Preparing For Change New SEN legislation and what

Preparing For Change New SEN legislation and what this means for the strategic management of schools and front line teaching staff Leicester Learning Services

Arrangements for Day Time 9: 00 -10: 40 11: 00 – 12: 00 Area of Work 1. Welcome and overview of new Code of Practice 2. The implications of the new SEN Code of Practice for schools: SEN paperwork, including SEN register and SEN Policy – what to keep, what to review The Graduated Response - Key features - What it will look like in schools - Implications for staff - What will it look like for pupils and parents • Working with external professionals in light of new code 12: 00 -12: 30 Presentation of SENCo National Awards- Cohort 4 Lunch 12: 30 -13: 15 Workshop 1 13: 15 -14: 15 Workshop 2 14: 20 -15: 20 15: 30 – 15: 40 -16: 00 (lunch not provided – sandwich van will be on site) Choice of Workshop from list [NPH] Independent Support programme [NPH] - Tina Barton Question and Answer session in Hall [NPH] Leicester Learning Services

Code of Practice Overview Pat Bullen Leicester Learning Services

New School Year… new developments in SEN All Change. . Really? ? Leicester Learning Services

Building on Best Practice- Need for…. § Strong teaching and learning; § Well-designed curriculum; § Pace of lessons adjusted to reflect how children and young people are learning; § Differentiated language and tasks to support learning; § Accurate assessment and identification – moderation tasks; § Clear routes to gain specialist support ; § AMBITION Leicester Learning Services

Building on characteristics of effective practice underpinning mainstream school SEN provision § Principle of early identification; § Awareness of “What Works”; § Record of support- Provision Mapping; § Increasingly personalised approach to support and target setting; § Effective deployment of TAs; § Clear expected outcomes- linked to research; § A thorough evaluation of the impact of additional provision (including staff & alternative provision) Leicester Learning Services

Still have statutory framework to consider – Equality Act 2010 6. 8 § They must have due regard to general duties to promote disability equality. 6. 9 § All schools have duties under the Equality Act 2010 towards individual disabled children and young people. § They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. § These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. § Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations. Leicester Learning Services

The new arrangements and you… Some philosophical changes There is: § Acceptance that just because a pupil is not working at age related levels doesn’t mean they have SEN § A stronger view that all teachers have the responsibility to identify pupils’ needs, planning their support and take responsibility for their progress § View that primary response to identified need is through adjusting and strengthening QFT § Move away from a culture of “hours of support” § Cultural shift away from target setting and greater focus on shared outcomes § The assumption that parents and pupils are actively engaged in decisions about the desired outcomes and how to achieve these - “Control and Choice” § Emphasis on preparation for adulthood Leicester Learning Services

What’s Out…. . Mandatory requirement to have a “School/ Core Offer” on website § Answers to those common questions parents might want to know Example of one school’s “offer” page: http: //www. camberwellpark. manchester. dbprimary. com/manchester/primary/camber wellpark/site/pages/ourlocaloffer Leicester Learning Services

Keeping parents informed: 6. 55 Parents should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps. § § What targeted interventions their child is having What is that intervention addressing How is it delivered Expected outcomes Might you still want to have something on your website that describes the interventions and their impact? Leicester Learning Services

SEN Systems and Structures Leicester Learning Services

SEN Policy 6. 74 Must include information about: • the kinds of special educational needs that are provided for • policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools) • arrangements for consulting parents of children with SEN and involving them in their child’s education • arrangements for consulting young people with SEN and involving them in their education • arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review • arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society • the approach to teaching children and young people with SEN • how adaptations are made to the curriculum and the learning environment of children and young people with SEN Leicester Learning Services

SEN Report – Key areas- 6. 2 General: § admission of disabled children § the steps being taken to prevent disabled children from being treated less favourably than others § the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to improve access progressively over time Data: § What you have had in place to support pupils with SEN- IMPACT § Value for money TREND: • how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN • support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying • how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families TRAINING: and DEVELOPMENTS: § the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured evaluating the effectiveness of the provision made for children and young people with SEN Leicester Learning Services

