SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION

Transcription

1 Children, Young People & Learning SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION Version 5 August 2010 Bracknell Forest Council

2 Document name & file location Document Author Document owner Review date Accessibility SEN Policy and Provision g:\cscmt/ldd/sen Policy Simon McKenzie Simon McKenzie This document is to be reviewed a minimum of every three years, the next review to occur no later than September Incremental reviews may take place as required. This document can be made available in hard and electronic formats. No copies in other languages are currently available. Destruction date Details of destruction dates How this document was created Circulation restrictions Version 1 Version 2 Version 3 Version 4 Version 5 No exceptions Author and Team Team / Line Manager CSCMT / DMT / CMT Executive Briefing / Executive / Full Council / Portfolio Holder Public document or Pre-print Design Circulation Version Detail of change Name & Date 2.2 Document created S McKenzie June Document amended to take account of consultations S McKenzie July Document amended following comments from Departmental Management Team S McKenzie August 2010

3 Accessibility This document can be made available in large print, Braille, audio or in electronic format. Copies in alternative languages may also be obtained. Please contact: Policy and Commissioning Officer Children s Social care Bracknell Forest Borough Council Time Square Market Street Bracknell Berkshire RG12 1JD sarah.roberts@bracknell-forest.gov.uk Telephone: Fax: Minicom:

4 Table of Contents 1 Introduction Definitions of Special Educational Needs and Disability Statutory Requirements and Good Practice Guidance Our Vision An Inclusive Approach Our Aims The early identification and promotion of high standards of education to raise attainment and achievement Encouraging children with SEN to participate fully in school and community life, and to take a part in decisions about their education Encouraging and promoting effective multi-agency working and professional co-operation Ensuring that the Local Authority continues to meet its statutory duties in respect of SEN providing an efficient, transparent and accessible service to young people and their families Auditing, planning, monitoring and reviewing provision for children with SEN in Bracknell Forest Leading and supporting the development of an effective workforce Provision Introduction Education in the Early Years School Based Provision Graduated Response Funding Post 16 Education Other Education Related Support Services Options for the future Appendix A Legal and National Context...19 i

5 1 Introduction This policy updates and replaces Bracknell Forest Council s existing policy for Special Educational Needs (SEN) produced in This new policy establishes the framework for the Local Authority, schools, early education settings and other agencies to work together to successfully meet the needs of children and young people with special educational needs and disabilities. It reaffirms Bracknell Forest Council s commitment to increasing the inclusion of children and young people with special educational needs in local maintained mainstream schools, with the necessary support to meet their needs. It also recognises the continuing role for specialist provision, including our special school, as an integral part of an inclusive education system. Within Bracknell Forest the vast majority of children with special educational needs are educated within mainstream schools locally. Some children due to their level of needs may need to access a local resource unit attached to a mainstream school or a local special school. In a very small number of cases where a pupil s need is of such a complex nature that their needs cannot be met locally arrangements may need to be made with a specialist independent school. The policy provides the framework within which all children and young people, regardless of ability, gender, language, ethnic or cultural origin, can be valued and achieve in whatever setting they are educated. It will support more integrated and effective working across all agencies working with children and young people, and will contribute towards improving outcomes for children in line with the Bracknell Forest Children and Young People s Plan. Bracknell Forest Council aims to put children and young people at the heart of the services we deliver. 2 Definitions of Special Educational Needs and Disability Children and young people have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: (a) (b) (c) have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority; or are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. 1

