School Census Return January 2015 Collection of SEN data Guidance for SENCOs

Background and Rationale The submission of the school census returns, including a set of named pupil records, is a statutory requirement on schools under Section 537A of the Education Act 1996. Data collected should be that which a well prepared school uses themselves Data collection is consistent with the overall vision to: collect data once and use many times automate the collection of data Analysis of individual pupil records supports the drive to raise standards, provides accurate targeting of funding, and assists the monitoring and development of policy.

School Census Dates first Thursday in October - 2 October 2014 third Thursday in January – 15 January 2015 third Thursday in May – 21 May 2015

What is collected?

School Census Information is collected 3 times a year Different data items are collected in each census Detailed SEN Pupil level information is gathered in January SEND Reforms and changes to SEN Code of Practice are reflected in SEN Type data modules

SEN Module – January Pupil SEN Provision (Formerly Stage) (Collected at all 3 Data Collection Points) 4.5.1 Pupil SEN Type Ranking 4.5.2 Pupil SEN type 4.5.3 Member of SEN unit indicator 4.5.4 Member of resourced provision indicator 4.5.5

SEN Provision Schools should record all pupils who need special educational provision (that is additional to or different from mainstream provision) This is for pupils who have a significantly greater difficulty in learning than the majority of others of the same age. Parents must be informed if SEN provision is required Provision for pupils with SEN on School Action/ School Action Plus should be reviewed in order to put in place SEN Support Schools are advised to use CYC Threshold Bandings.

SEN Provision 4.5.1 New K= SEN Support E = Education Health Care Plan ( see further details on when to use this) Continuing during transition years S = Statement A = School Action (until summer 2015) P = School Action Plus (until summer 2015) The DfE Expects that the majority of A + P will have transferred to K following termly review of SEN status.

Provision – Statement/EHCP 4.5.1 During the transition period schools will be able to record children as either having either a statement (S) or Education, Health and Care Plan (E). MIS will write to schools in January to confirm details of pupils with Statements/EHCP.

SEN Provision - S or E? Use S where CYP has a Statement of SEN and has not yet had a transfer review has had their transfer review but has not yet received the final EHCP from the LA converted to an EHCP before the 1st September 2014. The Statement still remains the legal document until they have had a transfer review and the final EHCP has been received from the LA

SEN Provision - S or E? Use E where CYP Has never had a Statement of SEN but has been issued an EHCP by the LA Had a Statement of SEN, has had their transfer review and has received the final EHCP from the LA. Please email sendept@york.gov.uk with pupil name if in doubt.

Pupil SEN Type The SEND CoP refers to 4 Broad Areas of Need and is clear that identification is not about labels. 6.27 These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.... A detailed assessment of need should ensure that the full range of an individual’s needs is identified, not simply the primary need. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well-evidenced interventions targeted at their areas of difficulty....

Pupil SEN Type 4.5.2 This field records the nature of a pupil’s special educational need. This is required for all pupils receiving SEN Support (K) The primary need and, if appropriate, their secondary need should be recorded. The SEND Code of Practice has resulted in changes BESD Should no longer be used 2 New Codes SEMH Social Emotional and Mental Health NSA (see next slide)

Pupil SEN Type - NSA Following confusion at the Primary SENCO Forum the use of NSA was raised with André Imich- SEN and Disability Professional Adviser SEN and Disability Division. DfE This is his response: The expectation is that the phrase: ‘SEN support but no specialist assessment of type of need’ (NSA) has been introduced to support pupils prior to completion of a formal assessment' It covers those pupils who are undergoing a EHC needs assessment. The number will be very small, and zero for many schools. The confusion is the phrase ‘formal assessment’. Under the 96 Education Act procedures, this was common parlance for the statutory assessment towards a statement. We do need to change it so that it reads “‘prior to completion of a EHC needs assessment'.

Pupil SEN Type 4.5.2 should be chosen from the following list SPLD Specific learning difficulty MLD Moderate learning difficulty SLD Severe learning difficulty PMLD Profound & multiple learning difficulty SEMH Social, emotional and mental health SLCN Speech, language and communication needs HI Hearing impairment VI Visual impairment MSI Multi-sensory impairment PD Physical disability ASD Autistic spectrum disorder OTH Other difficulty / disability NSA SEN support no specialist assessment of type of need

Pupil SEN Type 4.5.2 Only in extremely rare cases will these be used in mainstream SLD Severe learning difficulty PMLD Profound & multiple learning difficulty MSI Multi-sensory impairment NSA SEN support no specialist assessment of type of need Please check with the EP if you think a pupil fits these categories Please also check that the following have been correctly entered as there have been typo errors in the past SPLD Specific learning difficulty SEMH Social, emotional and mental health SLCN Speech, language and communication needs

