SEN Reform 2014Presented by ELPP Team and the Early Years SEND Team

March 2014

Agenda

• SEN changes 2014

• Early Years Funding

• Ordinarily Available and SENCO role

• Group discussion

• Introduction to the new teams

• High Needs Funding

• Next steps

The government is transforming the system for children and young people with special educational needs (SEN), including those who are disabled, so that services consistently support the best outcomes for them.

The bill will extend the SEN system from birth to 25, giving children, young people and their parents greater control and choice in decisions and ensuring needs are properly met. It takes forward the reform programme set out in 'Support and aspiration: a new approach to special education needs and disability - progress and next steps' including by:

•replacing old statements with a new birth to 25 education, health and care plan

•offering families personal budgets

•improving cooperation between all the services that support children and their families, particularly requiring local authorities and health authorities to work together

•requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

The Children and Families Bill 2013

Revised code of practice for SEN

• The code gives practical advice on how to carry out statutory duties to identify, assess and make provision for children with special educational needs

• Chapter 6 of the code gives information about the responsibilities for early years settings

• On track to become law by September 2014 http://www.education.gov.uk/childrenandyoungpeople/send/g00213170/special-educational-needs-code-of-practice

DSG Funding Blocks

Early Years Funding

Inclusion Factor- A staged Intervention

STAGE ONE: Universal –Inclusion factor Level 2 support

STAGE : Complex High Needs funding

Inclusion Factor (Stage 1 and 2)

This provides funds for:

•Supporting day to day arrangements to ensure all children can take part and enjoy the full range of activities available. This is referred to as ‘ordinarily available provision’

•Dedicated time each week for the SENCO to coordinate and manage SEN policy and practice

The Role of the SENCOSeptember 2014

• All setting are expected to have a SENCO

• In a maintained nursery : the SENCO must have a QTS Best practice – the SENCO should hold

the National SENCO coordination award if new to post

Responsibilities The role of the SENCO involves:

•Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN

•Advising and supporting colleagues

•Ensuring parents are closely involved throughout and that their insights inform action taken by the setting

•Liaising with professionals from beyond the setting

Identifying Needs

• Formal checks e.g. 2 years checks , baseline assessments

• Regular tracking in the setting • Feedback and discussions with parents • Feedback and information from professionals

A Graduated Response

Records in place to document support

Outcome of Reviews

Continue with support:

Update and refine targets and action

Share with parents

SENCO shares with Early Learning and Primary Prevention Team (ELPP) who will:•Offer advice and guidance on appropriate support within the setting•Provide training•Signpost to other agencies as appropriate

Summary of Role

• Collect information about the child from parents and colleagues

• Build on existing knowledge of child to decide on action needed to help child’s progress

• Record plan • Involve and develop partnerships with other professionals • Make parents aware of local parent partnership services• Provide support to colleagues and coordinate responses • Networking with other Early Years Settings • Transition planning

Discussion

• Ordinarily Available Descriptors

– Does this reflect your current practice ?

– Is there any thing missing ?

– What are the challenges ?

Prevention together through PartnershipALL EISS

Commissioning centrally managed

Early Years Outcome Duty

Officer Vanessa Wheeler

Early Learning Inclusion Advisor

Pam Soki

Equalities and Practice Development Officer

Najma Bawla-Solanki

LDD and Practice Development Officer

Paul Funnell Childcare Sufficiency CoordinatorGill Bates

Childcare Sufficiency Support

Officer

Tracie Gleeson

Learning Community Local

Leaders (5 x 0.2fte)

(secondment)

Prevention through Partnership Strategic Manager

Ensuring preventative strategy through partnership working at stage 1 and central service support

Denise ClementsEarly Learning & Primary Prevention Manager (0-5)

Laura McRoberts

Youth Offer and Play Sufficiency Coordinator

Emily Collinsbeare

Primary Prevention Manager

(5-19) Vacant

Troubled Families Tracking Officer

Darron Ward

Payment by Results & Resource Coordinator

Imran Hussain

Information, Monitoring and Data Support Officers –-Early Help Data -Sunitta Ricketts-Resources- Jane Harlin-Evidence based/website – Sarah Worboys-MARAC support - Nambi Kafeero

Early Literacy Coordinator

Sheila Randall

Outdoor & Wellbeing Manager

Suzy Strudwick

Arts ManagerJessica Hodge

Forest Project Worker1 x 0.5 & 2 x 0.25 fte

Marcus TyrollerStephanie White

Zollo Lobera

Adventure Worker1 fte Chris McClellan Arts Project Worker

1 x 0.5 & 2 x 0.25 fteAlan Clark

Richard HaleNaquiya Ebrahim

Engagement Staff4 x 0.25 fte

Tracie RoweVacantVacantVacant

Adventure Resource Worker 0.5 fteDamian Clark

Community Voice and Practice Development

OfficerHelen Clark

CV &PD Support WorkersWayne StevensAmanda Gent

Charles Nkrumah

LDD Support WorkersBeverly Lane

Ann-Marie AbaloLuke Stevens

Equalities Support Workers

Nicole Grandison, Kim Jones & Leon Spence

Youth Offer Support Workers YS2

Ann BabingtonLorna Hunt (Interim)

Learning Community (0-5)

Coordinators (3fte in total co-

located) Sarah Leslie

Michelle Lyons

Learning Community (0-5)

Advisors (3fte in total co-

located)

Jennifer MorrowJennifer Murphy

Sejul Shah

Early Learning and Primary Prevention Team(ELPP)

Early Years Outcome Duty

Officer

Vanessa Wheeler

Early Learning Inclusion Advisor

Pam Sokhi

Childcare Sufficiency Coordinator

Gill Bates

Childcare Sufficiency

Support Officer

Tracie Gleeson

Learning Community Local

Leaders (5 x 0.2fte)

(secondment)

Early Learning & Primary Prevention Manager (0-5) Laura McRoberts

Early Literacy Coordinator

Sheila Randall

Learning Community (0-5) Coordinators

Sarah LeslieMichelle Lyons

Learning Community (0-

5) Advisors

Jennifer MorrowJennifer Murphy

Sejul Shah

SEND Team

High Needs Funding

Next Steps

• Funding confirmation

• Ordinarily Available descriptors

• Date of Forum

• Learning community event dates