Education, Health and Care Planning Team Schools Business Managers Forum 23 May 2017

Introductions Melanie Moodley – Head of EHC Planning Team Sharon Cargill – North Area Coordinator Neil Hudson – SEND Legal Compliance Lead Officer Nick Basye – Service Accountant

Outcomes Current structure of the Education, Health and Care Planning Team and school allocation The EHC assessment process How SEN pupils are funded

The EHC Planning Team Structure and their roles

The SEND legal framework The Children and Families Act 2014 Special Educational Needs and Disability Regulations 2014 Special Educational Needs and Disability Code of Practice 2014 Equality Act 2010

This cycle of actions is called the graduated approach 1. Assess Planning effective teaching, determining appropriate provision and informing adjustments to teaching that will lead to good progress and improved outcomes for pupils. Plan 2. In the ‘plan’ stage of the graduated approach teachers gain a growing understanding of what approaches work. There are two areas that need to be considered when planning provision: High-quality class and/or subject teaching Targeted provision. Do 3. In the ‘do’ stage of the graduated approach teachers gain a growing understanding of effective support over time Review Teachers continually review pupils’ progress, formally and informally and gain a growing understanding of what approaches secure better outcomes. This is recorded in an SEN Support plan and provision map Provide clear, ongoing assessments of all children, and identify any children or young people who may have SEN e.g. teacher assessment and observations Tell parents/carers if thier child or young person has been identified as having SEN (special educational needs) Put in place the appropriate support to help the child/young person progress and achieve their agreed outcomes. The setting will make a SEN support plan, and review it with you 2 to 3 times a year

Requesting an EHC Needs Assessment 1. Who 2. How 3. When

Education, Health and Care Plan Process https://www.youtube.com/watch?v=QU2puyxuQz0

The EHC assessment process Evidence of the child or young person’s academic attainment (or developmental milestones in younger children) and rate of progress Information about the nature, extent and context of the child or young person’s SEN Evidence of the action already being taken by the early years provider, school or post-16 institution to meet the child or young person’s SEN Evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided Evidence of the child or young person’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies, and Where a young person is aged over 18, the local authority must consider whether the young person requires additional time, in comparison to the majority of others of the same age who do not have special educational needs, to complete their education or training. Remaining in formal education or training should help young people to achieve education and training outcomes, building on what they have learned before and preparing them for adult life. COP 9.14

The paperwork involved Education settings are asked to complete a referral form The form requests information linking to the SEND Code evidence and Hackney Learning Trust Criteria

How SEN pupils are funded

Helpful information http://www.hackneylocaloffer.co.uk/kb5/hackney/localoffer/advice.page?id=T9aobzsh_Us

Wiki - www.rixwiki.org

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