6 Special educational provision means: (a) (b) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area; for children under two, educational provision of any kind. Section 312, Education Act 1996 For the purposes of this policy disability is defined using the definition within the Disability Discrimination Act 1995 A person has a disability for the purposes of this Act if s/he has a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to day activities. Section 1(1), Disability Discrimination Act Statutory Requirements and Good Practice Guidance Some aspects of SEN policy and practice must comply with statutory requirements and therefore must be followed, unless there are exceptional reasons for doing otherwise. Appendix A provides details of the relevant legislation which sets out the statutory requirements for local authorities, maintained schools and all early education settings, to which the Local Authority must adhere. Periodically the Government produces good practice guidance. These guidance documents are adapted and implemented where appropriate within Bracknell Forest. An example of this is the Government s Inclusion Development Programme (a training guide for teachers) in the areas of Speech and Language, Autism and Behavioural, Emotional and Social Difficulties. 4 Our Vision Our vision is that all children and young people, whatever their background or their circumstances, will have the support they need in order to: Maintain healthy lifestyles that promote good physical, emotional and spiritual wellbeing. [Be Healthy] Live in a safe, secure and tolerant community where they are protected from harm, abuse, harassment and neglect. [Stay Safe] Achieve their full potential, with appropriate opportunities for learning and participation in a range of sporting and cultural activities within the Borough. [Enjoy and Achieve] Contribute to their local community, are enabled to have their voices heard and are valued as responsible citizens. [Make a Positive Contribution] Be able to grow up in a loving, stable environment. [Achieve Economic Wellbeing] BFC Children and Young People s Plan

7 Each of these outcomes is important for all our young people, both as an individual aspiration and in terms of its contribution to the other aspects of a young person s development. It is Bracknell Forest Council s intention that all children and young people with special educational needs (SEN) and/or disabilities, whatever their particular personal circumstances, will have the support needed to achieve these goals. It may, however, be harder for some of these children and young people to achieve in all of these areas than it is for the majority of their peers. A careful and targeted approach to developing potential and raising achievement in certain areas will be necessary in order to ensure inclusion and success in adult life. In striving to achieve our vision we adopt a number of goals and principles that will guide the development of our services: achieving excellent outcomes for children and young people; supporting children and young people in their own communities and schools or as close to them as possible; responding to changes in the needs of our children and young people, providing appropriate support and school placements for all those requiring them; making successful provision and developing expertise that supports good practice across the borough using support from specialist services as well as other schools and settings, including our special school; ensuring efficiency and effectiveness, and delivering value for money. Children and young people with SEN have greater learning difficulties than other children of the same age and/or have disabilities that limit or hinder their access to the curriculum. They all need educational provision that is additional to or different from that of their peers in order to help them make, at the very least, adequate progress and be able to access the curriculum. It is estimated that, nationally, approximately 20% of pupils will have some kind of special educational need at some time during their school life. About 7% of children will have disabilities that are permanent, long-term and severe. Although a medical condition may mean that a child is disabled, that does not necessarily imply that the child or young person has special educational needs. It is the child s educational needs rather than a medical diagnosis or disability that must be considered. Whilst it is possible to be disabled and not have SEN, and vice versa, there is considerable overlap. It is estimated that about 30% of children with SEN could also be defined as disabled. In Bracknell Forest, we aim to respond flexibly to children's SEN and disabilities so that the appropriate help is available at the right time. 5 An Inclusive Approach The primary aim underpinning this policy is to ensure that children with SEN and/or disabilities are given equal opportunities as their peers to progress and to fulfil their academic and personal potential, and are helped to feel worthy and important members of the community. We strive to develop an inclusive approach across all educational settings and in the provision of services to our children and young people. 3