SEN Register § SEN Register – no major change – Emotional, Social and Mental Health - Decide on clear criteria for placing on register - Include criteria in “identification” part of policy § Changes to SIMs - category - graduated response Leicester Learning Services

Identification of Needs 6. 20 § Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. 6. 27 § The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. Leicester Learning Services

Criteria for placing pupil on the SEN Register? § Schools to consider this § Needs to be included in policy – Identification /Assessment arrangements Possible things to consider: § How far behind age expected levels is the pupil –[NC/ PIVATs] ? § In standardised assessments are they working below age expected levels – below SS 85? § Have they a recognised medical need – Down /ASD/ ADHD? § Have they a recognised social, emotional or mental health need [Goodmans SDQ / Self Image Profile/ Boxall] § Hearing- moderate hearing loss [40+ db] Leicester Learning Services

IEPs, Targets and Outcomes § IEPs not mentioned - whole schools structure for targets in place and will continue § Advice is for meeting 3 times a year § Linked to parents evening – but longer appointment § Meeting led by teachers/ form tutor supported by SENCos § Focus much more on expected OUTCOMES progress towards better transition to adulthood Leicester Learning Services

Using OUTCOMES to plan an SEN Journey OUTCOME 25 YEARS 18 YEARS KS 4 KS 3 OUTCOME Target 5 14 YEARS OUTCOME Target 4 11 YEARS OUTCOME Target 3 KS 2 7 YEARS OUTCOME Target 2 KS 1 4 YEARS PRE SCHOOL Min O'Hara The Lonely SENCO June 2014 OUTCOME Target 1

Outcomes – what are they SMART (usually*) Focussed on the learner Are not about the intentions of the teacher Not limited to learning Use action verbs – performance orientated Typically written in the future tense Tell us what will happen (or is expected to happen) after a specified time period • Involve C&YP and their families • Reflect both shorter and longer term outcomes • • Min O'Hara The Lonely SENCO June 2014

Record of Meetings 6. 70 § The views of the pupil should be included in these discussions. 6. 71 § A record of the outcomes, action and support agreed through the discussion should be kept and shared with all the appropriate school staff. § This record should be given to the pupil’s parents. 6. 75 § The school should readily share this information with parents. § It should be provided in a format that is accessible (for example, a note setting out the areas of discussion following a regular SEN support meeting or tracking data showing the pupil’s progress together with highlighted sections of a provision map that enables parents to see the support that has been provided). Leicester Learning Services

Recording Family Engagement Child: Class: Year: Area of need Support Given Progress made Is further support needed? [Using NC levels / pre and post assessments/ RA / SA] Baseline Summative Yes No 1. 2. 3. 4. Progress towards agreed Outcomes: Signed: ______ [Teacher/ Form Tutor/ Additional Comments [Family and Pupil]: SENCo] Signed: ______ [Parent/ carer] Date: _______ Agreed Co. P Stage: _____________ Leicester Learning Services

Graduated Response… much the same? Leicester Learning Services

SEND Code of Practice – Major Emphasis…. . Teachers are responsible and accountable for the progress and development of the pupils in their class Leicester Learning Services

Teachers…. . § are responsible and accountable for the progress and development of all pupils in their class, even where pupils access support from TAs or specialist staff; § should aim to teach them the full curriculum, whatever their prior attainment; § Initial response to identified need is reviewing and adjusting QFT § must differentiated for individual pupils who have or may have SEN. Additional intervention and TA support cannot compensate for a lack of differentiated teaching and support in class TA in class does not count as differentiation in itself § Will need to be aware of the LA expectations – what should be provided Leicester Learning Services

