The 0-25 Special Educational Needs and Disability (SEND) Reforms (Children and Families Act 2014) School Governor Briefing September 23 rd 2014 Liz Malcolm SEND Reforms Project Development Manager Interim Principal Educational Psychologist

The vision for the reforms Joined up support across education, health and care, from birth to 25Joined up support across education, health and care, from birth to 25 Children and young people at the centreChildren and young people at the centre Participation in decision making A whole school approach

Joined up support across education, health and care, from birth to 25 Participation of children, their parents and young people in decision- making. Early identification of children and young people’s needs and early intervention to support them. Greater choice and control for young people and parents over support. Collaboration between education, health and social care services to provide support. High quality provision to meet the needs of children and young people with SEN. Focus on inclusive practice and removing barriers to learning. Successful preparation for adulthood, including independent living and employment.

Option of a Personal Budget Integrated assessment and planning Joint commissioning Better disagreement resolution processes Children and young people and their families central 0-25 Children and young people with SEND and families Where disagreements happen, they can be resolved early and amicably, with the option of a Tribunal for those that need it. Children, young people and parents understand a joined up system, designed around their needs. Having friends Outcomes Employment prospects Positive Wellbeing Good qualifications Making their views heard Local offer Enablers Education Health and Care plan is holistic, co-produced and focused on outcomes. Extending choice and control over their support. Information, advice and support

Supporting and involving children and young people in decisions about their support means having regard to: (a)the views, wishes and feelings of the child and his or her parent, or the young person; (b)the importance of the child and his or her parent, or the young person, participating as fully as possible in decisions (c)the importance of the child and his or her parent, or the young person, being provided with the information and support necessary to enable participation in those decisions; and (d)the need to support the child and his or her parent, or the young person, in order to facilitate the development of the child or young person and to help him or her achieve the best possible educational and other outcomes. Participation in decision making

External support e e c c Child or young Persons with SEN Review Assess Do Plan A whole school approach Engage parent

Key elements to address Co – production with parents Joint commissioning Development of a local offer New approach to statutory assessment for an Education, Health and Care Plan Option of a personal budget Improved transitions and preparation for adulthood

What Wandsworth has done Involved parents in co production of new processes and guidance Set up 5 multiagency and cross age group working groups with parents as co – chairs Developed and working to a transformation plan Held a major conference for parents and second one planned First draft of the Local Offer on the Family Information Service web site Regular input and feedback to existing team and professionals meetings (e.g. SENCo forum; headteachers; community paediatrics; children’s services management team)

What Wandsworth has done Worked with the SENCo forums to support them to develop the school SEN information report Identified and plans in place to address workforce development needs Carried out and set up evaluation of a pilot for the assessment and planning process for education, health and care plans Established a new decision making panel to which parents are invited Established a research project to look at increasing the effectiveness of commissioning of support services for special schools Transition plan – transfer of Statements to EHC plans published September

Initiate a review of the SEND Policy engaging governors and staff, parents and young people. Publish the SEND policy as set out in the SEND Information Regulations Tell parents about the reforms and explain to them how the transition will happen, make staff aware of the reforms and start essential training Engage with the local authority in relation to the requirements, in particular the development of the local offer and their process for transferring from statements to EHC plans. Ensure the SENCO has the right qualifications (teaching) and explore how the SENCO fits into strategic management of the school. Have arrangements in place to support pupils with medical conditions. 10 Implementation: What schools need to do

Review and refresh the school’s process for the early identification and assessment of SEND to follow the graduated approach. Review pupils currently on SA/SA+, engaging the child and parent in decision making and planning and being clear about the extra support that they need, what impact you expect support to have and by when Redraft the register to identify pupils on SEN support Review and refresh the schools procedures for effective engagement to ensure children, young people and parents are involved in decision making and planning. Review how the schools support pupils with SEND with their transition to post-16 education and preparing for adult life.

What the reforms means for governors Must have regard to the SEND Code of Practice and should oversee the implementation of the reform and provide strategic support to the head teacher Must publish information on the school’s websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. Must ensure that there is a qualified teacher designated as SENCO. Must cooperate generally with the local authority including in developing the local offer and when the school is being named in an EHC plan. Must ensure that arrangements are in place in schools to support pupils at school with medical conditions. Must also publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.

13 The main legal duties on schools will not change, but the way they will be met may change. Schools must continue to: meet their Equality Act duties for pupils with disabilities; use their ‘best endeavours’ to meet pupils’ SEN – this means doing everything they can to meet children and young people’s SEN; inform parents when pupils receive support for special educational needs and involve them in reviews of progress; admit a young person, where the school is named in an EHC plan; co-operate with the local authority in developing the local offer; and have regard to the new 0-25 SEND Code of Practice. Legal duties New duties require schools to: produce and publish online a School SEN Information Report; appoint a suitably qualified or experienced member of staff as SENCO (National Award); make arrangements to support pupils with medical condition and schools must have regard to statutory guidance supporting pupils at school with medical conditions.

Further Information Local offer and all key documentation Visit the pathfinder website at disability-reform-support-organisationswww.councilfordisabledchildren.org.uk/getting-involved/sen-and- disability-reform-support-organisations