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Implementing the new SEN Code of P ractice

Implementing the new SEN Code of P ractice. Pat Webb and Lucy Crawford. 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

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Implementing the new SEN Code of P ractice

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  1. Implementing the new SEN Code of Practice Pat Webb and Lucy Crawford

  2. 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 National Statistics January 2013 DfE

  3. The story so far • February 2013 – Children and Families Bill introduced in House of Commons • October 2013 1st Draft Code of Practice and Regulations • April 2014 – 2nd Draft Code of Practice published • 21st May 2014 consultation period ends • September 2014 – Implementation of Act

  4. Main principles • Taking account of the views and aspirations of the parents and child • Parents and child participating in decision making • Supporting parents and children in decision making process • Achieving the best possible educational outcomes and preparation for adulthood • Extends assessment and provision from 0 – 25 yrs • Disabled children and young people without SEN are now covered by Bill and Code of Practice

  5. Draft Code of Practice • SEN Support (the ‘Single Category’) replaces SA and SA+. Provision continues unless needs change • SEN provision is that which goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality personalised teaching 4 types of action – assess, plan, do, review In area of SEN Needs Social, Emotional and Mental Health replaces Behavioural, Emotional and Social Difficulties • After Sept 2014 no new statements will be issued, but if eligible a child will receive an Education, Health and Care Plan – 3 yr transition plan

  6. Education, Health, and Care Plans • EHC Plans replace statements threshold for assessment is the same threshold for the plan is the same extend to FE and training, possibly up to 25 yrs • Is a duty to integrate services – education providers will be named on EHC plans • No standard format

  7. The Local Offer • Will set out clearly what support from education, health and care services an LA expects to be available • Includes services available outside the local area • Includes what schools provide from their delegated budgets • Difference in Local Offer from one authority to another

  8. Best practice An effective approach includes: • Structured approach to engaging parents and children • Systems to track and measure progress and evaluate the impact of interventions • Staff with good levels of knowledge of SEND – assess, plan, do, review

  9. Classroom impact • High aspirations, quality teaching and a graduated approach embedded throughout • Classroom teacher accountability • Appropriate evidence – based interventions • Curriculum, including preparation for adult life • Evidence of parental and child engagement

  10. SEN Changes in

  11. From the draft Code of Practice

  12. Four types of action Plan Do Assess Review

  13. Four types of action • Record assessments of needs as: • Need types • Results in Assessment Manager Assess

  14. Four types of action • Record planning for needs as: • Provisions • In IEP Writer Plan Assess

  15. Four types of action Plan Do • Record progress in: • Assessment Manager Assess

  16. Four types of action Plan Do Assess Review

  17. Review

  18. Ideas What are your supported schools doing? What would they like to do? Are there any specific things that you are doing in order to help your schools?

  19. SEN in the Classroom

  20. Looking ahead

  21. Preparation Engage with relevant LA Officers to enquire about local offer and EHC plan templates • Engage with SEND teams to understand • Process for converting statements to EHC plans – will any year groups be prioritised • Curriculum/provision delivery • Tracking progress and impact • Staff/teacher professional development • Transfer to a new setting – processes for continuity

  22. Useful information Draft Special Educational Needs Code of practice: for 0-25 A Summary http://www.nasen.org.uk/uploads/publications/284.pdf Draft special educational needs and disability code of practice: 0 to 25 years Statutory Guidance April 2014 www.gov.uk/.../revision-of-the-send-code-of-practice-0-to-25-years

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