Autumn 2017

Primary SENCO Briefing7th June 2018

1.30 – 4.30 pm Jury’s InnAnne Moore

Proposed Agenda:

1.30 Welcome and What’s New?Local and national updates.

1.45 Croydon School Nursing Team:

Current service offer and training events.

2.00 Provision Mapping Revisited: • Purpose and use of provision mapping

• Suggested formats for audit and recording provision mapping at whole school and individual level.

2.30 Updates from the Croydon 0-25 SEND ServicesIncluding:

• Initiatives to support information sharing with parents, carers, young people and other services

• Use of Additional SEND School Support Plan when the decision the LA decides not to issue a plan after a needs assessment is completed.

There will be opportunity to ask other questions.

3.00 Break

3.15 Meeting needs of pupils with speech, language and communication needs;Including:

• Key findings from the latest national review: Bercow 10 years On

• Louise Needham (Speech and Language Therapist) – Partners in Communication -upskilling wider school workforce so that speech, language and

communication is everyone’s responsibility,

• Group discussions – best practice and sharing resources to support:o Identification of SLCN

o Promoting language friendly classrooms

o What works well – tried and test interventions.

o Commissioning independent speech and language therapy.

4.15 Planning for SENCO briefings 2018-2019• Views on structure and content of briefings

• Suggestions for key themes and speakers.

May 2018: National StatisticsIncrease in EHC Plans & Statements

Year England Croydon

2010 228,221 1704

2011 229.017 1773

2012 230, 156 1,847

2013 233,431 1,947

2014 237,111 2,044

2015 240,183 2,074

2016 256,315 2,217

2017 287,290 2,491

Increase of (2016)

12.1% 30%

Nationally:Jan. 2017: 11-15 years old accounted for the largest % of CYP with combined statements and EHC plans (39.2%)

New EHC Plans:• 5-10 years old have accounted for the

largest % of CYP with a new EHC plan made (44.8% in 2016).

• 16-19 years old have seen an increase in recent years (from 0.7% in 2012 to 5.6% in 2016).

Why the increases nationally and locally?What are the implications?

Reminder: Resources and guide to support reflection and evaluation of SEND provision

http://www.wholeschoolsend.com/

Revised Edition:

Using the tool ---• Supports personalisation agenda, linking to aspirations and

independence.

• Provides prompts to create and frame outcomes for developing and reviewing outcomes in EHC Plans.

• Supports dialogue with parents and carers, encouraging thinking about what the future might hold from early years.

• Helps to embed activities in the curriculum and outside the classroom.

• Promotes a focus on outcomes that are transferable to the real world

“Not a definite list but a starting point”

New resources for Early Years SEND

All resources are free but you have to register with NASEN to access.

School Nursing Update

Key Contacts:

• School Nursing Operational Lead- Loretta McGurry loretta.mcgurry@nhs.net

• Lead Immunisation Nurses

• CaroleMurphy - cmurphy1@nhs.net

• Sinead Hylton - sinead.hylton@nhs.net

Posters Available from: orderline.dh.gov.uk

• Short presentation to students at school prior to visit to explainabout vaccination and answer any queries. Most school are on boardwith this there are some that still resist a bit.

• Year 8 HPV vaccinations – 2 doses 0-12 months apart ( over 15years will require 3 doses)

• Year 10 (hoping to go down to year 9 next year) School agevaccinations.

• Tetanus/Diphtheria and Polio, Meningitis ACWY and MMR ifrequired (measles on increase in Croydon, cases are being reportedin Croydon schools) This will complete student childhood vaccinationprogramme.

• If a vaccination is missed at school for any reason, the student will beinvited to our community catch up clinic as soon as possible afterschool date.

What we offer -

How can you help us improve/encourage parentawareness ?

• Possibly information about school age vaccinations more visible in parentwelcome pack?

• Short presentation regarding school age vaccinations at parentintroduction days or Year 8 -9 parent talks?

• Awareness around LAC children:

• Children in foster care, LAC Children - Consent forms all need to be signedby Social worker/ corporate parent

• Unfortunately some social workers are often very poor at respondingleaving us unable to vaccinate students with their peers leaving thesechildren at risk.

• Is there any thing you can do to help us improve this?

Moving to Secondary School – 2018

Summer Transition Meeting Tuesday June 19th Braithwaite Hall

All Croydon Secondary schools have confirmed attendance.

2018 Vulnerable Children’s Check List updated to reflect feedback from secondary schools.

Primary schools should also confirm attendance to let secondary schools know who is coming and make alternative arrangements as required.

2018-2019 Pre Key Standards Published

Key Stage 1

Key Stage 2

Key Information:Pupils not engaged in subject specific learning –pilot use of 7 aspects of engagement before its introduction as a statutory assessment.

Reporting on pupil achievement should include progress in other key areas of learning for individual SEND pupils.

