SEND Support – Creating an effective school for all children with SEN and disability The key features of the Children and Families Act 2014 Yorkshire and the Humber, Thursday 28 April 2016 André Imich, SEN and Disability Professional Adviser, DfE

What does successful implementation of the reforms look like?  CYP and their families are involved – co-production;  LAs and partners fulfil statutory duties (inc Equality Act);  Increased satisfaction with access to local services;  Accurate and timely identification of CYP with SEN and disability;  More CYP with SEN achieve expected levels in terms of attainment and a narrowing of the gap with other children, at all stages;  Focusing on CYP with an EHC plan is not at the expense of provision for those with SEN who do not need a EHC plan.  Outcomes: Increased employment; independent living; community participation and engagement; and better health outcomes.  CYP and their parents are an equal part of the wider school system

The new SEN system – Key elements 1. Involvement of children, young people and parents 6. All duties apply to all state-funded schools, inc. academies, free schools 4. Coordinated assessment; 0-25 Education, Health and Care Plan 3. LA, health and care services to commission services jointly 2. A clear, transparent local offer of services for all CYP with SEND 5. Statutory protections for 16-25s; focus on preparing for adulthood

Implications for schools New Code applies to all state funded schools Putting parents and children at the heart of the system Publication of School Information Report Reinforced role of SENCo Greater clarity about what school normally provides SEN Support – assessment and effective intervention Work with LA on local offer Working with Education, Health and Care Plans Improved transition planning and arrangements Outcomes/ outcomes/ outcomes

Equality Act 2010 Schools, early years providers, post-16 institutions, LAs:  must not directly or indirectly discriminate against, harass or victimise disabled children and young people  must not discriminate for a reason arising in consequence of a child or young person’s disability (e.g. admission)  must make reasonable adjustments, including the provision of auxiliary aids and services - this duty is anticipatory.  must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and non-disabled children and young people (public sector equality duty) 5

An effective school for all children with SEN and disability  Welcomes all children  Parents feel “at ease”  Includes all children in all educational and social activities  Demonstrates progress for all children in educational and social skills.  Helps children become independent. 6