1. WELCOME The Role of the SEND Governor 23 rd March 2016 Clive Haines & Rebecca Walker

2. Agenda Some definitions The legislation The role of the SENCo Governing Board responsibilities The SEND Governor role Governing Board support of the SEND Governor Other SEND related reports to the Governing Board The SEN Information Report Points to remember…

3. Definitions The Special Educational Needs and Disability Code of Practice 2014 (0-25 years) states:- A child or young person has SEN;  if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child or young person as a learning difficulty or disability if:  the child has a significantly greater difficulty in learning than the majority of others of the same age, or  the child has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

4. Definitions Children with SEN may also have a disability under the Equality Act 2010, which is defined as:-  “a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.”  And note that: - Long-term: is defined as ‘a year or more’ - Substantial: is defined as ‘more than minor or trivial’  Sensory (sight / hearing) impairments are included, as are long-term health conditions such as asthma, diabetes, epilepsy and cancer.  Children and young people with such conditions DO NOT necessarily have SEN (or vice versa) but there is a significant overlap.  Schools must not discriminate (directly, indirectly or for a reason arising in consequence of the disability) and they must make reasonable adjustments.

5. The Legislation  The Childrens’ and Families Act 2014 Part 3: Children and Young People in England with Special Educational Needs and Disabilities  The SEND Code of Practice 2014 (DfE – last updated Jan 15) Statutory guidance for LAs, Schools, Academies, NHS Trusts etc  The Equality Act 2010 (DfE Advice for Schools - May 14)  Supporting pupils at school with medical conditions (DfE - Apr 14) Common Focus: Inclusive Practice and Removing Barriers to Learning

6. The Children & Families Act 2014 / SEND Code of Practice  Puts the child and the family at the centre - We must have regard to views, wishes and feelings of the children and parents - Children and their families participate as fully as possible in decisions - Increased focus on best possible outcomes and aspirations - At age 16, the child’s views take precedence over the parents’  Education, Health and Care (EHC) Plans replace Statements - Produced in partnership between education, health and social care services - Transition from all Statements to EHC Plans by April 2018 - Transition normally happens at change of Key Stage / school phase.  The Local Offer - LAs must publish all the available provision and how to access it. Schools must collaborate with the LA.  New single-category SEN support - School action and school action plus replaced - Schools using provision maps and “waves”.

7. Role of the SENCo Governing Boards must ensure that there is a qualified teacher designated as Special Educational Needs Coordinator (SENCo) for the school. The SEND Code of Practice 2014 (page 108-109)  The SENCo must be a qualified teacher working at the school.  If not previously been a SENCo for a period of more than 12 months, they must achieve a National Award in SEN Coordination within 3 years.  Works with the leadership to determine SEN policy and provision in the school plus day-to-day responsibility for the operational (including EHC Plans)  “most effective if part of SLT” (Para 6.87)  “It may be appropriate for a number of smaller primary schools to share a SENCO employed to work across the individual schools, where they meet the other requirements set out in this chapter of the Code” (Para 6.92-6.94)

8. Role of the SENCo “The school should ensure that the SENCo has sufficient time and resources to carry out their functions. This should include providing the SENCo with sufficient administrative support and sufficient time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school. “ Do your school’s arrangements meet these criteria?

9. Responsibilities of the Governing Board Boards of maintained schools and academies have legal duties in relation to pupils with SEN: Governance Handbook (Nov 15) p43-44  To decide, with the leadership, the school’s policy and approach to meeting children and young people’s SEN.  To set up appropriate staffing and funding arrangements and to oversee the school’s work.  To use best endeavours in exercising their functions to ensure that the necessary special education provision is made for any pupil who has SEN.  To make sure that all staff likely to teach the child are aware of his/her SEN  To ensure that parents are notified by the school when special educational provision is being made for their child.

10. Responsibilities of the Governing Board Boards of maintained schools and academies have legal duties in relation to pupils with SEN: Governance Handbook (Nov 15) p43-44  To make sure the teachers are aware of the importance of identifying SEN.  To consult the LA and boards of other schools when necessary.  To co-operate with the LA in developing the Local Offer.  To admit a child where the school is named on a Statement or EHC Plan (maintained schools only).  To ensure the school publishes online its SEN Information Report  To ensure arrangements are in place to support children with Medical Conditions  To take into account the SEND Code of Practice when carrying out their duties

11. Responsibilities of the Governing Board  To ensure that pupils with SEN join in the everyday activities of the school together with the children without SEN, as far as is compatible with them receiving the necessary special educational provision; the provision of efficient education for all other pupils; and the efficient use of resources. “The leaders of early years settings, schools and colleges should establish and maintain a culture of high expectations that expects those working with children and young people with SEN or disabilities to include them in all the opportunities available to other children and young people so they can achieve well.”