Judgements based on broad range of evidence.

Standards not a formative assessment tool; not to be used to track progress, guide programmes of study

Provision Mapping Revisited:

0-25 SEND Service Updates

• Staffing: Recruitment of more EHC Plan coordinators to reduce case loads

• Revision of standard letters communicating key decisions; challenge to balance style and tone with legal compliance

• ‘Yes to Assess’ information sharing meeting to provide more details of EHC needs assessment and timeframes.

• Request documents include ‘proof of residency’

• Local flowcharts/timelines of key processes.

• Additional School SEND Support Plans drafted where, following a needs assessment, the LA decides an EHC plan is not necessary.

Additional School SEND Support Plan • An Additional School SEND Support Plan will be drafted when

Croydon Local Authority (LA) decides that an EHC Plan is not necessary following an Education, Health and Care needs assessment.

• The advice and information from the needs assessment has informed this proposed plan and sets out recommendations for outcomes, and the interventions and adjustments that the school or other education setting can put in place from its own resources and through the universal SEND Local Offer.

• It is not an EHC Plan and therefore there is no legal obligation for the LA to ensure its implementation. It is a guidance document only.

• It is the responsibility of the school in consultation with families and/or young people to complete all sections to finalise this plan and agree how it will be implemented and reviewed.

What is working well / what could be better?

BREAK!

Bercow Review 10 years on--What is it? Sets out state of provision for CYP with SLCN in England 2018“Currently, poor understanding of and insufficient resourcing for SLCN means too many children and young people receive inadequate, ineffective and inequitable support, impacting on their employability and their mental health, as well as their educational attainment”

• Just 26% of young children with SLCN made expected academic progress in the Early Years Foundation Stage compared with 69% of all children.

• Just 15% of pupils with identified SLCN achieved the expected standard in reading, writing and mathematics at the end of their primary school years compared with 61% of all pupils.

January 2018 Primary Schools Identification of SEND*: Primary Need SLCN Croydon 38% , England 29%*SEND Support & EHC plans and Statements

Five Key Themes:

1.Communication is crucial to life chances

2.Strategic system wide approaches to supporting SLCN are rare

3.Services are inaccessible and inequitable – too much variability

4. Support on what makes a difference should be based on evidence on what works --- effective service models/ reporting and tracking progress in spoken language/ CYP prefer to receive support in schools from people who know how to.

5. Too many CYP with SLCN are being missed – ‘the hidden disability’

http://www.bercow10yearson.com/wp-content/uploads/2018/03/Tailored-briefing-documents-school-college.pdf

Key Messages for Schools• Call for Ofsted to take more notice of teaching and monitoring of

spoken language during inspections?

• How well is PPG targeted to support SLCN

• Check SEND Information reports include information on how SLCN is identified and supported.

• Raise awareness between the link between mental health and speech and language.

• Commitment of school leaders to prioritise speech, language and communication

• Audit of skills and knowledge linked to SLCN

• Increase access to specialist training

• Share information about best practice and effective interventions for SLCN.

Inclusive provision in Croydon mainstream schools: What should be ordinarily available? Expectations on approaches, strategies and resources that all schools should have in place to

meet the needs of pupils with special educational needs.

Louise NeedhamCroydon SLT Service

Partners in Communication -upskilling wider school workforce

so that speech, language and communication is everyone’s

responsibility

The Speech and Language Therapy Network (a group of head teachers and SENCOs in theNew Addington EAZ) noted:

* High numbers of children with speech, language and communication needs (SLCN) inmainstream schools.

* Some children with specific speech / language needs (and known to SLT Service).

* Increasing number of children presenting with delayed language skills (not all known toSLT Service).

* Children with SLCN / delayed language skills experiencing difficulties accessing theNational Curriculum.

* Current SLT provision not meeting the needs of children – some don’t meet threshold andprovision into schools is limited and ‘patchy’.

* Poor identification of SLCN, delaying referral to SLT Service.

The Oracy Project was devised to…

*Enable mainstream schools to support and encourage thedevelopment of ALL children’s language skills. This includedthe provision of targeted support for language delayedchildren.

*Support the early identification of children with speech,language and communication needs (SLCN) and appropriatereferral to the Speech and Language Therapy Service.

*Empower schools to more effectively support children withSLCN in mainstream settings.

The aims of the Project were achieved by:-

*Training dedicated ‘Oracy Teaching Assistants’ within schools toscreen children and run groups with targeted children, in order todevelop their attention and listening and language skills.

*Training all staff in school to ensure opportunities for talkingthroughout the school day are maximised and oracy activities areincorporated into day to day activities linked to the NationalCurriculum / Foundation Stage.

*Training all staff in schools to raise awareness of SLCN and theirimpact. This enables early identification and effective supportfor these children in mainstream settings.

Let’s Get Talking!

