www.worcestershire.gov.uk sen reform the new send code of practice and early years settings june...
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www.worcestershire.gov.uk
SEN ReformThe new SEND Code of Practice and Early Years
Settings
June 2014 Conference
SEN Reform Worcestershire
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SEND Code of Practice 2014(effective September)
It is STATUTORY guidance that must be followed by:- All educational settings - Local Authorities- Health bodies
Settings must have regard to the code from 1st September 2014
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What is it trying to achieve?• To ensure SEN is picked up at the earliest opportunity
• To support staff to have the knowledge, understanding and skills to identify early and intervene appropriately
• To ensure parents know what to expect from a service, and also what services are available
• High aspirations for all children
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What is different?• New age range 0-25• Greater focus on the views of children and young people
and their role in decision-making.• Guidance on joint planning and commissioning of
services across the agencies.• Statements for complex children to be replaced with
Education, Health and Care Plans (EHCP)• Personal Budgets• New guidance on the support that children should
receive within settings.• Local Offer
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Greater focus on……• EY Settings to support the LA in identifying
children with SEN
• Greater focus on all agencies (including EY’s) working together to support children and families
• High quality provision and high expectations
• SEND Tribunals
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Personal budgets
“An amount of money identified by the LA to deliver part of the OUTCOMES set out in EHC
plan”.
• Must have an EHC plan to request personal budget
• Must meet LA criteria and support the outcomes listed
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Where do the Personal Budgets come from?
Health
Education (High Needs Block)
Social Care
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How will it be administered?
Personalised to each individual family
• EHC plan will look at what is needed and what is available in the county
• Facilitator or Lead Professional will support parents
• Panel of professionals to agree requests meet criteria and allocate resources
• Different delivery methods depending on individual family circumstances
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Specific to Early Years
Chapter 5 of the Code
All settings required to support early identification, through 2 sets of developmental checks:
- Check at age 2 – advise Early Support Tracking- Check at age 5 – EYFS Profile
Should monitor and review progress regularly 6-8 weeks in Early Years.
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Specific to maintained early years provision
MUST • Use their best endeavours to ensure that the necessary
provision is made for any child with SEN• Co-operate with the LA in developing the Local offer• Designate a NAMED SENCo who has a teacher and
SENCo qualification• Ensure children participate fully in all activities as far as
possible• Publish info on a SEN policy and access for disabled
children
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Specific to non-maintained…
To have and implement policies on promoting equality of opportunity.
To abide by Equality Act 2010:• must make reasonable adjustments to
include children with SEND• must not discriminate against or harass children
with SEND
To involve parents and child as fully as possible in decisions that affect them.
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Non-maintained…• Named SENCo required as part of EYFS
framework (but no minimum qualification required in PVI.)
• Best practice dictates a SENCo should be an experienced and confident member of staff.
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Role of SENCo• “ensuring all practitioners in the setting
understand their responsibilities to children with SEN and the settings 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.”
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Change in terminology..• EYA/EYA+ has been replaced with the
Graduated Response.
• Terminology around ‘behaviour’ has been removed and replaced with Social, Emotional and Mental Health
• Policies will need to be updated to reflect the changes
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Graduated Response Activity
4 x paper titled:
• Assess• Plan• Do • Review
Case study – 3 year old with S&L delay of 6-8 months in expressive language. SaLT involved.
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ASSESSObservations, tracking, info from parents, Red
Book etc(Passports, all about me, registration documents,
development matters tracking, Early Support Family File, ABC charts for behaviour)
PLANStrategies and activities to support development,
look at the next steps in development with SENCo, parents and key person.
(Provision maps, IEP’s, Early Support EYFS tracking, targets from outside agencies)
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DOCarry out activities set out in IEP etc, observe
throughout to record successes/difficulties, track progress
(Early Support Tracking – are skills emerging, secure etc, what goals have been achieved?)
REVIEWMeet with parents, SENCo and Key person, have
targets been met, next steps agreed(IPM/IEP review form, EYFS Early Support
Tracking for next steps, new IEP’s produced)
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Graduated Approach
WHOLE SETTING APPROACH
All children – EYFS Development MattersSome children – EYFS Early Support Tracking in 1
areaFew children – WYFS Early Support Tracking in
ALL areas
The Graduated Response may look different for each child – it should be individualised support.
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Ordinarily Available• That which is available for ALL children to
access
• EYSFF Inclusion Supplement Guidance is the Ordinarily Available offer within Early Years settings.
• Set’s baseline of best practice and demonstrates the graduated response to meeting children’s needs.
