1. Working in Partnership DSPL 7 SEMH leads training
Judith Pace 2016
Educational Psychology Team Manager
St Albans and Dacorum

2. Outline The right ingredients Guidance: Code of Practice, DfE, Herts
Who and why?
The Blame Game
What’s the problem? (Act)
Building positivity, trust and confidence (Act)

3. Working in Partnership

4. Working in Partnership

5. Working in Partnership

6. Working in Partnership

7. Working in Partnership

8. What are the magic ingredients?

9. Code of Practice: parental involvement
Publishing information: SEN information report
6.79 The information required is set out in the Special Educational Needs and Disability Regulations 2014 and must include information about:
arrangements for consulting parents of children with SEN and involving them in their child’s education

10. Code of Practice: parental involvement
LAs must have regard to:
the importance of the child or young person, and their parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions
the need to support the child or young person, and their parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood
Section 1.1

11. Most recent DfE guidance

12. Herts guidance Herts Behaviour strategy Tools for schools
Tools for schools
STEPS approach

13. Part-time attendance If child is statutory school age:
Is not permitted as fixed arrangement
Has to be sound reason for this regarding the child’s well-being
Has to be agreed with parents
Has to be part of strategy working towards full-time attendance that includes target date for this to be achieved

14. Parental involvement Who is engaged? Who do we want? Closing the gap
The Blame Game
How are they feeling and why? (Act)

15. So what’s the problem…?

17. Overview Balance process with good practice Communicate clearly
Explore expectations
Focus on the positive
Happy parent=happy child
What would help? (individual for each child/family)

18. Building trust and confidence
What works? Being creative (Act)
Relationships are key

19. One page profiles

20. Parental involvement Moving from engagement to involvement
Positivity and strengths

21. Summary Understanding parents’ perspectives No blame
Being honest regarding impact involvement can have on outcomes
Building trusting relationships through creative activities
Effective communication is key to successful transitions and parental engagement