SENCO Up-date Meeting

June 2014

Outline of the session

• SENCO contact list• DfE letter to parents• Transition arrangements – statement to EHCP• Provision Guidance (Graduated Response)• One Planning• Where to find out more …• SENCO qualifications

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SENCO contact list

• Please make sure you type your name, school and e mail address on our Excel spreadsheet

• You will get the SENCO Bulletin sent to this address

• Soon, you will also get notification of any up-dates on the SEN pages of the Infolink

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DfE letter to parents

Questions you may get asked …. have you got the answers up your sleeve?

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Transition arrangements

SEN Statements to EHC Plans

Information

• Document consulting on transition arrangements published for consultation in October 2013 - https://www.education.gov.uk/consultations/downloadableDocs/Transitional%20arrangements%20document.pdf

• Key points for transition likely to be: entering school, primary to secondary (though this may be at year 5), post 16

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Information • Other priorities – those where the school

placement is at risk of breaking down• Have 3 years and 2 terms to transfer all (by

Easter 2018)• No plan to use this as a means of reducing

statements• Requirement to consult on best way for

transition to be arranged – this will happen in next 4 – 6 weeks

• Final plan will be drafted before the end of term

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TRANSITION ARRANGEMENTS FOR STATEMENTS TO EHC PLANS

Number of Statements 7200 In special 2500Number of LDAs 2900

Year 1 by Jul15 Year 2 by Jul 16 Year 3 by Jul 17 Year 4 by Apl 18 MS SpecialCurrent year groupPreschool 17 5

0 238 661 338 772 345 1113 348 1144 367 1105 419 1376 447 1617 416 2568 401 2459 413 302

10 453 28411 439 30212 56 15413 40 104

4744 2521

Latest date statements have to become EHCPLikely LA target for transition

The LA will:• Recruit some additional staff to support

facilitation of the transitions, Eps, SAS staff, EPPS

• Provide training for all secondary SENCos and primary SENCos, where numbers of pupils with statements are particularly high

• Provide training for staff in special schools who have a responsibility for transition

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The LA will• Have information available for out of county

schools• Have the local offer available by September• Work with individual schools to plan an

transition schedule• Write to all parents/carers about transition

arrangements• Provide information on the web site• Consider holding parents events by area• Liaise with SENCO clusters

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Schools need to:• Work in a person centred way – this is key• Engage with the LA in relation to the new legislation

and transition arrangements• Concentrate on the process not the paperwork (there

will be new paperwork, but the way we work with children and families is more important)

• Ensure you have the latest information – look at the Essex website, DfE website, local offer

• Ensure you have a schools offer and that it is up to date and reviewed

• Respond to the consultation

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Provision Guidance

Educational Psychology Team

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What is the Guidance?

• It is a document based on good practice in schools, on-going review of psychological theory and research working with teachers in schools

• It is not an exhaustive set of guidelines and the focus is more on producing an accessible resource for teachers than on a research paper

• This is an evolving document that will ultimately be available electronically and will have links to the Local Offer

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What is the Guidance?

• The purpose of the guidance is to support school staff in the process of building on current good practice and to help schools to develop systems, skills and structures for responding to pupils’ needs

• It reflects best practice in working with children with any special educational or additional needs

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What does it include?

• Learning difficulties; including specific learning difficulties

• Sensory impairment - hearing, sight and multi-sensory

• Physical and neurological difficulties• Speech, language and communication

difficulties• Social communication difficulties; including

Autism Spectrum • Social, emotional and mental wellbeing • Early Years specific needs

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How is the Guidance structured?

Three main tiers of provision

• Quality First Teaching • Additional School Intervention (SEN Support -

building on Quality First Teaching)• High Needs Support

The Provision Guidance

• In your groups please take some time to look at one of the sections of the new Provision Guidance to begin to familiarise yourselves with the layout and content.

• Please note what you like about the document and any improvements that you might like to suggest

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Key PointsIf you are identifying and supporting pupils appropriately now then nothing will change and the document aims to support your ongoing practice.

The full document will be available electronically. We will try to have a link inserted into an upcoming Education Essex.

Please email any questions to kate.ayre2@essex.gov.uk. We will create a list of FAQs which will be able to be accessed alongside the document.

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One Planning• Chris Perkins (One Planning project leader)

has ‘taken over’ the Unified Plan section on the Schools Infolink, renamed as The One Plan Environment http://

cms-schools.essex.gov.uk/Service%20Areas/Special%20Educational%20Needs%20and%20Additional%20Educational%20Needs/The%20One%20Plan%20Environment/Pages/The%20One%20Plan%20Environment.aspx

please keep an eye on this section as resources are uploaded

• One Planning = person centred planning/approaches (One Planning is an Essex term)

• www.helensandersonassociates.co.uk

In the meantime ….• Familiarise yourself with the how ‘person centred-

outcomes led’ approach works• Think about the outcomes and what you will need to

have in place to work towards achieving them – you will need to develop skills in manipulating the situation to make sure these are educational!

• www.helensandersonassociates.co.uk• Consider what you are doing already … what have

you got that fulfils a similar function? Can it be adapted?

• At review meetings from now on, focus on what is working and what is not working for each child – this will be a vital component of ‘one planning’

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Where to find out more

• SENCO Bulletin (it will be e mailed to you if you have given us your e mail address)

• The Infolink (any up-dates to the SENCO pages will e mailed to you if you have given us your e mail address)

• http://www.sendgateway.org.uk/• https://www.gov.uk/schools-colleges/special-e

ducational-needs’

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SENCO Qualifications

• National Award for SEN Co-ordination• Advanced SENCO and Advanced SENCO as

Leaders• MA dissertation• www.elc-cambridge.org • Essex ‘super-duper’ SENCO project

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