Getting Ready for September 2014

Moving toward SEND reform

End of the SEND Pathfinder –Where now?

The national perspective

• Children and Families Act received Royal Assent in March

• Final code of practice expected in June

• Reforms go live in September

• Independent supporters programme to start in September

• Pathfinder Champions across the country to continue to support authorities

The Local Offer

• Worked with schools to develop a format that they can use to show how their delegated SEN funding is used

• Working with a small group of schools and colleges to develop materials that they can use to help them to meet their responsibilities

• Developing an authority wide description of what is available for children and young people with SEND in Hertfordshire including what is expected of schools, colleges and other settings

Local Offer (Schools & Settings) - where we are now?

New ways of working

Effective Partnership Working (based on Early Support Principles)

underpinned by:

Lamb Inquiry

Achievement for All

Draft Code of Practice

• Parents tell us that qualitative factors make a difference

• Recognises the good practice that already exists and builds on this

• The quality of interactions in relation to meeting the needs of a CYP is key to achieving good outcomes

What parents value

Communication: Clear, consistent and timely in an easily accessible form

Empowerment and Responsibility: Key contact and a proactive approach

Culture: willingness to help. Non-judgemental

Transparency: clear processes and honesty

Child centred & family led approach: parent/carer contribution heard and respected. Child’s needs central to all decisions

Efficient and Flexible Process: efficient and well-organised

What makes a difference

• Communication• Respect• Partnership• Honesty• Child/YP-focused• Solution-focused• Skill development(applied by all:

360° approach)

Workforce development:

‘Conducting these meetings effectively

involves a considerable amount of skill.

As with the other aspects of good

teaching for pupils with SEN, schools

should ensure that teaching staff are

supported to manage these

conversations as part of professional

development.’ Draft Code of Practice

Education, Health & Care Plans Key Points

• EHCP assessments replace statutory assessments from 1st September 2014

• New multi agency approach with a joint focus on outcomes

• Families, children and young people at the centre of the process

• Young people can apply independently post 16

Assessment and planning - Principles of emerging practice

• Person centred approaches - families have ownership of the

plan.

• A ‘tell us once’ approach to sharing information.

• Effective co-ordination between statutory services.

• Keyworking approaches - single point of contact.

EHCPs - where are we now?

• One format for 0-25• Format refined to reflect the latest version of the Code of

Practice• Vast majority of requests for statutory assessments in

Hertfordshire are for EHCPs• There are currently 54 finalised plans in Hertfordshire

with a further 168 children or young people currently undergoing an assessment for an EHC Plan.

A: Views, interests and aspirations B: Special educational needsC: Health needsD: Social care needsE: OutcomesF: Special educational provision G: Any health provision reasonably required H1: Social care provision under S2 of Chronically Sick and Disabled Persons Act 1970H2: Any other social care provisionI: Name and type of settingJ: Personal budgetK: Advice and information gathered

EHCP – Sections/ Content

Converting Statements & LDAs to EHCP

For more details please see ‘A plan to convert statements and LDAs into EHC Plans’ in your

delegate pack

• All statements must be converted to EHC Plans by April 2018

• All LDAs (Learning Disability Assessments) have to be converted or ceased by April 2016

The timeline for conversions (Statements and LDAs) 16-25

Conversions from LDAs to EHCPs will be by request.

There are currently approximately 1200 pupils on one or

two year college courses with LDAs. It may be prudent to

recommend that requests for pupils to convert from LDAs

to EHCPs on courses for more than two years are

considered for reassessment on an individual basis

Next steps for Conversions

• Conversion process/At A Glance• Support for schools and colleges• Information for parents carers, children and young

people• Further training and events• Secondments

Personal Budgets

“Personal Budgets may be available where children and young people are eligible for an EHC Plan, Social Care Services because they are disabled or Continuing Healthcare”

Personal BudgetsExamples of support that currently could be offered

Support that will continue to be provided directly

• School/ college transport• Short breaks• Social care support• Continuing Health Care• Specialist Educational Equipment

• School/college place•Teaching/ education support• Additional education services

Talking about Personal Budgets

•Information about Personal Budgets will be made available

to all families who request an EHC assessment

•Schools and Colleges will be encouraged at planning

meetings to use resources flexibly to meet outcomes

PfA

Preparing for Adulthood

Preparing for Adulthood

• Young people can apply independently for EHC Plans

post 16

• Duties in the Draft Code of Practice to consult with young

people

• Working closely with college and training providers to

develop post 16 provision

From Year 9 a Preparing for Adulthood Transition Plan (PfA Plan) can be requested by young people that have SEND to help them prepare for their life post school. More information about each organisation’s role in the process is available on Youth Connexions website, Herts Direct

and Herts Grid for Learning.

If the young person

Moving from School to College

Preparing for Adulthood Transition Planning at

a glance

Draft transition plan ‘at a glance’

•Clearly sets out the roles in

the process for all

stakeholders

•Considers young people that

do not have an EHC plan

Does not have an EHC Plan• But has been identified as having additional

support needs then a PfA Plan can be completed to aid their transition beyond school

as a coordinated support plan

Has an EHC Plan•The EHC Plan will form the basis of the PfA Plan

Youth Connexions will• Provide support on request, if the school or

college are trading with Youth Connexions

Schools will• Start preparing young people from Year 9

for adulthood by ensuring access to impartial Information Advice and Guidance on Post 16 options and pathways

• Ensure that outcomes in the EHCP reflects preparation for adulthood, e.g. further education, independent living, work readiness

Youth Connexions will• Attend Year 9 Annual Review and collect

the views of the young person and their family

• Ensure that the PfA Plan builds on and feeds into the EHC Plan

Colleges will• Be nominated in the EHC Plan • Provide support to schools if requested• Review the EHC Plan post school• Work with the Personal Adviser, if the

college is trading with Youth Connexions

Schools will• Start preparing young people from Year 9 for

adulthood by ensuring access to impartial Information Advice and Guidance on Post 16 options and pathways

• Good practice is for the schools to review the Plan annually until the young person leaves

Colleges will• Be nominated in the PfA Plan• Review the PfA Plan post school • Work with the Personal Adviser, if the

college is trading with Youth Connexions

Young People and Families will• Be able to directly add their views to the

PfA Plan• Be able to request Youth Connexions

Personal Adviser support to consider next steps, if the school or college is trading with Youth Connexions

Young People and Families will• Be able to directly add their views to the PfA

Plan• Be able to request Youth Connexions

Personal Adviser support to consider next steps, if the school or college is trading with Youth Connexions

Working with Colleges

Run focus groups with young people to address the five Preparing for Adulthood (PfA) key aims:

1. Raise aspirations 2. Improving life chances 3. Develop a personalised approach4. Develop post 16 options5. Develop outcome focused multi-agency commissioning

Young People’s workshops

• Talk to parents & young people now

•Think about how you will engage

•Plan reviews with conversions timetable in mind

•Make sure you are ready for conversions

•Make good use of training

How you can prepare now

Ongoing training & Support

• Training program for SENCos in schools & Inclusion Managers in FE Colleges

• Training for parents

• Animations

• Updates on Herts Grid for Learning