March 2015

New code of Practice brought out in July 2014 since updated in January 2015 coming into force April 1 st page document outline the statutory guidance regarding young people identified as having SEND from 0-25.

 DFE have produced a document for parents to explain the changes. This can be found on the DFE website at: for-parents-and-carers for-parents-and-carers  This guide explains how the system that supports children and young people with special educational needs and disabilities (SEND) works.  It covers:  the law and guidance on which the system is based  places to go for help and further information  details about changes to the system from 1 September 2014 (DFE website)

 Covers 0-25 age range and includes guidance for disabled pupils as well as those with SEN  More joined up approach between all professionals including education  Focus on participation of the pupil and family involvement at all levels  Person centred approaches  Outcome focused – where are we going?

 All schools required to publish a school information report showing the support that they may provide for children with SEND (Found on School website)  All Local Authorities required to publish a local offer showing the support and services they offer to young people and their families with SEND:

1. Communication and Interaction 2. Cognition and Learning 3. Social, Emotional and Mental Health 4. Sensory and or physical needs

 Clear guidance to identifying and supporting a pupil with SEN-SEN Support replaces school action, school action plus and statements (eventually) moved to Education, Health and Care Plans (EHCP)  SEN support – Essex Educational Psychologists have produced a document for all schools to support in the identification of pupils with SEND and the provision provided  High quality Teaching  Additional school intervention and support  High need Local authority will be transferring statements over to Education, Health and Care plans over the next 4 years.

 SEN support in schools  6.44 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. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (COP 2015)

 Takes the form of:  Assess the child’s needs  Plan what are we going to do and how, who will be involved  Do carry out the plan  Review what has worked, not worked so well, where are we now, how effective the support was and what impact it has had.

 s/send-guide-for-parents-and-carers s/send-guide-for-parents-and-carers   School information report (School website)  School policy (in process of being updated)