ROCHDALE SENCo CLUSTER MEETINGS Wednesday 21 October 2015 Session 1: 9:30 – 11:30 am St Andrew’s Church, Rochdale Session 2: 1:30 – 3:30 pm Town Hall, Rochdale

Programme 1. Welcome 2. National updates:Ofsted Inspection Framework for SEND SEN funding National survey on SEND reforms CSE of c/yp with disabilities 3. Local updates:Transfer reviews Change of educational officer Preparing for adulthood reviews Local offer Consultations 4. Dates for Diary 5. What makes a good EHC Plan?

Local Area Inspection Framework for SEND Q: What is it? A: An inspection on how effectively local areas fulfil their responsibilities towards disabled cyp and those with SEN. Q: When will it start? A: First inspections planned for May 2016 Q: Who will do it? A: Ofsted, Care Quality Commission and a LA inspector

Local Area Inspection The inspection team will: Meet key leaders from the area’s education, health and social care services Visit a number of educational settings Visit health settings Meet children and young people, and parents and carers and obtain their views What information may the inspectors take into account: Outcomes for cyp in national assessments and destinations after leaving school Statutory assessment timescales Disagreement resolution, mediation and appeals data Data about delivery of national health programmes e.g. healthy child Complaints

Key dates Consultation ends: 4 January 2016 Report published early 2016 Dissemination workshops for local areas from autumn 2015 until spring 2016 Launch of inspection programme: May 2016

SEN Funding Review The Review took place in the summer of Report published July Schools revenue funding published. Key recommendations: 1.Change the formula for allocating SEN funding to LAs and schools. 2.Consider a national ‘core entitlement’ that all schools in a local area should provide for pupils with SEN

SEND Reforms National Survey In June 2015 the Council for Disabled Children contacted LAs for an update on their progress with the SEND reforms. 140 LAs responded. 79% of LAs said that all or most of their schools had published an SEN information report 88% of LAs stated their further education providers are fully or to some extent reshaping their provision for SEN students 97% of LAs use person centred reviews as part of the EHC needs assessment 49% of LAs are extremely confident all transfers will be completed by April % of LAs have mediation arrangements in place 85% of LAs have well developed or fully established personal budget arrangements 59% of LAs have fully or well developed joint commissioning arrangements in place

New assessments Significant increase in new assessments for 0-5 year olds High levels of referrals for autism and social, emotional and mental health Increases in younger children with complex needs A small increase from sector More requests from Post 16

Child Sexual Exploitation New research published in September 2015 has revealed children with learning disabilities are more vulnerable to Child Sexual Exploitation (CSE) than other children, facing additional barriers to their protection and to receiving support. Reference:

Key findings Young people with learning disabilities are vulnerable to CSE due to factors that include overprotection, social isolation and society refusing to view them as sexual beings Lack of awareness of the sexual exploitation of young people with learning disabilities among professionals also contributes to their vulnerability There are gaps in national policy and a lack of implementation of current guidance Young people with learning disabilities are often not specifically considered in local multi-agency arrangements for CSE, which has implications for whether those experiencing or at risk of CSE are identified or receive support Young people with learning disabilities can face a number of challenges to disclosing CSE, including the negative responses of professionals

Main recommendations To prevent children and young people with learning disabilities from experiencing, or being at risk of, CSE, and to improve support. Ensure children receive appropriate education and information on sex and relationships and exploitation Earlier, child-centred general support for young people so that issues do not escalate and create risk; this includes being listened to by professionals Support to meet their specific learning needs Access to more specialist Child Sexual Exploitation services

Transfers to EHC Plans mandatory Children moving from an early years setting to a school – completed by Year 6 – completed by Year 9 – completed by Children/young people moving from schools (including sixth forms) to a post-16 institution or training. Completed by Those moving from mainstream to special school or vice versa Those leaving youth custody Young people with an LDA receiving high needs funding who intend to be in education beyond 31 August 2016 and request an EHC needs assessment.

Transfers to EHC Plans discretionary In addition: Years 4 and 5 attending Newlands School Springside School Brownhill School Year 7 attending Redwood School

Transfer Review Timeline The LA must notify the parents, carers or young people at least 2 weeks before the meeting takes place From the date of the meeting to the issue of the final EHC plan should be no more than 18 weeks Transferring a young person with a LDA will take 20 weeks from the date a request is made for an EHC needs assessment The LA must seek new assessment advice when requested by either the: LA, parent or the professional involved

Change of Education Officer This academic year a few schools will have a change of education officer. This is due to: Case loads having to be redistributed to take into account the new ways of working Saving travelling time by allocating, wherever possible, schools close to the education officer’s home address Education officers now supporting FE colleges

Preparing for Adulthood Reviews Support from Year 9 must be focused on the young person’s aspirations and the following outcomes: Higher education and/or employment – exploring different employment options, such as support for becoming self-employed and help from supported employment agencies Independent living - young people having choice, freedom and control over their lives, their support, and their accommodation and living arrangements, including supported living Participating in society - having friends and supportive relationships, and participating in and contributing to the local community. Being as healthy as possible in adult life.

Local Offer Feedback from stakeholders was published August 2015 Many of the SEN Information Reports have not been updated or are difficult to find National organisations are checking an area’s local offer of services and provision for children and young people with SEN and disabilities

Local Consultation Currently consultation is taking place on changes to the home to school/college transport policies and the short breaks offer. DATETIME VENUE Monday 19 October 1pm – 2.45pm Training Suite, Oulder Hill School, Rochdale Wednesday 21 October 7pm-8pm* Parents’ Forum, Castleton Thursday 22 October 9.30am – 11.15am Newlands School, Middleton Friday 23 October 9.30am – 11.15am Boardroom, Siddal Moor Sports College, Heywood Monday 9 November 9.30am – 11.15am Committee Room 1, Town Hall

Dates for Diary – Autism Hub, St Vincent’s Primary (2:30 – 3:45 pm) Secondary SENCO Network (1:15 pm start) Primary SENCO Network (am and pm sessions) – Autism Hub, Hollin Primary (2:30 – 3:45 pm) – Rochdale Autism Conference

Activity 1.Look at least one EHC Plan and evaluate against the checklist. 2.Complete the evaluation sheet. 3.Group feedback

Training Courses – Autism If you wish to go on any of the training below contact the REAL TRUST through their booking system. Tel no Girls on the Autistic Spectrum Date: 26/11/2015 at 09: :00 How to Teach a Child with ASD for NQTs Date: 26/01/2016 at 09: :00 Transition for Children with ASD in Primary School Settings Date: 12/02/2016 at 09: :00 Transition for Children with ASD in Secondary School Settings Date: 23/02/2016 at 16: :00