Code of Practice updates
In September the DfE published the third edition of their Transition to the new 0-25 SEND system document. This is departmental advice for local authorities and their partners and sets out how legislation relating the children and young people with SEN in England will operate from 1st September 2015 to 31 March 2018. This sets out very clearly what needs to be done , by whom and by when.
The Council for Disabled Children, SEN Leaders and nasen recently published What do the SEND reforms mean for schools? The three organisations worked in partnership to produce a briefing for schools on what the SEN and disability reforms mean for schools, one year on from the introduction of the Children and Families Act. The briefing looks at who has responsibility for what and what type of support is available for schools.
The Council for Disabled Children have also recently produced a briefing on the changes to timescales for Transfer Reviews. This briefing paper refers to the new requirements which came into force on 1st September 2015 that extend the timescales for Transfer Reviews. It follows the announcement made by the Minister, Edward Timpson at the beginning of the summer.
The Department for Education O-25 SEND and Disability Unit have produced their Autumn Term Newsletter. This issue covers a number of topics including information on The Local Offer, EHP Plans and SEND appeals to tribunals.
http://www.councilfordisabledchildren.org.uk/media/1063575/oct-2015-send-newsletter.pdf
OFSTED reforms
A new common Inspection Framework for all early year’s settings on the EY Register, maintained schools and academies, non-association independent schools and FE and skills providers was introduced from 1st September 2015. The new framework aims to offer greater consistency across all settings with Inspectors who will inspect the type of provision for which they have appropriate expertise and training. There are a number of Inspection Handbooks specific to each remit.
The new framework has introduce frequent but shorter inspections with a focus on ensuring that good standards have been maintained with schools and academies judged good at last section 5 inspection receiving a short inspection approximately every three years
There will judgements made in the following areas:
- overall effectiveness
- effectiveness of leadership and management
- quality of teaching, learning and assessment
- personal development, behaviour and welfare
- outcomes for pupils
- Early Years
- 16-19 study programmes
All relevant Ofsted documentation can be found here:
https://www.gov.uk/guidance/changes-to-education-inspection-from-september-2015
Ofsted and the Care Quality Commission ( CQC) have launched a consultation on SEND inspection. The consultation outlines their proposals for inspecting how local areas are meeting their responsibilities to disabled children and young people, and those with special educational needs (SEND). The consultation will close on 4th January 2016 and the new inspection framework is expected to be in place by May 2016.
https://www.gov.uk/government/consultations/local-area-send-consultation
Other SEND News
The Driver Youth Trust (DYT) recently published a report Joining the dots: Have recent reforms worked for those with SEND? The report was commissioned by the DYT charity commissioned this report to analyse the effect of the Children and Families Act (2014) on children and young people with SEND. The report is complex and detailed reflecting the multiple systems in which SEND provision in education is provided.
http://driveryouthtrust.com/index.php/joining-the-dots/
The final report and Government response from the Commission on Assessment without Levels was released last month. This report provides advice to schools about how to develop new approaches to pupil assessment that are based on needs of the pupil, follow the school’s curriculum and support effective teaching. There is an on-going commission looking at assessment for those children working below national expectations due to report in December 2015. This group is also looking at the future of the P Scales.
The report and response can be found here: https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report
Information about the on-going commission can be found here: https://www.gov.uk/government/news/special-needs-expert-to-head-new-assessment-review
In September the revised Joint Council for Qualifications (JCQ) document Adjustments for candidates with disabilities and learning difficulties – Access Arrangements and Reasonable Adjustments was published. This is the updated guidance for all secondary schools for pupils who require access arrangements and reasonable adjustments. The SENCO has a much greater role to play than previously and will need to have read and understood this document.
http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration
7 Survival tips for a SENCo
- Establish a SENCO Surgery – a specified time during the week when staff can meet with you to discuss SEN issues – try and reduce the number of “on the hoof” questions and queries
- Ensure that all staff are aware of who their SEN pupils are, what interventions are in place and what additional support is available and offer support and advice where necessary
- Produce a time-line for all of your transfer and annual reviews and circulate to all the relevant people. Have a time-frame for reports and evidence to be completed so everything is ready in good time
- Undertake an audit of the skills and expertise within the school workforce and an audit of the needs of the pupils. This will enable you to effectively deploy your support staff
- Work with SLT to ensure sufficient funding is available to support SEN across the school. Review your whole-school provision map to determine the effectiveness of the spend to date
- Arrange to meet with your SEN Governor to discuss the review of your SEN Information Report and SEN Policy. Set up a focus group of staff, parents and pupils to support this review process
- Develop good relationships with external professionals – know who to contact. Think outside the box and begin to develop your own team of experts in school, share expertise across schools and link with your local special school to establish a comprehensive team that you can seek support and advice from.
