1. The challenges- unlocking the answers through a community of practice
SEND Development and Research- Nationally and Locally
The challenges- unlocking the answers
through a community of practice
Esther Brooks- Regional Lead
Cormac O’Neill – Regional Deputy
Purpose of the session:
To share our role and what we have been doing
To share the challenges and state of the Nation for SEND
To share free resources to support schools

2. Team structure: Regional SEND Leadership
National SEND Leader
National Director
Malcolm Reeve
Simon Knight
Anne Heavey
4 Regional SEND Leaders
4 Deputy Regional SEND Leaders
4 Regional SEND Leaders
4 Deputy Regional SEND Leaders
South West
Erica Wolstenholme
Samantha Gilronan
South East England & South London
Amelie Thompson
Geraldine O’Grady
East of England & NE London
Esther Brooks
Cormac O’Neill
South Central England & NW London
Katherine Walsh
Caroline Parker
West Midlands
Nicola Davis
Amanda Wright
East Midlands & the Humber
Judith Smith
Jane Starbuck
Lancashire & West Yorkshire
Angela Holdsworth
Lidia Catrell
North
Hugh Steele
Graham Easterlow
Use this slide to explain LLS into WWS and into Nasen
The 8 RSC areas are:
East of England & North East London
North-West London & South-Central England
South-East England and South London
South West England
Lancashire and West Yorkshire
North of England
East Midlands and the Humber
West Midlands
Also worth mentioning others from the central team that are relevant to your audience:
Charlotte Rains (WSS Director of Operations), Natasha Niman (Programme Manager), Coral Stewart (Project Officer), Daniel Morgan-Thomas (Programme Assistant)
Alex Grady (Education Development Officer)
nasen strategic support: Dave Roberts (Head of Operations), Alison Wilcox (Head of Education), Gina Wookey (Head of Marketing). UCL key staff: Gill Brackenbury (UCL CIE Director), Karl Wall (leading on research and evaluation).
NB: wider consortium and key players from there not on this diagram!

3. SEND Schools’ Workforce Contract
Aim 1
Drive education institutions to prioritise SEND within their CPD and school improvement plans including facilitating greater links between mainstream and special schools.
Aim 2
Equip schools to identify and meet their training needs in relation to SEND.
Aim 3
Build the skills of teachers working in mainstream and special schools and of SENCOs and teachers of classes of children and young people with sensory impairments by promoting best practice.
Aim 4
Identify and respond to any gaps in the training and resources available to schools.
Our aims

4. What have we been doing in the region?
Regional SEND review training- TSC regional project
SEND review training
Analysis of data within the region to target support
Spreading the word of the Gateway, what works; SENDCO survey, SEND handbook
Statement of action supporting days for LAs
Linking to research schools and opportunity areas
Linking to RSC
Linking to LA leaders to identify strengths and areas for development

5. Thinking about SEND is like thinking about parking- disabled space= compliant
Fully Accessibility space- meets needs beyond compliance , can fully take part
Analogy
Making the shift from compliance and allowing access to education through SEN systems and processes to fully accessible- meeting needs, child centered planning and improved outcomes; true value in outcomes and now just what we can measure/ published outcomes. What is important to and for the child.

6. The regional and national picture
Local and National Government
School Leadership and Governance
50% SofA in 2018
All aspects of the EHCP process
Leadership needed at all levels for SEND
Exclusions for SEND- collecting data by SEND type
Accuracy of local offer
Linking to health- training linked to SEND
SENDCo
Teachers and support staff
Parents and carers
Child
The identification of and planning for particular support type capacity within an area: its review and effective matching to need
Expertise for SEND at every level
Skills needed for SEN support in particular
Discuss ensuring SEND isn’t a bolt on

7. Use as discussion point- encouraging joined up work and seeking support to strengthen SEND work

8. EAST OF ENGLAND & NE.LONDON-Local Authority Breakdown
Questions to consider:
How is SEND identified across the region, is there a common approach?
Why are there differences between regions? Between schools?
What are the exploratory questions we need to be asking around the variance in SEND performance within Las, schools and MATs?
Links to Essex data:
SEN support below National for Ks4 9-4grades in Eng and Maths SEN support , Baccalaureate SEN , , Ks4 attainment 8 SEN support
Any Links to K stage 2 SEN support progress
Task- table discussion to explore questions
15 Local Authorities

9. How do we know the intervention is effective- what does good progress
Gap for broad area of need
What questions would you ask
Impact on resources
What would we expect to see in:
Training
QFT
Intervention
Any gaps

10. Supporting resources and training
Examples of use
Use of the reflection framework following the identification of themes from reviews
SEND review- EB share Unity case study
MAT review guide
Reflection framework
governance
EB- how use a reflective approach to support whole school or MAT approach to SEND
Task- look at guides and reflect on how they can be used

12. Twitter @WSSEastNELondon

13. SYNERGY
When the effort is shared, when the vision is clear, when cooperative action achieves more than individuals ever could…it’s the future of success.
Covey -1+1 can go beyond…respectful humans go beyond preconceived ideas to meet a great challenge
Closing slide- energising the system to go beyond compliance through collective vision. Making inclusion count.