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SEND Training:Supporting Additional Needs in Practice
Jenny Bates ([email protected])
Anne Porter ([email protected])
Lata Ramoutar ([email protected])
DAF Practical Application
Contents
National Context
Break
Devon Context
Lunch
Aims of the Day
• To understand the national context of SEND
• To understand Devon’s processes for supporting SEND for those aged 0-25 within a multi-agency context
• To use the Devon Assessment Framework to provide a ‘plan, do, review’ approach to SEND
National Context
Children & Families Bill: Support and aspiration: A new approach to special educational needs and disability: Progress and next steps
Code of Practice (2014) • Statutory guidance: Identify, assess and make provision for children and
young people (0-25) with SEN • Replaces Statements with Education, Health and Care Plans• Personal budgets• Local Offer • Focus on views of children, young people and parents/carers in decision-
making • Joint planning and commissioning of education, health services and social
care• Guidance on SEN support in education and training settings, enabling them
to transition to adulthood
National Context: SEN Funding
Pre 16 SEN Post 16 SEN & LDD
Mainstream Settings Specialist Settings All Settings
Element 1:Core
Educational Funding
Mainstream per-pupil funding (AWPU)
Base funding of 10k for SEN and 8k for AP placements (roughly what a mainstream setting would cost
Mainstream per-student funding (as
calculated by the national 16-19 funding
system)
Element 2:Additional
Support
Contribution of 6k to additional support required by pupils with high needs,
from the notional SEN budget
Contribution of 6k to additional support
required by a student with high needs
Element 3:Top-Up
Top-Up funding from the commissioner to meet the needs of each pupil or student placed in the institution.
Formula Factors for Mainstream Schools
Primary formula Secondary formula
Deprivation Low cost
high incidence
Deprivation Low cost high incidence
Model B Free School Meals
Free School meals, Prior attainment, IDACI
Free School meals
Prior Attainment
Transition to New Formula
Issues raised:
• Impact of formula• Culture of linking resource to TA time• In-year admission• Schools with higher than expected numbers of
pupils with SEN• Perverse incentive relating to attainment
Transition to new formula: addressing the issues
• Increased delegation possible by freeing up MSG funding, this has been used to reduce the number of schools losing money
• Transitional protection in 2014/15. A decision to be made on 2015/16
• ‘Targeted fund’ to ensure no school receives less than £5k from the LCHI element of the formula. A school with at least one pupil receiving top-up receives a minimum of £11k of SEN funding
• SEN Financial Intervention Panel (FIPS) which could , under exceptional circumstances, provide additional support where Element 2 demonstrably inadequate
Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head,
behind Christopher Robin.
It is, as far as he knows, the only way of coming downstairs,
but sometimes he feels that there really is another way, if
only he could stop bumping for a moment and think of it.
Stories of Winnie-the-PoohAA Milne 1989
Is There Another Way?
Break
National Context: Definition of SEN
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) Have a significantly greater difficulty in learning than the majority of other of the same age; or
b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
A child under compulsory school age has special educational needs if they fall within the definition at a) or b) above or would do so if special educational provision was not made for them
(clause 20, Children & Families Bill 2013, Department for Education)
Code of Practice:
Parental and Young Person’s Engagement
• Views, wishes and feelings• Participating as fully as
possible• Need to be supported to
contribute
How?• Devon Parent
Partnership• Advocacy service
for young people• Person centred
planning tools e.g. ‘Listen to Me & My Family’
Education Health Care
The Local Offer
Code of Practice: What is the Local Offer?