8 When we talk about inclusion, we mean the ability of society to ensure that all children with or without disabilities participate effectively in all aspects of life and have the same opportunities and choices as any other child. Bracknell Forest Aiming High for Disabled Children Strategy 2008 In education, Inclusion is about providing effective learning opportunities for all pupils. From National Curriculum 2000, SEN Code 2001 and Removing Barriers to Achievement 2004 Inclusion is not a simple concept relating to where a child goes to school. It is about attitude, ethos and an inclusive curriculum. This policy statement takes account of the three principles of inclusive practice: Setting suitable learning challenges; Responding to pupils' diverse needs; Overcoming potential barriers to pupils' learning and development. S e t t in g s u it a b le le a r n in g C h a lle n g e s L e a r n i n g o b j e c t i v e s T e a c h i n g s t y l e s R e s p o n d i n g t o p u p i l s d i v e r s e n e e d s O v e r c o m i n g p o t e n t i a l b a r r i e r s t o l e a r n i n g A c c e s s Inclusion will be achieved through partnership, collaboration and school improvement and must begin with awareness-raising. It will not develop spontaneously and needs to be actively planned and promoted. The Local Authority will continue to work with schools and early years providers to develop their inclusive policies and practices further. 6 Our Aims We aim to ensure that the needs of all children and young people with special educational needs and disabilities can be increasingly met through high quality local provision. We plan to achieve this through: 1. The early identification and promotion of high standards to raise attainment and achievement; 2. Encouraging children with SEN to participate fully in school and local community life and to participate in decisions about their education; 4

9 3. Encouraging and promoting effective multi-agency working and professional cooperation; 4. Ensuring that the Local Authority continues to meet its statutory duties in respect of SEN providing an efficient, transparent and accessible service to young people and their families; 5. Auditing, planning, monitoring and reviewing provision for children with SEN in Bracknell Forest; 6. Leading and supporting the development of an effective workforce. 6.1 The early identification and promotion of high standards of education to raise attainment and achievement Within Bracknell Forest we strive to identify and support children early so that they can achieve their potential within and outside school. The Early Years Foundation Stage and Inclusion Service (EYFSIS) and the Margaret Wells-Furby Children s Resource Centre are key to identifying, assessing and supporting pre school children and their families. This enables early intervention from relevant agencies including the Special Education Needs Team where applicable. Within all our schools the School Improvement Service, Educational Psychology Service and specialist support services work closely to develop and evaluate practice and provision to meet the needs of pupils with SEN. School Improvement Partners (SIPs) routinely discuss performance data alongside schools self-evaluation procedures to ensure that the progress of all pupils is tracked to celebrate achievement and address underachievement. Individual support plans are developed and monitored closely when concern for a school s provision is raised. Primary and Secondary Special Educational Needs Co-ordinator (SENCo) Forums, led by the Senior Adviser with special responsibility for SEN and the Principal Educational Psychologist respectively, provide regular opportunities to share information and promote training and collaborative working. These Forums have also played a critical role in the implementation of the Inclusion Development Programme. The Authority reinforces the requirements of the Education (Special Educational Needs Coordinators) (England) Regulations 2008 that, from September 2009, all SENCos must be qualified teachers. The required training/qualifications and key responsibilities of the SENCo must be clearly defined by the Governing Body of the school, which will monitor the effectiveness of the role. The role of the SENCo in relation to the leadership and management of the school will also be determined and monitored by the governors. Bracknell Forest recognises that governing bodies have an important strategic role in improving outcomes for children with SEN and SEN issues and sessions are included in the annual training programme for school governors. Schools have developed Disability Equality Schemes. Their respective action plans, the measures outlined above and the support services provided to schools, are key to narrowing the attainment gap between children with SEN and those without SEN. 5