* Children involved in the project may or may not have specific SLCN.

* Complements SLT provision by enabling schools to effectively supportchildren on a day to day basis.

* Benefits ALL children in school – it is a universal programme AND a targetedprogramme – schools become ‘Talking Schools’.

* Supports the early identification of children with SLCN through screeningand evidence gathered in small group work.

* The PIC Project aims to support children who do not meet the criteria forreferral to SLT but who are experiencing difficulties accessing the NationalCurriculum due to delayed language skills.

Level 1 Service (Universal)

Training for whole-school staff on the ways to support

all children’s language development and to identify

difficulties which may arise.

Level 2 Service (Targeted)

School-Based Service run by trained TAs

for language delayed children

Level 3 Service (Specialist)

SALT Service for children with SLCD

*ALL Children.

*School Staff Training (e.g. Staff Meeting / INSET)

*Training for ALL staff looking at how speech andlanguage develop, strategies to support speech andlanguage development (e.g. modelling) and whatcan go wrong in speech and language development.

*Not on SLT Caseload

*Aimed at children with delayed language skills impacting ontheir access to the National Curriculum.

*Partners in Communication – Groups run in school by speciallytrained TAs supported by a SLT.

*Children can be screened by school, to support decision makingand monitor progress.

*Not on SLT Caseload.

*HOWEVER - Will also be appropriate for many childrencurrently on SLT caseload (e.g. those with language delay, onconsolidation, those who need vocabulary / narrative worketc…)

*Aimed at children with identified SLCN.

*Children who have not responded to Level 2 or for whomwe know Level 2 would not be sufficient or appropriate(e.g. children with speech difficulties / DLD etc…).

*SLCN continue to impact on their ability to access theNational Curriculum / day to day functioning.

*SLT Caseload.

* Smallest number of children should be at the Specialist Level.

* Effective and appropriate school-based support in place at theTargeted Level, not only supports those children, but also meansmore time is available to support children at the Specialist Level –actual therapy, not just reviews and programmes.

* Support at the Targeted Level will also support many children onthe SLT caseload. It can help consolidate the skills beingaddressed during therapy and reduces the time needed forprogramme demonstration etc… as TAs become more skilled andexperienced.

* Schools nominate a dedicated Teaching Assistant (or several) who areresponsible for implementation of the groups etc…

* Training for Teaching Assistants is run at a central location (one percluster) on a half-termly basis.

* This training is supported by regular school visits to observe andjointly run groups as well as discuss and troubleshoot any concernsspecific to the school.

* Frequency of visits required is likely to be higher in the early stageswith TAs needing less support as they grow in experience / skills.

* Teaching Assistants work as a network to support each other byobserving each other running groups and sharing ideas.

Schools were provided with…

*A Screening Assessment for Reception, Year 1, Year 2 and KeyStage 2 (Juniors – Years 3 to 6). This is currently being updatedto make it more user-friendly and more closely linked toNational Curriculum targets.

*‘Planning Sheets’ for Curriculum-Linked activity ideas.

Many schools also purchased the ‘Black Sheep Narrative

Pack’ but it is emphasised that no special resources are

needed and activity ideas all use equipment readily

available in schools.

*It works!

*Spoken language underpins the development of reading

and writing.

*“TEACHERS should […] ensure the continual

development of pupils’ confidence and competence in

spoken language”.

Primary National Curriculum – English – Page 3

*More cost-effective than buying in therapist time and

supports a wider number of children.

*Skills up workforce, reducing dependency on specialist

time and ensuring targets and strategies are fully

incorporated on a day to day basis.

*Enables more therapist time to be spent with the

children with the highest, most complex needs.

Best Practice and Resources

How do you identify SLCN?How many pupils with SEND have SLCN?How do you support inclusive practice in QFT?What training is on offer?What interventions work well? How can you network with other schools to develop practice?What does your SEND Information report say about SLCN provision.

Commissioning Independent Speech and Language Therapy?

Myths and Facts

Anne Moore

Don’t miss out ----

SEND Courses – Summer 2018:• Nurture Forum --- 20th June• Group Theraplay ----- 5th and 6th July• Drawing and Talking ---- 11th July 2018• Makaton Course (Stage 3 and 4) ---- 9th July 2018• National Award for SEN Coordination (NaSENCO) – Deadline for

booking for next cohort 20th June.

Dates for your diary:Primary SENCO Briefings 2018-2019• Autumn 2018: Wednesday 31st October Jury’s Inn 13:30 - 16:30• Spring 2019: Thursday 28th February 13:30 - 16:30 (Venue TBC)• Summer 2019: Thursday 6th June 2019 13:30 - 16:30 (Venue TBC)

Planning for 2018-2019

Any changes to structure and timing of briefings?

How can content be improved?

Any themes you would like included?

Recommendations for speakers?