The Local Authority Must…
INFORM: Provide clear, comprehensive and accessible
information about the provision available
INFORM: Provide clear, comprehensive and accessible
information about the provision available
RESPOND: Make provision more responsive to local needs and
aspirations by involving children and young people with SEN, parents, carers and service
providers in its development and review
RESPOND: Make provision more responsive to local needs and
aspirations by involving children and young people with SEN, parents, carers and service
providers in its development and review
1
2
The Local Offer Will Be:
Local Offer
AccessibleEasy to
understand, factual and jargon
free
CollaborativeParents and CYP are involved in developing and
reviewing the LO
TransparentMust be clear
about how decisions are
made. Accountability and
responsibility
ComprehensiveWhat’s available? Education, Health, Social Care, 0-25Eligibility criteria
Code of Practice
EHC Plans
Statutory Process
Complex Needs
Personal Budgets
Assess & Planning
Integrated Working
Parents Involved
Child and Young Person
Personalisation
“Every person who receives support, whether provided by statutory services or funded by themselves, will have
choice and control over the shape of that support in all care settings“
Department of Health, 2012
“Personalisation means thinking about public services and social care in a different way – starting with the person
and their individual circumstances rather than the service”
Social Care Institute for Excellence
Personalisation
Personal Budgets• An amount of
money or resources identified by the LA and its partners to deliver all or some of the provision set out in an EHC plan
Personalisation: A system wide offer of support, opportunity and activity
Element 1 – Core school funding
Universal Services e.g. Libraries, Youth Clubs
Element 2 – Delegated SEN
funding
Targeted / centrally commissioned services by LA
Element 3 – Higher Needs block / ‘top-
up’ funding (retained by LA)
Fair Access to Short Breaks
Continuing Healthcare Funding
An unknown and untapped resource!
Code of Practice
Local Offer EHCPs
Child, Young Adult, Parent
voice
Joint Agency/ Integrated
Working
SEND Collaboration
EducationUniversal Provision
Elements of FundingSpecialist Provision
Social CareShort Breaks
fundingSection 17
Funding
HealthNursing
Specialist Equipment
Complex Care Funding
Local Offer DAF/EHCP
Devon’s SEND CollaborationE
ducation
• SEN matrices
• Stat’/Non-Stat’ Assessment
• Costed Provision Maps
• SEN Audit
Health
• Information about personal budgets
• ICS Thresholds
Social Care
• Devon Children Safeguarding Board Thresholds
• ICS Thresholds
• Fair Access to Short Breaks
SEND Pathfinder
• 1 of 20 nationally• A coordinated approach to a single
assessment • A single plan for those aged 0-25 years• Personal budgets (greater choice & control for
parents)• Support to parent carers and young people• Support to vulnerable children, including
children in care and children with complex health needs (0-25)
DAF Process
• .
Universal
Early Help
Complex/ statutory
DAF Forms
• DAF1 – universal, all children• DAF2a – My Plan• DAF 3 – request for additional funding• DAF 2b - EHCP• DAF 4 – Education Transition, Assessment and
Guidance (Learning Difficulties Assessment)• Consent Form• DAF Practical Guidance
SEND Process
Single Point of Access (SPA)
• Enquiry point• Accessing support and advice• Feedback loop and lines of communication• Co-ordination of Education, Health & Care
plans
DAF Links With SEN Funding
• DAF1 (Information Gathering and Assessment)
E1
Lunch
• mmm
What is an Outcome?
• An ‘outcome’ is a result – positive, negative, neutral.
• Start with a vision of long-term positive change…which route do we need to take to achieve the vision?
• What do I want this child or young person to be able to do/achieve?
• Provide a framework against which we measure progress
Outcomes - Fuzzy or SMART?
• Specific Discrete NOT broad dimensions
• Measurable To monitor performance• AchievableTo build on success• Realistic To work within our
resources/skill set• Time-limited To stay motivated• Consider the Impact – SMARTIs• Language should be clear and understandable• Positive statements
Activity: Case Study
Activity 1: Completing a DAF 1
• In mixed agency groups of 3-4• Read the case study and complete
tasks 1-6
Activity: Case Study
Activity 1 (part ii):
• In your groups have a go at completing the DAF 2a (My Plan)
• Write three SMART outcomes• Complete tasks 7 and 8
Activity: Case Study
Activity 2: • My Plan Review (TAC) Tasks 1-6• Complete a DAF 3 (request for
additional resource)
Uh????
• …
Activity
• Personal SMART target…
• Share with your neighbour
• Evaluation form
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