SEN Hub Webinar Working with SLT on the new Code of Practice: 5 steps to successful collaboration Natalie Packer The webinar slides can be downloaded and printed from: Do your colleagues need to use the Hub? Your subscription includes 6 log-ins. Make sure you’re using them all. For help call the Hub Line and speak to our friendly team!

Working with SLT on the new SEND Code of Practice: 5 Steps to Successful Collaboration Natalie Packer May 2013

By the end of the session you will be able to: identify what success looks like understand what you should be aiming for use practical strategies to ensure effective collaboration.

The CoP: Where are we now? A further draft CoP was available for consultation until 6 May Results will be published in the summer Once the responses have been reviewed, the Secretary of State will publish the Code and lay it before Parliament for approval.

1. The key changes Key themes (Children and Families Bill/Code of Practice) Key messages Challenges for your school/organisation Potential opportunities for your school/organisation. Are SLT up-to-date with the legislation and guidance? Do SLT understand the CoP aims and key messages? Do SLT recognise the potential opportunities for re- thinking SEN?

Key Themes SEND Code of Practice 0-25 Outcomes focused Participation of parents and pupils Early identification Greater choice and control for parents Multi-agency collaboration High quality provision Successful preparation for adulthood

2. Statutory responsibilities SEN Code of Practice – ‘must’ and ‘should’ New information reporting requirements Schools ‘local offer’ SEN policy links Don’t forget the Equality Act! Are SLT aware of the statutory duties? Is it clear who will take key responsibility? How are governors involved?

A key message for teachers ‘Special educational provision is underpinned by high-quality teaching and is compromised by anything less.’ Draft Code of Practice, April 2014

3. Agree commitment to a whole-school approach Every teacher is responsible for every pupil Using ‘best endeavours’ to make necessary provision for pupils with SEN Focus on high-quality teaching Plans to address CPD needs of staff. How can SLT support the ‘Every Teacher’ message? How is QFT prioritised in our school? Are plans in place for effective staff CPD?

Nasen online SEND CPD: Inclusion Development Programme (SLCN, dyslexia, behaviour, ASD): Advanced training materials for ASD, Dyslexia, SLCN, BESD, MLD Complex needs (SLD, PMLD, CLDD): CPD Materials CPD Materials

4. Jointly secure resources Know your budget! Provision for the new graduated approach (SEN support) Provision management Demonstrate value for money. Do you know what budget there is for SEN? Are evidence- based interventions being used? How can governors show evidence of value for money?

5. Develop a strategic plan together Integral to whole-school improvement planning Identify short-, medium- and long-term aims/actions Ensure time, capacity and resources to implement Consider transition period for change implementation. Do plans reflect the school’s vision for SEN? Do SLT know implications of transition from old to new system? Do priorities / aims align with Ofsted framework?

What successful collaboration looks like: 1. Processes There is a strategic plan in place reflecting the changes and linking to whole-school improvement planning (including QFT) SLT agree new graduated approach Time is allocated for planned SEN CPD for all staff Processes are in place for effectively involving pupils and parents in making decisions The SENCO meets regularly with SLT and the SEN governor to monitor and evaluate the new approach.

What successful collaboration looks like: 2. Outcomes SLT demonstrate commitment to a whole-school approach to improving the provision for, and progress of, pupils with SEN SLT/governors ensure the SENCO has time, capacity and status to influence decision-making at a strategic level Effective CPD ensures the skills and capacity of the workforce to meet the needs of pupils with SEN are improving SLT are committed to ensuring pupils and parents are at the heart of decision-making processes SLT/governors use monitoring and evaluation effectively to evidence the impact of provision on the achievement of pupils with SEN.

Thank you! Please contact me for further information: Thank you! Please contact me for further information:

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