The School Process of Identification 6. 39 § This information gathering should include an early discussion with the pupil and their parents. § These early discussions with parents should be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parents’ concerns, the agreed outcomes sought for the child and the next steps. § A short note of these early discussions should be added to the pupil’s record on the school information system and given to the parents. 6. 43 § However support is provided, a clear date for reviewing progress should be agreed and the parent, pupil and teaching staff should each be clear about how they will help the pupil reach the expected outcomes. Leicester Learning Services

Don’t Wait…. . 6. 19 § The first response to lack of pupil progress should be high quality teaching targeted at their areas of weakness. § Where progress continues to be less than expected the class or subject teacher, working with the SENCO, should assess whether the child has SEN. § While informally gathering evidence (including the views of the pupil and their parents) schools should not delay in putting in place extra teaching or other rigorous interventions designed to secure better progress, where required. 6. 20 § All those who work with children and young people should be alert to emerging difficulties and respond early. Leicester Learning Services

Additional to… different from…. § All teachers need to be aware of the targeted interventions used in the school, what needs they address and what the expected outcomes are § Support staff will have additional qualifications or training to enable them to …. delivery of evidence based intervention programmes. § Staff need to ensure that skills targeted through interventions are utilised in class based learning Leicester Learning Services

Graduated Response: What will it look like for children and young people? Additional Personalised Support Additional SEN Support Universal Provision Leicester Learning Services Additional SEN teaching informs and supports Quality First Teaching

The Graduated Response – A Pathway Leicester Learning Services

Graduated Response: What will it look like? Additional Personalised Support PLUS…. [Linked to Pat’s Comments] PLUS…. SEN Support Review of QFT strategies LA expectation for SEND Targeted Interventions- time limited then reviewed Targets linked to interventions Trained and effective TAs Review of. Universal Provision progress, with pupils and parents 3 times annually High quality teaching LA Expectations - Staff awareness of needs Leicester Learning Services - Staff aware of key ways to

Cyclical Structure Through Graduated Approach: • Observations • Information from Families/ Pupils • School tracking of pupil progress • Pupil Progress meetings • School based informal and standardised assessment – identifying specific needs and level of needs • Ensure monitor the progress of pupils with SEND on a regular basis • Show if support has been effective in increasing the rate of progress and ‘narrowing the gap’ for identified pupils • Review support arrangements regularly with regard to their impact on pupils’ agreed longer term outcomes Class environment Differentiation “Aware and adjust” Matching pupils needing additional support to evidenced based effective provision • Clear entrance / exit criteria linked to targeted interventions • Ensuring that all additional support is recorded • Ensuring that a monitoring and evaluation tool is linked to all targeted interventions • • Assess/ Plan/ Re-assess Review Adjust - adapt plan Do • Ensure additional or different provision is given consistently , over short time and then reviewed • Ensure that taught skills are brought back into the classroom • Ensure that staff delivering the intervention are trained and confident • Ensure that communication systems are in place to enable support and teaching staff/ SENCo to be aware of focus of additional support and on-going outcomes

The graduated approach: Questions to consider as a staff • Do we collect accurate information about pupils’ attainment and the progress that they make? • Is this assessment information based on truly independent work? • Are we all aware of what are nationally expected outcomes for pupils with SEN/D? • Do we identify pupils who are making less than expected progress and are unlikely – on current performance – to attain at an expected or higher level? • Do we moderate judgements made about pupils’ attainment levels in a rigorous way? • Do we accurately monitor the progress of pupils with SEN/D on a regular basis? • Do we monitor support to show that they are effective in increasing the rate of progress and ‘narrowing the gap’ for identified pupils? • Do we review support arrangements regularly with regard to their impact on pupils’ outcomes, and make changes if they are ineffective? Assess Review Plan Do • Are we all aware of LA expectations for supporting pupils with SEN/D ? • Are we aware of evidenced based interventions that successfully address identified needs? • Have we evidence that with these arrangements in place pupils in our school increase their progress and raise their attainment? • Do we automatically assume that a pupil working below expected levels is SEN /D? • Or do we look first at how classroom differentiation and subject teaching can be improved and at other factors that might be impacting on pupil progress? • Do we assume that they always need additional specialist provision?