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Worcestershire Changes
• EYSFF Inclusion Supplement Guidance has been amended.
- Graduated Response 1,2,3,4
• Inclusion Supplement included in personal budgets
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Code of Practice Categories for Inclusion Supplement
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New Exceptional Early Years Funding Level
For handful of very complex children who meet criteria:- Deferred or delayed entry into school for matters
of SEN- Parents turn down specialist provision in favour
of mainstream- EHCP/Statement in place
MUST BE SUPPORTED BY CHAIR OF PRE-SCHOOL FORUM
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Process…..
NEW LEVEL2-5 year olds
EXCEPTIONAL EARLY YEARS
FUNDING
NEF hourly rate + (£2.70 + £3.60)
£6.30
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Descriptors of needs and provision activity
Use the descriptors to categorise the children for funding purposes.
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Details of Child's Needs
Other Agencies Involved
Stage of Code of PracticeGR1GR2GR3GR4
Exceptional Funding
Answer
Significant Speech and Language (17 months delay)Concerns regarding social interaction.Behaviour management plan in place.Difficulty following routine.
Known to Pre School ForumSpeech and Language involved
GR2
2 years old.Can't feed himself (hold cup etc.)Very easily distracted.Concerns with social interaction and no play skills evident.Can be aggressive towards other children in his personal space.
Known to Pre School ForumSpeech and Language Therapy involvedFamily Support Worker supports in the home.Possible referral to Early Years Specialist Provision.Special Support Advisor
GR2
12 month delay in receptive language.Some inappropriate behaviour due to frustration.Can be disruptive to other children's play and can be withdrawn at times. Reward charts used for all children.
Referral to Speech and Language Therapy made, but child not yet seen. Special Support Advisor supporting setting.
GR1
Child has a diagnosis of Down Syndrome.No spoken Language and early signs of language delay.Motor Delay.Attends split placement at mainstream setting and Vale of Evesham Special Nursery.
PortageVale of Evesham Special SchoolChild Development AssessmentKnown to Pre School Forum
GR4
Child has English as a Second Language.Is struggling to settle due to new environment. Difficulty following instructions from staff.Parents report that they have good language in their home language (Urdu).
Mom attends a Stay and Play group at a local Children's Centre with a younger sibling.Older sibling attends Fort Royal Special School.
NO SEND
Severe speech and language delay (4 years old – functioning at 12 months).Possible Autistic Spectrum Disorder – on-going assessment at Child Development Centre.Will not engage with others, and needs adult direction for all activities.
Child Development CentreEducational PsychologistKnown to Pre School Forum
GR3
Child is 4 and has significant global developmental delay (functioning 22 months below chronological age in 3 areas)Parents have chosen to delay entry into school for 1 chronological year and continue attendance at mainstream early years provision
Child Development CentrePaediatricianPortage .Hearing Impaired Team
Exceptional EY Funding
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MONITORING: • No requirement to upload evidence every term • Included in 30% NEF Audits• If supported by team, they will monitor evidence and
impact during general visits.• Provision map for all children on Graduated
Response1
FUNDING PANEL:• Applications can be uploaded to Edulink to save on
special delivery postage costs.
Other changes:
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More changes….
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PAYMENTS:• Will be paid with ‘actual’ NEF payments or
adjusted in next term.• 0-3 non NEF payments will also be made via
the provider portal.• Contracts required for non NEF and OOS
funding only.• OOS payments will be made separately.
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Support for settings
• Flowchart with embedded documents to be included with guidance.
• Inclusion Supplement Calculator.
• Expansion of web based resources to support practitioners.
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SEND Code of Practice SessionsAll FREE and 19:00 - 21:00
• Worcester 01/07/2014
• Bromsgrove 02/07/2014
• Wychavon 03/07/2014
• Redditch 08/07/2014
• Malvern 09/07/2014
• Wyre Forest 10/07/2014
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Further dates………
September 2014
Bromsgrove Thursday 25th
Friday 26th Venue tbcand Worcester Race Course
Saturday morning 26th
Half day eventsFREE OF CHARGE
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Comments about document….
Please email Becky White directly:
Or call 01905 822685
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Next Steps for settings…….• Update policies to reflect new terminology• Combine existing policies into ‘Equality of
Opportunity’ policy.• Discuss with staff team and agree the graduated
response cycle within your setting• Disseminate info to team on main changes to
SEND Code of Practice• Understand the changes to funding terminology
and processREADY FOR 1st SEPTEMBER
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