendations–Government consultation response (Sept 2017): • From 2019/20 onwards, to remove the statutory requirement to assess pupils not engaged in subject-specific learning using the P scales • To pilot assessing against the 7 areas of engagement • To use the Pre-key stage standards (PKSS) to assess pupils engaged in subject-specific learning from 2018/19 onwards.

  28. Further developments 1. Engagement A pilot ran from Jan-July 2018. Schools across England were involved. An external research body evaluated the pilot and published its findings in Nov 2018. 2. Pre-key stage standards These were reviewed by a number of schools, mainstream and special, as well as by representatives from LAs, teachers and other experts. The review included the 2 newer standards (‘emerging’ and ‘entry’).

  29. Outcome of the PKS Review Instead of using the terms suggested by the Rochford Review, It was decided that it would be more useful to use: For PKS KSI Standards 1,2,3,4 For PKS KS2 Standards 1,2,3,4, then: Standard 5 equivalent to KSI ‘working towards the expected standard’. Standard 6 equivalent to KS1 ‘expected standard.’

  30. Evaluation of the Engagement pilot Nov 2018 • 55 schools took part, including a small number of mainstream schools • Each region had a lead school, which had additional training to support other schools in the area • The aim was to assess the extent to which the 7 aspects of engagement would be effective as a statutory means of assessing pupils at the end of KS1 and KS2.

  31. Other approaches All the schools involved continued to use their other approaches to monitoring progress and recording outcomes. These included: • EYFS Assessment Framework • EHC plan targets • Routes for learning • B squared • PIVATS • MAPP

  32. Engagement4Learning The majority of schools used some of the materials from the Engagement for Learning Framework Guide. These included: • The Engagement Scale and Profile • The Engagement Ladder www.engagement4learning.com

  33. Pros of the Engagement approach • Useful for formative assessment • Helped to identify ways of increasing individual engagement • Helped staff to have a better understanding of their pupils • Useful as a teaching tool and led to improved quality of teaching.

  34. Cons • Concern about workload unless already familiar with the 7 aspects, particularly where whole class is at this level • Unsure about the value of using it for summative assessment • Difficulty of assessing pupils whose performance varies from day to day • Difficulty of using this approach to decide if a pupil was ready to move on to subject-specific learning.

  35. Outcome of the Engagement pilot Nov 2018, Piloting the 7 aspects of engagement for summative assessment: qualitative evaluation, (IFF Research & University of Derby) was published. On the same day, Nick Gibb, the schools minister, announced that Diane Rochford would lead an Expert Group on refining this approach before it is rolled out nationally. The aim is to produce further guidance and materials by Sept 2019, ready for a rollout in 2020-21.

  36. DfE’s position Nick Gibb also said: “Around 7,000 pupils in primary schools have such complex needs that it would be inappropriate to measure their attainment according to national curriculum tests.” “This is a significant milestone in our drive to make sure every child – even those with the most complex needs – receives the highest standard of education and care.”

  37. "Just as the phonics screening check helps children who are learning to read, the multiplication tables check will help teachers identify those pupils who require extra support. This will ensure that all pupils leave primary school knowing their times tables off by heart." . Nick Gibb, Minister for School Standards

  38. Including all pupils Key stage tests Pre-key stage standards (P scales) 7 areas of engagement

  39. A growing SEND Continuum Mainstream schools Mainstream schools with specialist provision Co-located schools Special schools Special schools with specialist provision Pupil referral units/ Alternative provision Specialist teachers and specialist support services

  40. Amanda Spielman on Inspection Inspection should: • be more than just a grade sticker – has the school the capacity to improve? • should complement not intensify the focus on measured outcomes – how have they been achieved?. • should not become a catch-all for every societal ill. Ofsted should be a force for improvement in all it does. (Taken from her speech on 6th June 2018)

  41. Recent comments by Ofsted There is a case for change because: • The accountability system has diverted attention from the purpose of education • What CYP learn has come second to performance data • Data itself has led to unnecessary workload • An unintended consequence has been the narrowing of the curriculum, especially for pupils with SEND.

  42. The new Ofsted framework On 19th Jan, The education inspection framework - Draft for consultation was publishedand remains open until 5th April. The 4 key judgements are: •  Quality of education • Behaviour and attitudes • Personal development • Leadership and management. There is a reduced focus on data and more on how pupils’ learning is being developed. There is a higher profile for SEND, including the need for inspectors to take into account whether a school has resourced provision, (see Handbook paras 57- 58).

  43. Quote from draft Handbook ‘Inspectors will evaluate the experience of particular individuals and groups, such as pupils for whom referrals have been made to the local authority (and check how the referral was made and the thoroughness of the follow-up), pupils with SEND, children looked after, those with medical needs and those with mental health needs. In order to do this, inspectors will look at the experience of a small sample of these pupils.’ (Paragraph 193)

  44. The EIF and Handbooks The education inspection framework – draft for consultation https://www.gov.uk/government/publications/education-inspection-framework-draft-for-consultation Also handbooks for: • Maintained schools and academies • Early Years • FE and Skills • Non-association independent school

  45. Reports, Reviews and Inquiries 2008-11 • Bercow & SLCN (Bercow – 10 years on) • Steer & Behaviour (Behaviour as communication) • Rose & Dyslexia • Lamb & Parental Confidence (Lamb materials) • Salt & SLD/ PMLD (Complex needs materials) • CLDD Research Project (Engagement)

  46. Online training Arising from the Lamb Inquiry (Dec 2009), online training materials set at Masters level, have been created for: Autism – 20 units; MLD - 13 units; BESD - 16 units; Dyslexia / SpLD - 16 units; and SLCN - 18 units. www.education.gov.uk/lamb TheComplex Needs Materials arose from the Salt Review (2010) and information from the CLDD Project (2009-11). The materials cover SLD, PMLD & CLDD. The 16 modules are set at 4 different levels. www.education.gov.uk/complexneeds

  47. Lamb MaterialsComplex Needs

  48. SEN statistics • The percentage of pupils with SEN dropped from a peak of over 20% in 2010, but rose from 14.4% to 14.6% last year. The decrease since 2010 is mainly in SEN support. • The percentage for those with statements / EHC plans remained at 2.8% since 2007, but has now gone up to 2.9% • The primary need for pupils on SEN support is Moderate Learning Difficulty (MLD) and the primary need for those with a statement or EHC plan is Autism.

  49. Prematurity • Before 32 weeks: ‘very preterm’ • Before 28 weeks: ‘extremely preterm’ These 2 groups make up 1-2% of all live births. Babies born before 36 weeks, have a higher risk of having neurodevelopmental difficulties. In the UK, it is reckoned that there are likely to be children born prematurely in every (primary) class.

  50. Neurodevelopmental Disorders There are other neurodevelopmental disorders, but these 4 are of particular interest • ADD / ADHD • Autism • Developmental Language Disorder (DLD) – formerly known as Specific Language Impairment (SLI) • Specific Learning Difficulties (SpLD)

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