10 6.2 Encouraging children with SEN to participate fully in school and community life, and to take a part in decisions about their education Children, who are capable of forming views, have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them. The views of the child should be given due weight according to the age, maturity and capability of the child. Article 12 and 13 UN Convention on the rights of the child. The Local Authority continues to encourage all schools to include children and young people in decisions about their own learning and the social organisation of their school, as part of a whole school ethos. For example, children are involved in setting and reviewing their learning targets, agreeing classroom and school rules, and in developing school systems for supporting each other and overcoming problems such as bullying. The Local Authority recognises that increasing pupil participation requires a real commitment from all school staff and parents, and involves training and encouragement over the longer term. All children and young people need information and support so that they can work towards understanding the importance of information, expressing their feelings, participating in discussions and indicating their choices. For pupils with SEN, the Local Authority encourages a flexible and creative approach in order to involve pupils in discussions and decisions that affect them. The Local Authority will continue to develop and encourage stronger systems for involving children and young people in the SEN process. Pupils are encouraged to participate in all decision-making processes that occur during their education, including the assessment of their needs, setting and reviewing their learning targets, discussions about school placement, Annual Reviews and transition processes. Pupils with a statement of special educational need should attend their Annual Review or at least contribute their views to the meeting by alternative means, which may include the use of a range of tools/materials available to schools for this purpose. Schools are encouraged to plan and conduct reviews with the particular needs of the pupil in mind, considering, for example, alternative ways of presenting information in order to include the young person effectively in the proceedings. Many schools have effective Schools Council and pupils are often involved in the recruitment to posts such as Head Teachers. At Kennel Lane School, our all age special school, regular Tell Us conferences are held. External facilitators work with students to ascertain their views on school development issues, which are considered in the school s strategic planning and have resulted in recent years in adaptations to the physical access of the school. In the planning and development of the Aiming High for Disabled Children Strategy, an independent advocate met with more than 10% of Bracknell Forest pupils with statement of special educational need to inform the development of short break services. 6

11 6.3 Encouraging and promoting effective multi-agency working and professional co-operation Bracknell Forest aims to develop an inclusive education system within which all those working with children and young people share a commitment to working together to meet the diverse needs of our children. Within Bracknell Forest there is substantial evidence of good partnership and multi agency working from multi disciplinary assessments undertaken at Margaret Wells Furby for children under 5 through to the work of Connexions supporting young people into employment or further training. The Common Assessment Framework (CAF) and Integrated Care Pathways (ICPS) have been introduced successfully within Bracknell Forest. Both processes allow for parent/ carers and their children to work in close partnership with professionals developing a programme of intervention and support to address concerns. Further details can be found on the Local Authority s website. The Local Authority has commissioned services to work in partnerships with schools such as the development of school-based Speech and Language and Occupational Therapy services, promoting a more inclusive, social model of service delivery and moving away from the medical model which requires a greater degree of withdrawal from the peer group for individual treatment. Kennel Lane School also provide informal liaison to schools in managing children with additional needs and through the Autism and Communication Service (ASSC) service which is based at the school. The co-location of school support services at the Primary Professional Centre is contributing to improved multi-agency working and a more co-ordinated approach to supporting schools and individual children with SEN. Every term the Support Services Liaison meeting seeks to consolidate these links and to provide a joint forum for service planning, developing training programmes and materials for schools and sharing practice and resources. The Local Authority also commissions Connexions, through a joint arrangement with other Berkshire Unitary Authorities, to provide support and services to children with learning difficulties and disabilities within schools. A Personal Adviser will work closely with a young person and their family from Year 9 onwards in identifying options for post-16 education and requirements on transition to adult services. 6.4 Ensuring that the Local Authority continues to meet its statutory duties in respect of SEN providing an efficient, transparent and accessible service to young people and their families The main statutory requirements for SEN can be found in Part 4 of the Education Act The SEN Code of Practice 2001, together with other related non-statutory guidance in the SEN Toolkit 2001, provides detailed guidance on the identification, assessment and provision for children with SEN. The SEN Team provides advice and information to schools, including standard forms and other documents. Written guidance and training is provided to schools regarding the Statutory Assessment process and Annual Reviews. All efforts are made to minimise bureaucracy whilst ensuring all relevant and necessary information is made available in order to deal with matters efficiently and in line with the relevant legislation. 7

