nasen and the EY SEND Partnership

Slides:

Advertisements

Similar presentations

C4EO Support for Regional Developments Gill Taylor Regional Associate 1.

Advertisements

Leicestershires Vision for short break transformation Leicestershire is committed to the transformation and expansion of short break services for disabled.

Mental Health Development Project Where are we now ? Jane Taylor Community First.

Early Support for families with children with additional needs Jo Sharman Early Support Development Officer.

£ Fair Funding RAPs Quality Staff Supply and development Services (SSE) SEND & VL Early Help and Specialist Services Compact Oversee quality, Value for.

SEND Reforms Conference Buckinghamshire Learning Trust The Children and Families Act 2014 and the SEND Code of Practice Tuesday 10 June 2014 André Imich,

Barry G Holland – Consulting Psychologist

The Draft SEN Code of Practice November What the Code is Nine chapters Statutory guidance on duties, policies and procedures relating to Part 3.

People Directorate Learning City - Strategic Overview September 2014 Paul Jacobs Service Director – Education & Skills.

Background Children and Families Act received Royal Assent – April 2014 Key elements of the act Special Educational Needs and Disability (SEND) reform.

Kesgrave High School SEN Information Report Mission Statement As a school we value all our pupils and work hard to ensure that SEN pupils have access to.

SEND Strategy Adrian Loades Executive Director, Children and Young People’s Services and Adult Social Care.

SEN and Disability Green Paper Pathfinders March 2012 Update.

Children and Family Services Reform of Special Educational Needs and Disability Chairs of Governors September 2014.

Special Educational Needs and Disability in our school

Support and aspiration: A new approach to special educational needs and disability Ann Gross, DfE 7 November 2011.

Children, Young People and Families Early Intervention Fund and Adult Learning and Empowering Communities Fund Application support July/August 2015.

Cambridgeshire’s SEN/D Guidance and Toolkit for Schools, Settings and Colleges of F.E.

SEN and Disability Reform Partner Supplier briefing event December 2012.

SEN Hub Webinar Working with SLT on the new Code of Practice: 5 steps to successful collaboration Natalie Packer

SEND Reforms – our journey through the process, successes challenges and solutions York’s experience Dr Christine Clarke Specialist Senior Educational.

L E A R N I N G SEND Pathfinder Report to Children’s Trust July Jane Marriott, Psychology and Inclusion Service Manager and Pathfinder Lead Medway.

16+ Transitions - Scottish Borders Council Lisa Milford – 16+ LC Co-ordinator/DtS Enterprise & Employability Dev Officer Best Chance Project.

Lorna Howarth Local Parenting Strategy Team Families Policy, Development & Delivery Unit Parenting Support Policy Update.

SPECIAL EDUCATIONAL NEEDS & DISABILITY CODE OF PRACTICE 2015 HOW THIS APPLIES TO FURTHER EDUCATION.

Helping to transform autism education: the AET’s 5 year national programme Steve Huggett Director Autism Education Trust Swindon April 2016.

Inclusion Programme & SEND Reforms in Sheffield Update for School Governors June 2016 Stuart Williams PEP.

A Children’s Centres for every Community Every Child Matters: 5 Outcomes Safe, Healthy, Achieve and Enjoy, Positive Contribution, Economic Wellbeing.

SEN, disability and the EYFS

What's happening about developing services and provision in Suffolk?

Children and Families Bill SEND provision: how we work together

The inspection of local areas effectiveness in identifying and meeting the needs of children and young people who have special educational needs and/or.

SEN and Disability Reforms – young people October 2014

Timetable Report Stage – Mid December, possibly January. Key Issues; disability in the Bill, single route of redress, regard to age, duty to provide social.

Kesgrave High School SEND Information Report Mission Statement September 2016 As a school we value all our pupils and work hard to ensure that SEND pupils.

Kesgrave High School SEND Information Report Mission Statement September 2016 As a school we value all our pupils and work hard to ensure that SEND pupils.

Developing SEND and Inclusion within South Gloucestershire

facilitator for NatSIP

EYFS SENCo FORUM 10th October 2017.

Regional EHC plan Peer Moderation Group

Working in partnership

Study Programmes: Modelling & Operation Project

SEND Local Area Inspection

Kesgrave High School SEND Information Report Mission Statement September 2017 As a school we value all our pupils and work hard to ensure that SEND pupils.

School Led SEND Desmond Tutu

SEND in Hertfordshire Now and in the Future Debbie Orton Head of ISL

Partnership with Parents

Claire Jones, Local Offer Manager, Norfolk County Council

Role & Responsibilities: Surrey Safeguarding Children Board (SSCB)

Head of SEND & Inclusion

Stronger Outcomes, Measuring Impact

SEND LOCAL AREA INSPECTION

EHCP Task and Finish Group

SEND Reforms What does this mean for your working practice?

Chris Rees Principal Officer, Education and Equalities, Council for Disabled Children.

Ofsted/CQC Local area SEND inspections: one year on Children’s and young people’s SEND were identified well in the early years, particularly for those.

Enable Trust What are we proposing? Why are we proposing this?

EYFS Co-Ordinators Meeting

EYSEND Partnership Outline of the project

Early Intervention and SEN Support

Outline of the EY SEND Partnership

EY SEND PARTNERSHIP SLCN in the settings.

Special Educational Needs and/or Disability (SEND) 0 – 25 years

Implications of Part 3 of the Children and Families Act for children, young people, families and professionals Philippa Stobbs, Council for Disabled Children.

365 Children, Young People and Families a BRIGHTER future

Designated Clinical Officer Islington Lesley Platts

The Local Offer: an overview

Children and Young People’s Trust Partnership

Welcome! The SENDCo – Mrs Nethercott Identification of Special Needs

Presentation transcript:

nasen and the EY SEND Partnership Funded by Whole Setting SEND: nasen and the EY SEND Partnership

Why Whole Setting SEND in the early years? Early Years settings are vital to supporting the early identification of need Early identification improves outcomes for children, young people and adults in the long term The SEND Code of Practice refers to all practitioners being responsible for the identification and meeting of needs Every setting needs a strategic approach in order to ensure best outcomes for children

What are we hoping to achieve through the EY SEND partnership? A joined-up approach Offering support at strategic and operational levels Co-ordination of approaches, from LAs to settings and parents In the long term, improved access to early years education for children with SEND Ultimately, improved outcomes for children with SEND

What is nasen offering for settings? A powerhouse of training! nasen and ICAN are working together to offer core ‘Day 1’ training to 672 setting managers across the 5 regions (based on existing resources). Further ‘Day 2’ training will be offered to 320 setting managers in using a whole setting approach to SEND strategically, based on the EY SEND Review Guide (being developed by Achievement for All based on the SEND Review from Whole School SEND.

Working at a strategic level Specialist Action Learning Sets nasen will work with 1 LA in each region to consider how they can develop effective whole setting practice for SEND across PVIs in their area. We will work with local leaders of Early Years and SEND to evaluate and support the development of more inclusive practice, aligned to strategic priorities, and to use data gathered from EY SEND Reviews to support strategic planning for future need.

How to get involved Find a full list of training locations and dates with links through to book Day 1 on the nasen website: nasen.org.uk/EYSENDPVI