Follow this link for the Session 4 Presentation

Report
Friday 18th March











Equality Act 2010
Academy Act 2010
Comprehensive Spending Review
Closure of agencies
SEN Review – Ofsted
Schools White Paper & Education Bill
The Wolf Report – Review of Vocational Education
SEND Green Paper
Early Years Foundation Stage Review
National Curriculum Review
Role of Local Authority



1 October - replaces all existing equality
legislation such as the Race Relations Act,
Disability Discrimination Act and Sex
Discrimination Act
Schools cannot unlawfully discriminate
against pupils because of their sex, race,
disability, religion or belief and sexual
orientation
Extends the reasonable adjustment duty to
require schools to provide auxiliary aids and
services to disabled pupils






Expands academy model
Includes maintained special schools
New free schools (Independent and NMSS)
State funded independent schools
Maintained Special Schools (Academy Status)
New Special Free School






Becta – SENCO Forum
National Strategies
QCDA – EYFS, P Scales, Primary Curriculum,
Secondary Curriculum, Diplomas
GTCE
TDA – SENCO Award – HLTA
School Support Staff Negotiating Body (SSSNB)
The key implication of these findings is that any further changes to
the system should focus not on tightening the processes of
prescribing entitlement to services but, rather, on:







improving the quality of assessment
ensuring that where additional support is provided, it is effective
improving teaching and pastoral support early on so that additional
provision is not needed later
developing specialist provision and services strategically so that they
are available to maintained and independent schools, academies and
colleges
simplifying legislation so that the system is clearer for parents,
schools and other education and training providers
ensuring that schools do not identify pupils as having special
educational needs when they simply need better teaching
ensuring that accountability for those providing services focuses on
the outcomes for the children and young people concerned.







Early Years Provision
Discipline
School Workforce
Qualifications and Curriculum
Educational Institutions
Post 16 education and training
Student finance
SEND Green Paper Consultation Document
Consultation open until 30th June 2011
 Early Identification and support
 Giving parents control
 Learning and achieving
 Planning for adulthood
 Services working together
for families

Early identification of need

Support in early years from health professionals

Accessible and high quality early years provision

A new approach to statutory assessment

A more efficient statutory assessment process

Reduce time limit for current statutory assessment
process to 20 weeks
◦ Health and development review at 2/2.5 years
◦ Greater capacity from health visiting services
◦ DfE and DfH joint policy statement on the early years
◦ Tickell Review of EYFS
◦ Free entitlement15 hours for disadvantaged 2 year olds
◦ Education, Health and Care plan to replace statement
◦ DoH improve the provision and timeliness of health advice

Supporting families through the system

Clearer information for parents

Giving parents more control over support and funding for
their child
◦ Continuation of Early Support resources
◦ Local Authorities to set out local offer of support
◦ Slim down requirements on schools to publish SEN information
◦ Individual budget by 2014 for all those with EHC plan

A clear choice of school

Short breaks for carers and children

Mediation to resolve disagreements

Preference for a state-funded school
◦ Parents will have rights to express a preference for a state-funded
school
◦ Continue to invest in short breaks
◦ Use of mediation before a parent can register an appeal with the
Tribunal









Developing excellent teaching practice for SEN in schools and colleges
◦ Initial funding for ITT – increase placements in Special School
◦ Outstanding Special Schools apply to be teaching schools
◦ Continued funding for SENCO award
Effective leadership is critical to changing ethos and approach in schools and
colleges
Getting the best from all school and college staff
◦ Improve SEND training for those working in colleges
The Achievement for All approach
◦ Achievement for all developed across country
Challenging low expectations of, and targeting support for, children with SEN
◦ Every Child a Reader and Every Child Counts transition funding
◦ Phonics based training
◦ Replace school action and school plus with single school based SEN
category
Identifying and tackling the causes of difficult behaviour
◦ Anti Bullying Alliance share good practice
◦ Trial of new exclusions system
◦ Improving access to wider behaviour support
Special Schools Special schools become academies
Special Free Schools
Stronger school accountability


Planning for young people’s futures
A broad range of education and learning
opportunities
◦ Wolf Review

Employment opportunities and support
◦ Role of Disability Employment Advisers

A coordinated transition to adult health
services
◦ Joint working across all services

Support for independent Living









Local authorities and local health services will play a pivotal role
in delivering change for children, young people and families
Reducing bureaucratic burdens on professionals
Empowering local professionals to develop collaborative,
innovative and high quality services
Supporting the development of high quality speech and language
therapy workforce and educational psychology profession
Encouraging greater collaboration between local areas
Extending local freedom and flexibility over the use of funding
Enabling the voluntary and community sector to take on a
greater role in delivering services
Exploring a national banded funding framework
Bringing about greater alignment of pre 16 and post 16 funding
arrangement








Every teacher is a teacher of children and
young people with SEND
Whole school professional development
Wider workforce
Role of SENCO
Specialist teachers
TDA Salt and Lamb training
Parents, Carers and Families
Health and Social Care






Senior leadership - status
Strategic
Relevant skills, knowledge, understanding
and attributes
Raising Standards
School Improvement
Lead Teaching and Learning






Clusters of schools
Outstanding Special Schools
Commissioning
Multi – Agency
Professional development
Role of Academies and Free Schools







Transparent
Fair
Consistent
Accountability
Cost effective
Value for Money
Pupil Premium







Time
Extended workforce
Appropriate Curriculum
Parental choice and voice
Financial constraints
Quality Professional Development for all
Complex Needs



Co-existing, Overlapping, Co-morbidity,
Co-occurring
Neurodevelopmental disorders,
chromosomal disorders, poverty,
environmental, mental health, alcohol,
drugs and smoking, premature birth,
modern medical science etc
Pedagogy to meet the needs of 21st Century
child




The Academies Act establishes a whole new
structure to our education system – what are the
implications for children and young people with
SEND?
How will the Education, Health and Care Plan
offer more support to children and their families?
What are the implications for schools in regard to
one single SEN stage to replace school action and
school action plus?
The Achievement for All pilot in 10 local
authorities has been incredibly successful – is it
possible to reduce the current 21% of children
identified with SEND by 10% across the country if
AfA is rolled out in every school?
Lorraine Petersen
[email protected]
01827 311500

similar documents