12 The Team publishes a Guide to Special Education Needs Provision in Bracknell Forest, which is updated each year. During any statutory process, parents have access to the appropriate written information as well as the opportunity to discuss their child s special educational needs in person with an officer of the authority or with Parent Partnership. In line with the Code of Practice 7.37, the SEN and Placement Panel meets fortnightly to support and moderate the Local Authority in making consistent decisions within the statutory framework for SEN, considering matters including: Whether or not to carry out a statutory assessment; Whether or not to issue a statement of special educational needs at the conclusion of a statutory assessment; The provision to be made through a statement, including placements; Responses to recommendations from Annual Reviews; Signposting children, young people and families to relevant services e.g. social care services. The decision with respect to carrying out an assessment, the statement and placement ultimately rests with the Local Authority and the SEN Team will write to parents advising of their decision and reasons. Parents have the right to request a meeting with an officer of the Authority to seek further clarification and to make any further representations. The SEN Team monitors arrangements made by schools for children and young people with statements of special educational needs through the Annual Review process and through regular liaison with schools. For young people approaching adulthood Children s Social Care Teams, the SEN Team and Adult Social Care Teams work closely to support them in planning and making choices for their future. The policy for the transition for young people with significant learning difficulties or disabilities has been developed in consultation with Connexions, the Health Service and other key partners, including parents, and can be found on the Bracknell Forest website. The SEN Team work collaboratively with Parents and has one of the lowest rates of requests for SEN and Disability Tribunals with only two Tribunal Hearings in the last three years. 6.5 Auditing, planning, monitoring and reviewing provision for children with SEN in Bracknell Forest School Admissions A central schools admissions system, administered by the Local Authority, manages the admissions for all Community Schools except Voluntary Aided schools who are their own Admission Authority and where the decision on admission is made by the school in line with their admissions policies and appeals procedures. Admission processes are summarised in the Guide to Primary Education in Bracknell Forest and Guide to Secondary Education in Bracknell Forest, alongside an explanation of 8

13 the Local Authority s admissions arrangements. Admissions are co-ordinated in line with the School Admissions Code. A clear timetable for secondary transfers has been developed between the SEN Team, Admissions Team and secondary schools to provide advance notice to schools wherever possible. The SEN Team also liaise closely with Kennel Lane School to agree admissions Strategic Overview The Local Authority SEN Strategy Group meets every two months and comprises key senior managers across the Children, Young People and Learning Department. School Census data is collated annually in January and this information is monitored by and informs the Group with respect to pupils with statements of special educational needs, on School Action and School Action Plus within Bracknell Forest schools. The Local Authority s education information technology system provides an interactive analysis of school and pupil-performance data and is used to develop improved capacity to support the analysis of performance data on pupils who are working below age-related expectations at each key stage. This statistical data, including examination and test data are analysed by the Local Authority and used as the basis of discussions between School Improvement Partners (SIPs) and school staff about target-setting and action to address any underachievement on the part of particular groups of learners. The Local Authority closely monitors the extent to which particular groups of learners, including those with SEN, may be represented in exclusion figures. They then provide support and guidance to schools as they address issues that may arise from consideration of the data. Another key strategic group is the SEN Task Group. This group meets 1-2 times per term and provides an opportunity for Head Teachers and senior managers within the Local Authority, including key support services, to review and consider plans for future developments Auditing, Monitoring and Review The Local Authority has a responsibility to ensure that resources are being used effectively. It therefore works closely with schools in monitoring provision made for children with SEN and ensuring full accountability for all resources received. This is done via a variety of methods and contributes to the Local Authority s ongoing cycle of improvement: School Improvement Partners School Improvement Partners challenge and support schools to secure better outcomes for pupils with special educational needs and disability. The Local Authority seeks to ensure that all School Improvement Partners receive nationally recognised SEN and Disability (SEND) training. Guidance and training has been provided to schools in the use of the Progression Guidance and Performance materials including scales to benchmark the progress of pupils who are working significantly below age related expectations. SEN Team All statements of SEN are subject to a statutory Annual Review managed by the school and completed by the Local Authority. Use of additional resources allocated to support 9

