Mandy Cameron (TQIO for SEN/LDD)

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Educational Teaching Assistants Network an
overview of SEN

• Mandy Cameron (TQIO for SEN/LDD)
• The Deighton Centre
• Tel [phone]
• email mandy.cameron_at_kirklees.gov.uk

23rd November 2011
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Aims of the Session

• SEN past, present, future
• The Code of Practice
• SEN funding
• Identification of SEN in school
• IEPs and provision maps
• External agencies and how to access them

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Special Educational Needs

• How many pupils are we talking about?

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Special Educational Needs

• An average of about 20 of the school population
  in Kirklees will be considered to have Special
  Educational Needs significant enough to require
  something additional or different.
• About 17 of those will be in mainstream
  classrooms
• Setting or streaming is likely to reduce numbers
  in most classes and raise them in others.

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SEN Disability in Education Act 2001
GUIDANCE Disability Code of Practice
(Schools) (Sept 2002) Access Plan (April
2003) Code of Practice to promote Disability
Equality (2005)
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(No Transcript)
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Ofsted 2010

• Ofsted reports generally judge SEN provision as
  at least good
• Outcomes for pupils with SEN are poor

• Ofsted to increase their focus on SEN
• Additional training for inspectors
• An additional inspector where a school has a
  Resourced Provision

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The Lamb Enquiry key themes

• Greater focus on outcomes
• Stronger voice for parents
• More strategic local approach
• More accountable system
• National Framework

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The Green Paper

• Education Health and Social Care Plan
• Single assessment procedure
• No graduated approach
• Parents to have a greater say
• Strengthen identification in Early Years
• Mediation for parents
• More involvement from voluntary sector
• Improved services post-16
• Remove the bias towards inclusion
• Remove over-identification of SEN

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OFSTED 2011/12

• Change to the OFSTED focus
• No need to submit a SEF

• Behaviour and safety are a key judgement

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SEN Code of Practice

• Chapter 1 Principles and Policies
• Chapter 2 Working in Partnership with Parents
• Chapter 3 Pupil Participation
• Chapter 4, 5 6 Identification, Assessment
  Provision
• Chapter 7 Statutory Assessment of SEN
• Chapter 8 Statements of SEN
• Chapter 9 Annual Review
• Chapter 10 Working in partnership with other
  agencies

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Role of the SENCo

• Overseeing day to day operating of the schools
  SEN policy
• Liaising with and advising fellow teachers
• Managing the SEN team (teachers and ETAs)
• Coordinating provision for pupils with SEN
• Liaising with parents of pupils with SEN
• Contributing to INSET
• Liaising with external agencies

These duties can be carried out by more than one
person
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Code of PracticeA Graduated Approach to Special
Educational Needs

• School Action
• School Action Plus
• Statutory Assessment Statement of SEN

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The Four Areas of Need

• Communication and Interaction
• Cognition and Learning
• Behaviour, Emotional and Social Development
• Sensory and/or Physical.
• However many of these needs are inter-related

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SCHOOL ACTION School Action is characterised by
interventions that are different from or
additional to the normal differentiated
curriculum. School Action intervention can be
triggered through concern, supplemented by
evidence that, despite receiving differentiated
teaching, pupils Demonstrate difficulty in
developing literacy or numeracy skills Show
persistent emotional/behavioural difficulties
which are not affected by behaviour management
strategies Have sensory/physical problems, and
make little progress despite the provision of
specialist equipment Experience communication
and/or interaction problems Make little or no
progress despite experiencing a differentiated
curriculum
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School Action intervention The SENCO in
collaboration with the class teacher/ subject
teacher will decide the action required to help
the pupil progress. Based on the results of
previous assessments, the actions might
be Develop a provision map Deployment of extra
staff to work with the pupil Provision of
alternative learning materials/ special
equipment Group support Provision of additional
adult time in devising interventions and
monitoring their effectiveness Staff
development/training to undertake more effective
strategies Access to LA support services for
advice on strategies, equipment, or staff training
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School Action Plus This intervention will
usually be triggered through continued concern,
supplemented by evidence that, despite receiving
differentiated teaching and a sustained level of
support, a pupil Still makes little or no
progress in specific areas over a long
period Continues to work at National Curriculum
levels considerably lower than expected for a
child of similar age Continues to experience
difficulty in developing literacy/numeracy
skills Has emotional/behavioural problems that
often substantially impede own learning or that
of the group, and this may be despite having an
individualised behavioural management
programme. Has sensory or physical needs
requiring additional specialist equipment or
visits/advice from specialists. Has communication
or interaction problems that impede the
development of social relationships, thus
presenting barriers to learning
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School Action Plus Intervention School Action
Plus is characterised by a sustained level of
support and, where appropriate, the involvement
of external services. Placement of a pupil at
this level will be made by the SENCo after full
consultation with parents at an IEP review
undertaken within School Action. External support
services will advise on targets for a new IEP and
provide specialist inputs to the support process.
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Request for Statutory Assessment The school will
request a Statutory Assessment from the LA when,
despite an individualised programme of sustained
intervention within School Action Plus, the child
remains a significant cause for concern. A
Statutory Assessment might also be requested by a
parent or outside agency. The school will have
the following information available The action
followed with respect to School Action and School
Action Plus The pupils IEPs Records and outcomes
of regular reviews undertaken Information on the
pupils health and relevant medical history N.C.
levels Literacy/Numeracy attainments Other
relevant assessments from specialists such as
support teachers and educational
psychologists The views of parents Where
possible, the views of the child Social
Services/Educational Welfare Service reports Any
other involvement by professionals
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Statement of Special Educational Need A
Statement of Special Educational Need will
normally be provided where, after a Statutory
Assessment, the LA considers the child requires
provision beyond what the school can offer.
However, the school recognises that a request for
a Statutory Assessment does not inevitably lead
to a Statement. A Statement will include details
of learning objectives for the child. These are
used to develop targets that are Matched to the
longer-term objectives set in the Statement Of
shorter term Established through parental/pupil
consultation Set out in an IEP Implemented in
the classroom Delivered by the class
teacher/subject teacher with appropriate
additional support where specified
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Reviews of Statements Statements must be reviewed
annually. The LA will inform the head teacher at
the beginning of each school term of the pupils
requiring reviews. The head teacher will organise
these reviews and invite The childs parent The
child if appropriate The relevant teacher The
SENCo A representative of the LA Any other person
the LA considers appropriate Any other person the
head teacher considers appropriate The aim of the
review will be to Assess the pupils progress in
relation to the IEP targets Review the provision
made for the pupil in the context of the National
Curriculum and levels of attainment in basic
literacy/numeracy and life skills Consider the
appropriateness of the existing Statement in
relation to the pupils performance during the
year, and whether to cease, continue, or amend it
Set new targets for the coming year
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Kirklees SEN Funding