12. The SEND Governor Role There should be a member of the Governing Board or a sub- committee with specific oversight of the school’s arrangements for special educational needs (SEN) and disability The SEND Code of Practice 2014 (page 92 para 6.3) The majority of Governing Boards delegate this role to a named SEND Governor, who reports back to the Governing Board on a regular basis Table Discussion: What should the SEND Governor do and report?

13. The SEND Governor Role  Raise awareness of SEN, inclusion and disability issues at GB meetings; ensure the Governing Board is well informed  Visit the school to talk to the SENCo and others about the school’s provision and give up-to-date reports to the Governing Board  Monitor any parts of the School Development Plan relating to SEN  Ensure the school publishes online, and updates, its SEN Information Report  Ensure the school updates and submits/publishes its part of the Local Offer  Ensure the budget for pupils with SEN is appropriately allocated  Monitor arrangements in place to support children with Medical Conditions  Help review the SEN Policy

14. SEND Governor Skill-set  an interest in Special Educational Needs;  good communication skills, with a willingness to report back verbally at meetings and to provide a brief written report;  time and availability – in particular to meet regularly with the SENCo, to visit the school and to take advantage of relevant briefing and training opportunities;  a willingness to participate in the development and review of the school’s SEN policy and SEN Information Report.

15. How do you start?  It is important that you develop an excellent working relationship with the SENCo.  You are encouraged (under the SEND Code of Practice) to visit at least once a term.  Plan the meeting focus in advance, and ask for information to be sent to you a week in advance, to prepare for the meeting.  Keep notes of the meeting – these will form your report to the Governing Board; always agree your report with the Head and SENCo before it goes to the Governing Board.  Be informed about links with other schools and agencies.  Consider how the school can best communicate with parents.

16. Meeting the SENCo Possible questions for your school visits:  What are the identification procedures for pupils with SEND?  What are the staffing arrangements for pupils with SEND? Ok to receive SEND pupil numbers per year / class / KS etc – but anonymised  How does curriculum planning include pupils with SEND? Remember key focus: inclusive practice and removing barriers to learning.  How confident are you that the money for pupils with EHC Plans / Statements is being used effectively – and how do you monitor and evaluate this?  Use of resources / training / CPD for staff – and the impact it’s having.  The progress of the SEND pupils – any gaps, and what’s been done to address them?  Case studies (anonymised) showing the impact of the provision on the learning

17. Reports to the Governing Board Other SEND-related information reported (eg via the HT’s report):  An update on transition from Statements to EHC Plans  Pupil progress against outcomes agreed on EHC or Individual Learning Plan (or the objectives on a Statement)  Progress/attainment data of SEND pupils as a group, and where appropriate individually.  SEND funding.  Work with external agencies and internal staff (and impact measure)  How many pupils with SEND have been excluded?  Does the discipline committee take account of SEND when considering an exclusion?  Has the school policy changed as a result of such reviews?

18. Governing Board support of the SEND Governor The Governing Board will need to establish the responsibilities the SEND Governor. Also, it should support the SEND Governor:  Take an informed interest in Special Educational Needs issues  Monitor, evaluate & review the SEN Policy on a regular basis  Ensure all the school’s policies fully support the principle of inclusion for all pupils including disability discrimination  Provide opportunity for any outgoing SEND Governor to pass on information and relevant paperwork to the incoming SEND Governor;  Ensure appropriate time is allocated on the agendas for meetings.

19. The SEN Information Report The SEND Code of Practice says that Governing Boards must publish information on provision for pupils with SEND, to be easily accessible by parents. This should include:-  Information on identifying and assessing SEND  Teaching and Learning in relation to SEND  Health, emotional and social development of SEND pupils  How to raise concerns and make complaints  Arrangements for supporting looked after pupils with SEND  Information on where the Local Offer is published (See hand-out for full details of what must be included) This information should be reviewed annually. Any changes should not wait for the review, but be updated as soon as possible. The SEN Information Report must be ratified by the Full Governing Body before publication.

20. Points to Remember... The SEND Governor needs to:  Keep a strategic overview and do not be drawn into issues relating to any individual child.  Whilst you are not responsible for the day to day management of Special Educational Needs provision in the school, you may on occasion have access to sensitive information about the circumstances of individual children, particularly in smaller schools. It is essential that the SEND Governor respects the confidentiality of such information.