14 individuals with a statement of special educational needs is scrutinised at the Annual Review. The SEN Team also evaluate specific aspects of SEN provision through the SEN Audit. The audits draw on and seek to validate school self-evaluations in relation to SEN and disability, and will be carried out at intervals agreed with Headteachers. The SEN Audit provides the opportunity to systematically appraise progress across the borough in relation to key priorities identified both nationally and locally, and to share good practice between schools. SENCos The Local Authority and schools work closely to further improve performance. Primary and Secondary Special Educational Needs Co-ordinators (SENCos) within respective schools regularly monitor the progress of learners within their schools reviewing targets set within the Individual Learning Plans using the Progression Guidance materials to make judgements regarding pupil progress and to narrow the gap between those who are identified as having SEN. Parents and Pupils Pupils with SEN or a disability and their parents provide information and feedback through organised parent forums (e.g. Dialogue Group), through Annual Reviews, consultations and other contacts with Local Authority officers, including the Parent Partnership service. Views are actively sought on the conduct of statutory processes. 6.6 Leading and supporting the development of an effective workforce The Local Authority as part of its ongoing Children s Workforce Strategy identifies the needs of schools in terms of developing an effective workforce. A clear action plan is developed to meet their needs. Schools can access support from the Human Resource section of the Local Authority such as in the recruitment of staff from teaching assistants through to the Head Teacher. Training, including supporting children with SEN, can be arranged by the Local Authority for staff within schools. Schools complement this training through their inset days and through using the different support services to deliver training relevant to their individual needs/ pupils. Examples of this are: The Behaviour Support Team in dealing with challenging behaviour, transition, Social and Emotional Aspects of Learning (SEAL) and working with parents; Autism and Social Communication Service (ASSC) for Mainstream Schools offer assessment and guidance on successful integration of pupils on Autistic Spectrum; Speech and Language Therapy in Schools assist in the identification and intervention programmes for pupils with speech and communication difficulties; Sensory Consortium provide specific training on sight, hearing and physical impairment; Teaching and Support Services provide strategies for pupils with specific learning difficulties; 10

15 The School Nurse Service offer advice and guidance on health, sex education, specific medical conditions such as Epipen training; Occupational Health provide assessments and strategies. The Inclusion Development Programmes on speech and language, autism and behavioural, emotional and social difficulties have been fully implemented across schools via the SENCo forums. Training for new SENCos has been developed with Reading University. The Local Authority is supporting the development of the course through identifying the course content and offering relevant trainers. The Local Authority also provides regular training for governors. This includes information on new developments and expectations of Ofsted as well as ensuring the development of the role of the Governor with responsibility for SEN on individual Governing bodies. 7 Provision 7.1 Introduction The Local Authority aims to ensure all children and young people have access to education, with due consideration of each individual s physical and emotional needs. The Local Authority has focused on developing high quality local provision through the development of specialist support services to schools. School Disability Equality Schemes and Accessibility plans identify priority areas to increase the opportunity of children with SEN to access local provision. However, as Bracknell Forest is a comparatively small Local Authority, it is not always possible for all children and young people s needs to be met locally. For a small number of pupils with highly complex needs, arrangements are made with other Local Authorities or independent schools who are best placed to meet these pupils needs. 7.2 Education in the Early Years The Local Authority supports young children with SEN or disability by maintaining a preschool support service as part of the Early Years Foundation Stage Inclusion Service (EYFSIS), as well as offering support in approved cases within early years settings and maintained nursery placements. EYFSIS consists of two sections, the home teaching support service and Inclusion Officers who support Early Years settings. The home teaching service primarily offers support within the family home for children with a wide range of additional needs who are referred to the service; parents are supported and made aware of the range of services available including education. Group sessions are also facilitated by the team to support specific development needs. The support in pre-schools and nurseries is diverse and varied dependent on individual need but will include: support for individual children, bespoke training and advice, guidance and challenge to embed inclusive principles within practice. The Local Authority employs area SENCos, who each support a group of early years settings in meeting the needs of young children with SEN. The Local Authority also arranges nursery places at special and resourced schools to continue early intervention for children identified with significant needs. Where a mainstream nursery is considered appropriate, the Local Authority expects governors to allocate a place and will provide any necessary specialist teaching support. 11

