Strategy for Children and Young People with Special Educational Needs and Disabilities

2 The strategy’s vision To ensure that all Children and Young People with SEND have a full range of support and opportunities available to them and are provided with opportunities to maximise their life chances, goals and aspirations.

3 Why the strategy was developed The need for a new SEND Strategy, replacing the 2008 Policy, was identified as part of the Lifelong Learning Strategy (agreed by ECC Cabinet in March 2013). Another key driver is the significant government reforms to education, health and social care, including the emerging Children and Families Bill. However, the key underpinning driver is to reduce the inequalities in outcomes for pupils with SEN (35,455 children and young people in Essex representing 17% of the schools population).

4 The Essex Picture - SEN Achievement Strong ‘special’ sector Uneven profile for mainstream school outcomes Statements: achievement compares with England (marginally under) SEN ‘gap’ at SA+: 10% worse than England gap SA & SA+ combined Essex ranks 139 (out of 150) Causes? Leadership, quality first teaching, evidence based strategies and interventions, effective use of resources, effective use of strategic partners and services

5 The purpose of the strategy Increased confidence in the system Identifying, intervening and supporting as early as possible Ensuring specialist provision matches requirements Ensuring funding and resources are used effectively Improving school experiences for pupils with SEN and their families

6 Main legislative changes the strategy must reflect (Children and Families Bill) To produce a 'local offer' which details the services to support children and young people with SEND and their families in a clear and transparent way. To replace SEN statements with a new birth-to-25 education, health and care plan – ensuring joint assessment, planning and commissioning of services. To provide an entitlement for parents, families and carers and young to have greater choice and control over the services they receive. To provide greater powers for the local authority to continue services post 18 and introducing new protections for young people aged – ensuring smoother transitions to adulthood. To extend the SEND legal obligations of maintained schools to FE colleges and academies (including free schools).

7 New SEN Code of Practice - implications There is no reference to stages e.g. SA, SA+, just one school based stage and then an Education, Care and Health Plan Focus on ensuring pupils are being provided with high quality differentiated teaching Focus on the provision of evidence based programmes IEPs are no longer mentioned; an opportunity for schools to target set and communicate strategies more effectively Behaviour has been removed from the categories and mental health added - SMEH

8 New SEN Code of Practice - implications Moderate Learning Difficulties has been removed from the categories Schools should meet parents of pupils receiving SEN support at least termly The time scale for an EHC plan assessment has been reduced to 20 weeks Health must provide support identified in the EHC Plan

9 New SEN Code of Practice - implications There is a big emphasis on the identification and support for students with SEN being decided and implemented by class and subject teachers (specified that support must be provided on a daily basis by class/subject teachers…) SENCo has a leadership role Code of Practice only relates to those with SEN – disability is specifically exempted

10 Priority 1 - Ensure every child with SEND can go to a good or outstanding school or education setting Where schools offer good or outstanding provision children and young people with SEND can be supported to achieve their ambitions and make good progress. However Essex and national data shows us that a significant number of children and young people with SEND do not make good progress; reach their potential and are not well prepared for the next stages of their lives. Essex families would like to work closely with their schools to achieve the best outcomes for children and young people and feel strongly that increased awareness and joint training around SEND issues would make a significant positive difference.

11 Priority 2 - Commission/deliver a range of high quality provision for all children and young people with SEND Individuals should be able to access a range of high quality services when required to meet a wide and varied range of needs. Essex Partners will seek to develop SEND Provision in consultation with, and in collaboration with, its customers, recognising the challenges imposed by financial constraints in times of austerity and the need to be opportunistic and flexible in their approach.

12 Priority 3 - Ensure a smooth progression to adulthood for all young people with SEND A focus on a smooth transition through life stages and into adulthood can support the achievement the best possible outcomes for each young person and maximise their independence, choice and control as they enter adulthood. Essex County Council and its partners are committed to work together to overcome obstacles and join up services in order to achieve this aim.

13 Priority 4 - Improve the Assessment and identification of SEND across agencies Effective assessments following early identification is the first step in reducing the need for more costly and potentially less successful provision later on. This is both in terms of statutory assessment and also prior to this assessments by schools and teachers.

Strategy Launch The strategy will launch on 6 January 2014 – pending approval from ECC Cabinet. A copy of the draft strategy can be downloaded from the following URL – Schools/Schools/Special-Education-Needs/Pages/Essex- SEND-consultation.aspx 14