Further Information and Guidance Part 2 Further Information and Guidance Understanding of management changes responsibilities and duties Details to support SENCO/SLT/Governors

The Vision for SEND Improved outcomes 6.1 (CoP) All children and young people are entitled to an education that enables them to: achieve their best; become confident individuals living fulfilling lives; and make a successful transition into adulthood, whether into employment, further or higher education or training. Marion

Statutory Duties Every school is required to identify and address the SEN of the pupils that they support. Schools must: use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN inform parents when they are making special educational provision for a child. SEND Code of practice 2014 6:2

SEN Support The use of the CYC Threshold Bandings will assist schools to determine: If a pupil has special educational needs The primary and secondary need (s) The support/provision that should be in place Where a pupil has been identified as having SEN schools are required to: Ensure that detailed assessment informs personalised planning of additional or different provision. Action is taken and reviewed with parents. Pupils recorded K (SEN Support) must be in receipt of this.

Changing to SEN Support K For all pupils previously identified with SEN and recorded at School Action A or Action Plus P Meet with parents, pupil and school staff and any specialists involved to review progress/provision Discuss what is working well, what needs to change. Use CYC Threshold Bandings (Descriptor Column) to Determine Primary (and Secondary )Need. Agree band level for support/provision (Band 0 is not SEN) Agree outcomes Consider if further assessment/information is needed. Use CYC Threshold Bandings to plan provision. Teaching and learning strategies Curriculum and interventions Resources including staffing

SEN support in schools Assess, Plan, Do, Review Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. SEND Code of Practice 2014 6:44 Assess, Plan, Do, Review

Assess, Plan, Do, Review For all For some For a few Detailed Regular More detailed More frequent For some Marion For a few

SEN Support All teachers and support staff who work with the pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system. The involvement of specialists and what was discussed or agreed should be recorded and shared SEND Code of Practice 2014 6:49

Record Keeping 6.72 It is for schools to determine their own approach to record keeping in line with the requirements of the Data Protection Act 1998. The provision made for pupils with SEN should be recorded accurately and kept up to date. 6.65 Where a pupil is receiving SEN support, schools should talk to parents regularly to set clear outcomes and review progress towards them, discuss the activities and support that will help achieve them, and identify the responsibilities of the parent, the pupil and the school. Schools should meet parents at least three times each year. 6:71 A record of the outcomes, action and support agreed through discussion should be kept and shared with all the appropriate school staff. This record should be given to the pupil’s parents.

Record Keeping 6:73 Schools should particularly record details of additional or different provision made under SEN support. This should form part of regular discussions with parents about the child’s progress, expected outcomes from the support and planned next steps. They should ensure that they have accurate information to evidence the SEN support that has been provided over the pupil’s time in the school, as well as its impact. The 2014 CoP Recommends a graduated response: Assess, Plan, Do, Review 6:44-6:56

Further Advice, Information Training The Autism Education Trust for children and young people on the Autism Spectrum (www.autismeducationtrust.org.uk ) The Communications Trust for speech, language and communication difficulties (www.thecommunicationtrust.org.uk) The Dyslexia SpLD Trust on dyslexia and literacy difficulties (www.thedyslexia-spldtrust.org.uk ) The National Sensory Impairment Partnership for vision impairment, hearing impairment and multi-sensory impairment (www.natsip.org.uk ) Mind-ED e-learning portal for mental health, wellbeing and development. (www.minded.org.uk )

How is Census Data used? Numbers of pupils are matched with data from the school workforce census to monitor pupil to adult ratios Class sizes, pupils with special educational needs, free school meals, ethnicity, absences and permanent exclusions is used to monitor the government’s social inclusion policy Pupil numbers are used for funding local authorities and schools (including pupil premium) and contributing to the school performance tables exercise Data is used nationally for the standards and testing agency (STA) key stage 2 national curriculum test pupil registration process Data is used to support other key areas involving LAs such as the revenue support grant and LA benchmarking tables

SEND Checklist for schools Identification of SEND is built into overall school approach to monitoring progress and development. Systems reviewed and updated Needs and support for pupils on SEN List reviewed SEN Support replaces Action and Action Plus SEND List updated – Parents informed Parental engagement strengthened – Views sought and taken into account when planning Pupils assisted to take active part in reviews and planning Teachers understand that differentiated quality first inclusive teaching is the first response to SEN. SEN CPD needs audited and addressed

Contacts for queries Management/Planning/Identification: marion.weeks@york.gov.uk Data input/Census: Rebecca.fraser@york.gov.uk Statutory (Statements/EHCPs): sendept@york.gov.uk NB Educational Psychologist and members of the Specialist Teaching Team working with individual pupils are also able to advise.