1. SEN Governors Meeting SEN Governors
George Thomas, Professional Leader, Autism Outreach Team
Jackie Hibbert, School Development Adviser (SEN/Inclusion)
Charlie Palmer, Assistant Head of Pupil Support
May 2007
SEN Governors

2. There will also be time for SEN Governors to talk together
Contents
What is Aspergers Syndome?  (George Thomas)
Finance for SEN         (Charlie Palmer)
Inclusion Standards and Monitoring (Jackie Hibbert)
There will also be time for SEN Governors to talk together

3. What is Asperger syndrome?
Autism Outreach Team
Telephone:
George Thomas
Leicestershire Autism
Outreach Team

4. Aims To give an overview of Asperger syndrome
To introduce the ‘Triad of Impairments
To look at the effect the triad has on the child
To understand that every person with Asperger syndrome is a unique individual

5. The Man!
Hans Asperger
1930’s
Vienna University Children’s Clinic

6. Flexibility of thinking
Triad of Impairments
Lorna Wing 1981
Social interaction
Communication
Flexibility of thinking

7. Prevalence 1 child in 250 (Gillberg 2002)
Perhaps 50% receive diagnosis
Average age at diagnosis is 11 (Howlin & Asgharion 1999)

8. Social Interaction Less interest in other people
Interest but less ability: getting things wrong
Poor understanding of social role/genre
Preference for adult company
Limits to social learning
Misinterpreting other people’s actions and intentions

9. Understanding other people
Noticing objects and facts rather than thoughts, feelings and intentions

10. Understanding other people
Descriptions of pictures and events may not include thoughts, motivations and feelings

11. Communication Expressive and receptive communication
Normally developing vocabulary and grammar
Limited awareness of audience: poor turn taking
Possibly less ability to understand long periods of speech
Could be confused by other information such as gesture, tone and facial expression
Literal understanding
Communication breakdown under pressure

12. Flexibility of thinking
Poor insight into the thoughts and feelings of others
Less able to predict and generalise from experience
Literal and concrete in understanding
Tendency to develop limited but intense interests
Difficulty networking or patterning knowledge

13. Sensory Difficulties
People with Asperger syndrome may encounter many obstacles in everyday life
Many people with Asperger syndrome experience over-sensitivity to normal daily practices that we take for granted
One or more of the five senses could be affected.

14. Summary (I)
Asperger syndrome, like autism, has an organic origin. It is not the result of environment or nurture. There is, as yet, no cure.
Autistic spectrum disorders involve a triad of impairments: social interaction, verbal and non-verbal communication and flexibility of thinking style.

15. Summary (II)
Individuals can move along the spectrum during the course of their lives
Prevalence estimates range from 75:10,000 to 115:10,000. This means from 7 to 10 in each high school.
Boys are more likely to be affected by a ratio of 9:1.

16. Finance for Special Educational Needs Charlie Palmer

17. Hypothecation and Virement
An hypothecated budget is one in which the elements making up the budget are precisely specified, and amounts cannot be vired among different budget headings. A shopping list given to a child is a good example. It has always been the practice in the UK Treasury to argue that both Taxes and Spending are not hypothecated and similarly, it has always been argued that education budgets are not hypothecated. For governors, the non-hypothecation of budgets means that it is up to each governing body to determine local spending priorities within the overall budget. Fair Funding continues this tradition. But...
“[Although budgets are not hypothecated] the Government considers it important that each school should be clear what levels and kinds of special needs it is expected to meet from its own delegated budget and how much of its delegated budget is notionally attributable to SEN."
(DfEE Fair Funding Consultation Paper, 1998, page 33).

18. What is in the Budget for SEN?
Notional Budget for SEN
4% of Age weighted Pupil Unit (AWPU) funding*
£7.30 per pupils SENCO release time
Amount delegated for statements
Additional Elements
Funding for Unit Provision
Learning Support Unit and Social Inclusion Funding (secondary schools)
* An additional 1% is built into the delegation formula

19. Section 52 Budget Statement
Financial year runs April to March
LEA issues school budget statements in March each year
LA publishes “Notional Budget for SEN” information on EIS in May
Three year school budgets will be issued from next year, but future years subject to pupil data changing each year

20. How the Formula Works
Total SEN Funding is split between Key Stages - pro rata using global pupil numbers on roll figures at each stage.
Prior-Attainment (PA) drives 70% of the funding available at Key Stage 2,3 & 4 and Social Deprivation (SD) drives 30%. With Key Stage 1 this is adjusted to 50% for both as it is recognised that baseline assessments/foundation stage profiles are not as objective as SAT results.
The funding per PA point figure is calculated, using the PA funding at each key stage and dividing by the total number of PA points in each of those stages.
The funding per SD point figure is calculated, using the SD funding at each key stage and dividing by the total number of SD points in each of those key stages.
PA points are scored by those pupils whose SAT results at Key Stage 2, 3 and 4 fall in the bottom 18% of all Leicestershire schools. For Key Stage 1 the bottom 18% of baseline assessments/Foundation Stage Profiles are used. Those in the bottom 2% score points weighted by 4, next 5% weighted by 2% and next 8% by 1.
SD points are weighted numbers on roll. The multiple index of deprivation is used to rank schools in order of most deprivation. The most deprived third receive a weighting of 4 for each pupil, the next third a weighting of 2 and the bottom third a weighting of 1. The January PLASC NOR figures are used
Each schools Section 52 SEN Delegation formula funding share = (PA funding per point x schools PA points) + (SD funding per point x weighted NOR)
Prepared by Phil D’Mello

