Progress with Implementation of Children and Families Act 2014

Progress with Implementation of
Children and Families Act 2014
Bett SEN Learn Live
Thursday 22 January 2015
André Imich, SEND Professional Adviser, DfE
The New World of SEN
So…………..
 How has the 4 months been?
 What have you noticed that’s
been different?
The new SEN system – Key features
1. Involvement of
children, young
people and parents
2. All duties apply to all
state-funded schools,
inc. Academies
7. Offer of a personal
budget; more choice
and control
6. Statutory protections
for 16-25s; focus on
preparing for adulthood
3. Coordinated
assessment; 0-25
Education, Health and
Care Plan
4. LA, health and
care services to
commission
services jointly
5. A clear, transparent
local offer of services for
all CYP with SEND
LA Implementation Survey Autumn Term 2014:
A. SEN Reforms - Understanding and engagement
Highest rating:
 Parent Carer Forums
 Maintained schools
B. School SEN systems –
 87% of LAs - most or all schools have a clear system
in place for identifying and responding to SEN.
C. Local Offers - Services most likely to be covered:
 Provision in mainstream and special schools covered
by almost all LA local offers.
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Publication of information
 All schools, including special schools, must publish
their SEN Information Report on their website
 LA local offer must include information about their “in
area education provision”. Must include information
about education settings (early years, schools and
Post 16 – including apprenticeships, traineeships and
supported internships), where to find schools’ SEN
Information reports and SEN services including early
years.
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Isle of
Wight
local
Offer
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Isle of
Wight
local
Offer
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LA Implementation Survey Autumn Term 2014:
Assessment Pathway:
• 93% of LAs: extremely or very confident that the new EHCP
assessment pathway is compliant with the Code
Timeliness:
• 69%: extremely or very confident of meeting the new 20
weeks
Education Health and Care Plans (EHCPs)
• Not nationally prescribed – can be locally determined
• Must follow the Code
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One-page profiles
 A positive way to describe the child
 Helps teachers and others who work with the child
meet the person, not the disability
 Tells others
–What people like and admire about me
–What is most important to me
–How to best support me
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Onepage
profiles
Outcome in EHCP:
 Benefit or difference made to an individual as a result of
an intervention
 Personalised - not expressed from a service perspective.
 Something over which those involved have control and
influence.
 Specific, measurable, achievable, realistic and time
bound (SMART).
 Usually set out what needs to be achieved by end of a
phase or stage of education.
 Not a description of the service being provided.
 Y9 onwards, outcomes should reflect the need to ensure
young people are preparing for adulthood.
Outcomes focus re preparing for adulthood
 Higher education and/or employment, including
exploring different employment options, such as support
for becoming self-employed and help from supported
employment agencies
 Independent living – YP having choice, control and
freedom over their lives and the support they have, their
accommodation and living arrangements.
 Participating in society - having friends and supportive
relationships, and participating in, and contributing to,
the local community
 Being as healthy as possible in adult life.
Transferring to the new system
https://www.gov.uk/government/uploads/syste
m/uploads/attachment_data/file/348591/Transiti
on_to_the_new_0_to_25_special_educational_
needs_and_disability_system_statutory_guidan
ce_for_local_authorities.pdf
It’s an EHC
needs
assessment
The LA is
responsible
For
statements,
max 14
weeks
For LDAs,
max 20
weeks
The
Transition/
Transfer
process
Where
agreed,
can use
existing
advice
No child to
lose out
Schools
play a key
role
ISs can
help
families
and YP
Young
person can
ask for an
assessment
Statements
by April 18,
LDAs by
Sept 16
Actions for schools and colleges
 Identify governor with responsibility for SEN.
 Consider how SENCO fits into school’s strategic
management
 Agree the school contribution to the local offer with LA
 Engage parents and pupils with SEN more widely.
 Identify and deliver any training needed by staff
 Review pupils on SA/ SA+; engage parents; put in place
SEN Support.
 Start recording all SEN Support in school census; from
Sept. 2015 only record SEN Support or EHCP.
 Work with LA on transfer process.
 Publish the annual SEN information report from Sept 14
 Review how school support pupils with post-16 transition.
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