Early Intervention and SEN Support SAFE | WELL | PROSPEROUS | CONNECTED SEND Parent and Carer Annual Conference 16th November 2018 Early Intervention and SEN Support Julie Frost Education Inclusion Lead Officer (SEND) Julie.Frost@northlincs.gov.uk

The Children & Families Act - overview Children, young people and parents understand a joined up system, designed around their needs. Where disagreements happen, they can be resolved early and amicably, with the option of a Tribunal for those that need it. Enablers Joint commissioning Better disagreement resolution processes Local offer Outcomes Having friends Positive Wellbeing Employment prospects 0-25 Children and young people with SEND and families Information, advice and support Making their views heard Good qualifications Components of part 3 of the Children and Families Act ( outer circle) LAs and CCGs will work together to commission services jointly to secure a better integrated system for 0-25 year olds, focused on outcomes, working with children, young people, parents and partners across education, health and social care. Together, they will produce a ‘local offer’ of services developed with parents and young people, so that they can understand what is available, and how to complain if they need to. They must consult publicly on this local offer, and publish the results. A streamlined assessment process, co-ordinated across education, health and care, and involving children and young people and their families throughout.   A new 0-25 Education, Health and Care plan to replace the current system of Statements and Learning Difficulty Assessments, which reflect the child or young person’s aspirations for the future, as well as their current needs. New statutory protections for young people aged 16-25 in FE, including right to request particular institution named in their EHC plan and the right to appeal to the First-tier Tribunal. A new duty on health commissioners to deliver the agreed health elements of EHC plans. A new duty on schools to ensure those with long term health conditions get the support they need. The option of a personal budget for families and young people with a plan, extending choice and control over their support. Support to resolve disputes earlier through access to mediation, while retaining the option to go to Tribunal The requirement for schools apply to all types of schools including Academies (Free Schools) The SEND Code of Practice sets out expectations of how every child with SEND will be helped in education (whether or not they have an EHC plan). Option of a Personal Budget Integrated assessment and planning Education Health and Care plan is holistic, co-produced and focused on outcomes. Extending choice and control over their support.

Successful Preparation for Adulthood, Including Independent Living and Employment And that includes raising our aspirations about employment as a realistic outcome for young people with SEN All the young people on this slide have experience of working and many of them have been in jobs for a while You can read all their stories and those of others on the Preparing for Adulthood website (address on slide). [Explain PfA a little bit] Briefly look at two of these….. 3

What are special educational needs and disabilities? North Lincs Local Offer

Schools and colleges use a graduated approach: SEN Support Education Health & Care Plans

Reform in practice: SEN Support - the role of the class/subject teacher Review Assess Involve parent/carers External support Wider support/specialist expertise e Involve parent/carers Involve parent/carers This diagram illustrates the key role for teachers in the reforms. The child at the centre and the classroom and subject teachers at the heart of the new SEN support system, driving the movement around the four stages (assessing need, planning support, do or implementing the support , reviewing the impact of support) of action, with the support guidance of the SENCO , specialist and engaging parents in the process. The classroom teacher should: Focus on outcomes for the child: Be clear about the outcome wanted from any SEN support. Be responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement. Have high aspirations for every pupils: Set clear progress targets for pupils and be clear about how the full range of resources are going to help reach them. Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress.   (Chapter 6, Paragraph 6.44 of the Code of Practice) SENCO c Class/subject teacher Child or young Persons with SEN Class/subject teacher SENCO Wider support/specialist expertise Plan Do Involve parent/carers

So the question is – what do we agree should be ordinarily available? SAFE | WELL | PROSPEROUS | CONNECTED Pupils at SEN support are those whose special educational needs and/or disabilities mean they need help in school/setting that is different or additional to the provision ordinarily available for other pupils of the same age. So the question is – what do we agree should be ordinarily available?

SAFE | WELL | PROSPEROUS | CONNECTED A description of the type of provision that should be ordinarily available across North Lincolnshire will assist in ensuring equity in decision making about when a child or young person might need higher level provision through an EHC assessment and an EHC Plan, and the distribution of Element 3 top up funding.  

SAFE | WELL | PROSPEROUS | CONNECTED Will provide a framework to describe educational provision that should be ordinarily available for children and young people between the ages of 2 and 19 who have SEND and whose educational provision is made available at SEN Support. Ordinarily available provision is provision that mainstream schools, academies and colleges make available for children and young people from the resources ordinarily available to the school.

SAFE | WELL | PROSPEROUS | CONNECTED What have we done so far? Discussed at both the Education Inclusion Partnership, SEND Partnership and SEND Standards Board Development of a working group of providers and other professionals in education, health and care along with parents and SENDIASS Produced and amended a draft document Published the document on the local offer website for consultation – (consultation closed 28th Sept 2018)

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