Transition arrangements to EHCP § 1, 600 statements across the City § All new pupils going through statutory assessment will get an EHC § Pupils with existing statements/ EHCs will be changed to EHCs over next 3 years- priority / transition times [Year 6 / Year 11 or other school leavers] § New form for requesting statutory assessments [SES website] Leicester Learning Services

Leadership and Management of SEN Leicester Learning Services

Leadership and management of SEN? 6. 2 Every school is required to meet the SEN of the children or young people that they support. Mainstream schools must: • use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN • ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN • Inform parents when they are making special educational provision for a child Ensure that CYP and parents are actively involved in the decision making process throughout Leicester Learning Services

Leadership and management of SEN? § 6. 3 School leaders should regularly review how expertise and resources used to address SEN can be used to build the quality of whole-school provision as part of their approach to school improvement. § 6. 4 The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff. Leicester Learning Services

The role of the SENCO in school § SENCos will need to lead on in-school assessments – inform identification of level of need Familiarity with range of informal and standardised assessment tools Analysis of assessment results to inform staff and further inform provision Discussion with support teams and other professionals § SENCo will co-ordinate / offer advice about additional targeted provision, for those on the SEN register, in conversation with teachers, pupils and families Draw up and update Provision Map as necessary Develop a clear entrance and exit criteria for accessing this support Ensure provision is addressed by teachers [daily/ regularly/ consistently] § Monitor and evaluate the impact of support on pupil outcomes and in terms of value for money - to contribute to the school report to parents Leicester Learning Services

The role of the SENCO in school § 6. 82 The SENCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school. § 6. 84 The SENCO provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The SENCO should be aware of the provision in the Local Offer and be able to work with professionals providing a support role to families to ensure that pupils with SEN receive appropriate support and high quality teaching. Leicester Learning Services

On-Going Professional Development For Staff Whole School Training and Support § Audit of skills and staff needs § Sharing good practice and expertise § Regular CPD programme – 1: 5 NASEN campaign § Surgeries/ Forums SEND Drivers: § Department, phase, key stage level - overseeing support § SEND Champions at Phase - Faculty Level / within SLT Leicester Learning Services

Summer and Autumn Term 2014 Implications for Schools & Academies § § Mandatory information for parents is on the school website which has a link to the Local Offer website Key staff, governors become familiar with new SEN Code of Practice Training for staff on key changes: SEN Support; focus on outcomes; increased participation of parents and children and young people with SEN; increased awareness of most effective interventions; awareness of LA Expectation document linked to Local Offer Preparatory work for new school information requirements and implement § Implement SEN Code of Practice: review provision for pupils on school action/school action plus, put in place new SEN Support for them and for pupils with newly identified SEND § Review your SEN Register and consider pupils with appropriate needs are planned for § Ensure systems in place to monitor effectiveness of interventions and baseline pupils § Develop partnerships with post-16 providers to support transition planning § January 2015 school census: record all pupils receiving SEN Support, both those who have an EHCP and those who do not § End of year Report to Parents [July 2015] Leicester Learning Services

Next Steps: § Set up training with your staff – about Code of Practice and LA expectations § Inform Governors and school leadership about Co. P changes and key principles § Set up meeting with parents to share information about the SEND reforms and the Graduated Response and what it will look like in your school § When setting up ARs consider if there will be a transition to an EHC Checklist Staff Skills Audit Leicester Learning Services

And Finally…. . If you have…. . § A good understanding of the needs of your pupils, which all staff know and reflect on; § Systems in place that enables all staff to regularly check progress and identify problems; § A clear approach to assessing the quality of learning and teaching for all; § A small range of evidenced based effective interventions that are used for short period of time, but regularly…… You are on your way…. . § Df. E School Readiness Feedback – 4 th July www. surveymonkey. com/s/2 WDMD 2 G Leicester Learning Services

