SEND INFORMATION SESSION 10.2.2015 Carly Marsden ~ HT/SENCo Kate Tibbles ~ SEN Governor

SEND Reforms The SEND reforms build on the best practice over the past 13 years since the last Code of Practice was written. They aim to implement a new approach which seeks to join up help across education, health and care, from birth to 25. The reforms give schools the freedom to develop what works for them in partnership with their local authority, parents and young people.

SEND Reform Vision Participation of children, their parents and young people in decision-making. Early identification of children and young people’s needs and early intervention. Greater choice and control for young people and parents over support. Collaboration between education, health and social care services to provide support. High quality provision to meet the needs of children and young people with SEN. Focus on inclusive practice and removing barriers to learning. Successful preparation for adulthood, including independent living and employment. The reforms aim to join up help across education, health and care, from birth to 25. Help is to be offered at the earliest possible point, with children and young people with SEND and their parents fully involved in decisions about their support and what they want to achieve. This will help lead to better outcomes and more efficient ways of working.

A whole school approach Assess Review Engage parent External support Wider support/specialist expertise Engage parent e Engage parent SENCO Whilst the main legal duties on schools will not change; the way they will be met will change. The reforms aim to bring about a culture change by placing classroom and subject teachers at the heart of the new SEN Support system, with parents or carers fully involved in decisions about their support and what they want to achieve. Classroom and subject teachers work together with the SENCO, drawing in specialist expertise to remove barriers to learning and put in place effective provision in the form of a four part cycle of assessment, planning, action and review (the graduated approach). The Teacher’s Standards 2012, make it clear that it is every teacher’s responsibility to “adapt teaching to respond to the strengths and needs of all pupils”. The SEN Code of Practice echoes this point, as it states that “teachers are responsible and accountable for the progress and development of the pupils in their class, even where pupils access support from teaching assistants or specialist staff”. c Class/subject teacher Child or young Persons with SEN Class/subject teacher SENCO Wider support/specialist expertise Plan Do Engage parent

Definition of SEN The reforms do not change the definition of SEN, Children and Families Act 2014: A child and young person has SEN if they have learning difficulty or disability which calls for special educational provision to be made. A child of compulsory school age or a young person has a learning difficulty or disability if they have significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools. CONTEXT IS IMPORTANT – EACH SCHOOL IS DIFFERENT – Cornwall LA trying to tighten this up! Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition. Code of Practice, introduction.

Definition of Disability Equality Act 2010: A person (P) has a disability if- P has a physical or mental impairment, and the impairment has a substantial and long- term adverse effect on the P’s ability to carry out normal day-to-day activities. Long-term means- Lasted for at least 12 months Likely to last for at least 12 months Likely to last for the rest of their life.

SEND Code of Practice The code covers 0-25 range so need to develop partnerships to support transitions School action and school action plus replaced with a single graduated approach, called SEN support (SS1 and SS2) Statements replaced with Education, Health and Care Plans, which require a joint approach across education, health and social care New funding formula means mainstream schools need to fund first £6,000 of a child’s EHCP Focus on involving young people and parents in decision making about SEN Greater freedom on recording of targets, monitoring and identification of need Local offer and school offer must be published. SEND Code of Practice July 2014 School’s Guide to SEND Code of Practice September 2014 (slimmer version). Revised SEND Code of Practice January 2015 (comes into force April 2015). IEPs (EHCP) and Intervention Trackers (SEN support, concern and no SEN).

The Local Offer Local authorities must publish a Local Offer, setting out in one place information about provision they expect to be available for children and young people in their area who have SEN, including those who do not have EHCPs. Family Information Services www.cornwallfisdirectory.org.uk The Local Offer will enable families to see readily what they can expect from mainstream services across education, health and social care and how to access more specialist support.

Areas of Need General learning difficulties Dyslexia Dyscalculia Cognition and Learning Social, Emotional and Mental Health Physical and Sensory Communication and Interaction General learning difficulties Dyslexia Dyscalculia Dyspraxia ADHD (ADD) Attachment OCD ODD Tourette’s Eating disorders HI VI Muscular Dystrophy Cerebral Palsy ASD/ASC Aspergers Speech & Language delay/disorder Down Syndrome

Outside agencies Family Information Services (Early Support/ Family Support Workers/Parenting courses) AS Team (Autism Spectrum Team) Behaviour Support Service CAMHS/ Primary Mental Health Service Dreadnoughts Educational Psychologist Hearing Support Service Learning Support Service FIS leaflets Parenting courses booklet

MARU (Multi Agency Referral Unit/ Social Care) NSPCC Nurture Groups (New Horizons) Occupational Therapist (DCD Team) Penhaligon’s Friends (bereavement) Physiotherapist School Nurse/ Health Visitor Speech and Language Therapy Service Student Welfare Officer (Brannel) Vision Support Service Young Carers

Independent Advice SENDIASS (SEND Information Advisory and Support Service) – an independent, free service run by Disability Cornwall. SENDIASS flyer 01736 751921

Achievement for All Nanpean School has registered with Achievement for All, a two year improvement programme to improve outcomes for vulnerable and disadvantaged pupils, including those from low income families, those identified with special educational needs, and looked-after children. The Programme has been in practice for five years, used by more than 2000 schools. It focuses on 4 areas: Leadership Teaching and Learning Wider Outcomes and Opportunities Parent and Carer Engagement.

School’s Local Offer Each school will have a ‘SEND Information Report’ that explains the type of support they provide for children with SEND. It also reports how the school involves children and their parents/carers in any decisions. Nanpean School’s ‘SEND Information Report’ will be published on our website after February half term.

Any questions? Future workshops?