Webinar Collaborative SEND Leadership to drive implementation of the SEND Code of Practice (0-25) 2014 Anita Devi is a special educational needs consultant, policy developer, strategist and trainer with experience from early years to postgraduate provision in the UK and overseas

Principles underpinning SEND Code of Practice 2014 Section 19 of the Children and Families Act 2014 makes clear that local authorities, in carrying out their functions under the Act in relation to disabled children and young people and those with special educational needs (SEN), must have regard to: o the views, wishes and feelings of the child or young person, and the child’s parents [Open dialogue and equal voices] o the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions [Collective decision making] o the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood [Future aspirations]

Principles – Policy – Practice (School-led & Teacher-led) Principles of SEND Code of Practice 2014 AssessPlanDoReview Improving outcomes for children & young people Increasing parental confidence Collaborating across communities and partners Delivering effective management of finite resources

Leadership Area of impact Area of influence Area beyond impact and influence

Complex systems - red sky thinking o How do we prepare young people for careers that don’t even exist yet, using technologies that haven’t been invented? o Does legislative and organisational change always result in individual behavioural change? o How is collaborative leadership different and how can we use this approach to lead and deliver the SEND reforms?

21 st C Learners/Workforce

Adult Growth Mindsets Kegan & Lahey: Three plateaus of in adult mental development

Working Together Coercing: No choice No voice No commitment Participating I’m along fro the ride Competitive Exchanging some information minimally and with hidden agenda Cooperating I’ll work to your goal Collaborating We’re committed to OUR goal Knowledge Skills Dispositions

Evolving perception of SEND/D and the role of SENCo Difference model Medical model Social model Management model SEND 2014 IntegrationInclusion Specialist Teacher“Fixer” Leadership & Management

SEND Leadership & Management Management model Strategic direction and development Building partnerships Supporting high quality teaching & learning Effective deployment of support staff Monitoring progress & QA Financial management Commissioning Whole setting CPD Evidence-based approach

Collaborative SEND Leadership Team Management model Strategic direction and development Building partnerships Supporting high quality teaching & learning Effective deployment of support staff Monitoring progress & QA Financial management Commissioning Whole setting CPD

Complex systems - red sky thinking o How do we prepare young people for careers that don’t even exist yet, using technologies that haven’t been invented? o Does legislative and organisational change always result in individual behavioural change? o How is collaborative leadership different and how can we use this approach to lead and deliver the SEND reforms?

I believe in the JOY of Learning