• Within the age weighted pupil units (AWPU) there
  is a nominal 5 for SEN
• There is also a mechanism for providing
  additional funding to help schools make further
  arrangements for children with SEN
• Formula funding using various measures around an
  index of multiple deprivation
• Additional funding based on Statement banding

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How is the money used?

• The money goes directly to the schools budget
  which means schools can
• Respond quickly and efficiently to childrens
  needs
• Organise additional resources

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Identification of SEN

• Before coming to school (sensory, physical,
  severe/complex needs)
• Through tracking (attainment in NC,
  reading/spelling, behaviour logs)
• Through observations (ASD. SLCN)
• Through formal assessment

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Why use provision maps ?

• They allow schools to audit need and plan
  systemically how best to use resources to meet
  those needs
• They help identify both the staffing and the
  skills needed to meet the needs of all pupils
• They empower staff and enhance the
  SENCo/Inclusion Co-ordinator role

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Benefits

• Effective costing and management of school SEN
  and intervention budgets show how much is being
  spent on pupils
• Provision maps provide an evaluation tool and
  information for reporting to parents, governors
  and the LA
• School resources, CPD and staffing needs are
  planned for systematically

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Benefits for children, parents and carers

• Children receive more coherent provision
• Provision for individual pupils can be
  highlighted, tracked and monitored
• Parents and carers have increased confidence that
  their childs needs are being met

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An ANP/IEP is required when.

• A child is staged at School Action Plus or has a
  Statement
• A child at School Action has needs that your
  intervention programmes may not address
• Provision mapping may not be able to show smaller
  indications of improvement
• You need to record access arrangements for a
  disabled child

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Parents

• We expect to share ANP/IEPs with parents
• Do we share provision mapping?
• Parents need informing if there is anything
  additional or different going on.

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Workload

• It can reduce the number of ANP/IEPs
• It skills up ETAs and helps to spread the
  workload
• At worse it shouldnt make it any bigger

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Impact on Teaching and Learning

• The provision map helps identify priorities for
  Wave 1 teaching
• It feeds into the pupil tracker
• Identifies successful outcomes
• It identifies when programmes are not effective
• It provides further CPD opportunities for ETAs

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External Agencies

• Educational Psychologist 1 per school
• Central Sensory Team
• KAOS
• Health SALT, Physiotherapist, etc
• CAMHS referral through GP
• SENACT caseworker per school
• Behaviour Services

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Single Point Referral

• Coordination of BESD services
• Weekly referral meetings
• Quick turnaround

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Kirklees Review of Specialist Provision

• Review of SEN in 2008
• Recommended a review of Resourced Provisions
• Resourced provisions in a number of Kirklees
  schools
• SLCN, ASD, Sensory and physical impairment

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Review continued

• Issues raised by the SEN Review
• Equity of provision
• Fit for purpose in 2009?

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Review continued

• Increase provision for ASD and SLCN
• Reduce provision for Sensory and Physical
  impairments
• Provide a more equitable provision across the LA
• Statutory consultation end of October
• Awaiting cabinet decision

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The Inclusion Quality Standards (KIQS)
Mandy Cameron TQIO SEN/LDD Judith McCarter
TLC mandy.cameron_at_kirklees.gov.uk judith.mccarter_at_
kirklees.gov.uk