21. An Example: SEN Calculation

22. An Example: Section 52 Budget Statement
4% AWPU
SENCO Release £7.30 per pupil

23. Notional Budgets for SEN
Delegated funding
SENCO release time: £7.30 per pupil
4% of AWPU funding
Total Notional SEN Budget
School details

24. Arrangements for 2007-08 Transitional support budget
Budget of £85,000 agreed by schools forum for This year schools protected by minimum funding guarantee and contingency fund*
Enhanced Packages budget
Propose to run shadow budgets and engage APSPs with decision making in and work on formal agreement to support delegation for approved by forum. Consultation indicates panels not ready to take on this, shadow budgets not yet prepared.
16+ statements in mainstream
Delegation to schools agreed by schools forum in 06-07
Balance between historic and formula funding
Gradual move to 100% formula funding over last four years
Mid year transfer support
Small budget proposed to be held centrally to help small schools with high cost pupils arriving at non-standard times.
*Contingency funding can only be accessed if the school is in deficit

25. Rules for Additional Funding (07-08)
Enhanced Packages
Aim: Support schools with high cost statemented pupils
Resource: £710,000
Rules:
Statement panel identify that a special school placement is appropriate, but family prefer a mainstream placement
An out county placement has been agreed but a school has not yet been identified

26. Rules for Additional Funding (07-08)
Mid Year Transfer Support (Move In)
Aim: Reduce risk to schools from high cost new arrivals
Resource: £ 50K
Rules:
1. Applies to pupils who have statements specifying 25 hours support or more, and transfer at non-standard times (and years)
2. All costs met when statement costs exceed delegated budget
3. Schools need to contact SENA case work officer

27. Monitoring v) NNEBs supporting SEN pupils £
vi) Administration for SEN £
vii) Other – please specify: £
b) Amount spent on external services , e.g. STS, consultancy
i) £
ii) £
c) Amount spent on materials/resources £ d)
Amount spent on INSET (include cost of supply cover, travel etc. as well as course feels) £
e) Other expenditure (please list)
TOTAL £
Budget Information – Financial Year April 2003-April 2004
Income £
a) Notional school budget for SEN (This includes: delegated amount for statements, SENCO release, and 4% AWPU (original figures distributed in April 2003))
b) Amount from centrally held budget for high cost statements £
c) Other sources of funding, e.g. Standards Fund, spent on SEN
i) £
ii) £
TOTAL £
Expenditure
a) Amount spent on staffing (internal)
i) SENCo’s or part of SENCo’s salary £
ii) SEN support teachers £
iii) Teachers who teach small lower sets (roughly half fewer usual set numbers). £
iv) SEN teaching assistants £

28. Impact of Delegation

29. Monitoring of Special Educational Needs in Schools
A new approach
Jackie Hibbert
School Development Adviser SEN/Inclusion

30. Historically………
Rolling programme of Local Authority review of schools (like a mini-inspection) and paper exercise.
Local Authority had ownership and was the driving force.
Resulting report identified issues in school (each 3 years) and used for Local Authority purposes.

31. Change of emphasis
With the revised framework for inspection, new emphasis on school self-evaluation, validated by School Improvement Partner.
School has ownership of process and can carry out process annually.
Result informs school development priorities but also provides information for Local Authority.

32. Three Pronged Approach

33. Inclusion Standards
To give a framework for the discussion with the School Improvement Partner.
Sets out the expectations of good practice in Inclusion
Broader than just Special Educational Needs – good practice in Inclusion is good practice for all.
Can be supported by various self-evaluation tools

34. Inclusion Standards: Sub-sections
Pupil Progress
Attitudes, values and Personal Qualities
Teaching and Learning
Accommodation and Resources
Partnerships with parents, other schools and the community
Leadership and Management

35. Inclusion Standards – sample page
Links with Self-Evaluation Tools
Inclusion Standards
Possible Sources of Evidence
Notes
SENSEF section 3
Self -Evaluation Grid from Leading on Inclusion Achievement & Attainment
Inclusion Quality MarkElement 1: Pupil Progress
Index for Inclusion Indicators and Question “Orchestrating Learning”
Clear tracking systems are used to identify under-performing groups and individuals.
A range of assessments is used to identify appropriate targets and teaching approaches, identify provision required and plan accordingly.
Routine progress reviews using both quantitative/qualitative data enable teachers to plan for progression in learning. As far as possible, pupils involved in process.
Appropriate strategies are in place for groups and individuals.
Pupils are achieving at maximum potential (with the rate of progress appropriate to any Learning Difficulty).
Tracking system records
Assessment records
Provision mapping or group IEPs for majority of pupils with additional needs; individual IEPs or PSPs for some individuals that show SMART targets related to provision.
Pupils’ records of achievement
Evidence from pupil interviews and surveys
Every pupil has appropriate learning targets (quantity as well as quality).
PANDA analysis
See SEN SEF for HMI definition of good progress (2004)

36. Information the SIP is collecting
This year – looking at school generated data. Next year, data will be provided for the schools.
Strengths and areas for development. Will enable examples of good practice to be disseminated and will enable targeted professional development.
Judgement reached, will contribute to school’s own self-evaluation and will help Authority to prioritise intervention from SEN Advisory Team.