Working with external professionals § SNTS - overview § EPs § PBST § LAST Leicester Learning Services

SEND Support Service (SNTS) Influenced by: § § § DCS Principles around Transformation presentation Core functions of current teams Customers Staffing SEND Reform o Pathfinder Experiences o Alternative Provision – DFE Statutory Guidance for LAs § Other reviews impacting on RB/SEND Services since 2009 § Funding pressures in the General Fund and budget targets for 201416 Leicester Learning Services 46

WE DID A LOT OF THIS…. . Leicester Learning Services 47

JANUARY 2014 – APRIL 2014 Consolidation! § Focus on what services we needed to provide - not teams at this stage § Discussed several structures based on services § Looked at combinations / locations / § ate a lot of biscuits § Put together a couple of proposed structures - discussed with services § ate more biscuits § Amended structures in the light of some forceful opinions backed up by good evidence base § Finally…… Leicester Learning Services 48

SEND Support Services (SS) § Advice and support in homes; settings; schools; colleges; PRUs § Complex Learning Needs – to include: Cognition; speech and language; Autistic Spectrum Disorder (ASD) + Post 16 § Sensory: hearing, visual or multisensory impairment + Post 16 § Social Emotional & Mental Health § Early Years children with SEND Leicester Learning Services

SENDSS § Early Years Support Team (EYST) § Complex learning , Communication & Interaction (CCI) § Hearing Support Team § Vision Support Team § Primary School Social, Emotional & Mental Health Team (Primary School SEMH team) Leicester Learning Services

Changes with LAST § Change of name – Complex Learning, Communication and Interaction Support Team [CLCI Support Team] § Caseload – those pupils with statements / EHC - those pupils with a Contract - those with complex enduring needs § Purpose of support- ongoing day to day support/ advice for staff - Support for schools around effective support for pupils with SEND [training/ forums] - Monitor progress of pupils with Contracts/ EHC / statements § Support for schools in their assessment role for pupils with SEND - Training to help develop SENCos’ confidence in identifying Sp. LD - Pathway Leicester Learning Services

SENCo Briefing Next SENCo Briefing- 13 th November 2014 - 1: 00 - 3: 30 § New EHC process [2] § New SPA referral and support systems Other areas? Leicester Learning Services

National SENCo Awards Leicester Learning Services

A Few Words Of Thanks…… To those SENCos who are leaving their schools and the role: Leicester Learning Services

Workshops: 1: 15 and 2: 20 93 % of attendees got their 1 st or 2 nd choice of workshop Independent Support programme - 3: 30 [Hall] Question and Answer Session in Hall – 3: 40 Leicester Learning Services

Time for Lunch Workshop 1 starts at 1. 15 please Leicester Learning Services

Question and Answer Session Leicester Learning Services

Extra Slides - Hyperlinks Leicester Learning Services

Other Information For Parents Here is the Link to our SEN Policy How do we secure additional services and expertise to work with us? Our SENCo is ____ How ______ school supports the progress of pupils with additional needs How will we ensure that your child has a successful transition from one school to another? Leicester Learning Services How will we know if your child has an additional need? How will we contact you about. What this? support do we give pupils in thew classroom? Here is the link to the LA Expectations document How do we know if your child is making progress towards their targets? How do we ensure that you and your child are involved in this?

No IEPs - Where Do Target Sit? Targets For: Targets Found: Literacy / Mathematics. In line with whole class / Subject targets Pupils’ Literacy / Mathematics books / Pupil diaries In line with whole class systems SEN Small Group Intervention / Support Within the Intervention - eg Monitoring / tracking sheet. Individual / very personalised targets for very specific support / interventions given 1: 1 On Pupil Passport/ Profile sheet Would include expected outcomes working on for year / small steps Pupil progress against all targets will need to be reviewed with families and pupils using review paperwork and procedures.