16 The Margaret Wells-Furby Children s Resource Centre, managed by Action for Children charity, is funded by the Local Authority and Primary Care Trust. The Centre aims to help children to develop their full potential by providing appropriate resources and family support. The staff work closely with other professionals in health, social care and education undertaking joint assessments and interventions for children under five with developmental issues. Parents of children with a diagnosis of autism are offered support through the National Autistic Society s Early Bird and Early Bird Plus programmes, arranged by the Centre. The Local Authority recognises that, for some pre-school children, support has been available from a combination of pre-school support teachers, Health Services, social care professionals and voluntary agencies. Continuity at the point that the child enters a nursery class or school is important. Central services, such as the Educational Psychology Service may be used to offer support to the teacher or the child. The Local Authority will also continue to encourage schools to target resources on training, equipment and adult support for learners with SEN or disability as they enter the nursery class or school. The Local Authority has developed Children s Centres across Bracknell Forest. These are expanding the range of services available to families and bring provision closer to the family. The centres will provide the following services to children under five and their families: Access to early education integrated with full day care, including early identification of and provision for children with special educational needs and disabilities Parental outreach Family support, including support for parents with special needs Health services A base for childminders, and a service hub within the community for parents and providers of childcare services Effective links with Jobcentre Plus, local training providers, including further and higher education institutions Effective links with Children's Information Services, Neighbourhood Nurseries, Out of School Clubs and Extended Schools Management and workforce training. 7.3 School Based Provision For the vast majority of children with SEN their needs can be met within mainstream schools. Schools make use of the support services commissioned by the Local Authority such as Educational Psychologist, Speech and Language Therapists and Behaviour Support Team to include children with SEN. The Local Authority also has 3 resource units attached to schools to enable pupils to access education locally. Great Hollands Primary School resource for pupils with social communication difficulties Meadowvale Primary School resource for pupils with speech and language difficulties Ranelagh CE Aided School (Secondary) resource for pupils with specific learning difficulties The Local Authority also has a Pupil Referral Service based at College Hall for secondary pupils who are at risk of exclusion or unable to remain within their mainstream schools. Full details of support services and provision can be found in the Guide to Special Education Need Provision within Bracknell Forest. 12

17 7.4 Graduated Response The SEN Codes of Practice outline the need for schools to take action where there is evidence of a substantial difference in the performance of the pupil compared with the average expected performance of pupils within the same year group. When this difference is identified, schools use School Action or School Action Plus to address this. The impact of additional and/ or different support and approaches should be reviewed regularly as depicted by the following flow chart: Flow Chart of Graduated Response Initial Concern Parent / Teacher Discuss with SENCo Consider Differentiation options School Action Additional/different provision Adequate progress Review Significant progress Less than adequate progress School Action Plus Additional/different provision External Agencies involved Adequate progress Review Significant progress Less than adequate progress over at least 2 review periods Statutory Assessment to be discussed with attached Educational Psychologist 13

18 The difference between School Action and School Action Plus is identified in the two grids below and provides guidance on how these are implemented in schools. School Action Additional and/or different action which may be taken An individual or group plan (or if considered essential an Individual Education Plan) which demonstrates that : strategies have been developed within the school for coping with difficulties additional provision or provision different from most other pupils is made there are 3-7 SMART targets which will act as a focus for the planned provision and ensure it is appropriate there are regular opportunities to work in a small group with lessons possibly facilitated by a Teaching Assistant or equivalent peer support has been planned if applicable there is evidence of parents/carers involvement the pupil s views have been taken into consideration monitoring of progress review meetings are planned and recorded Funding core school budget a proportion of the element identified in a school s delegated budget as available for SEN support Those involved the involvement of the Governing Body and the Head Teacher is implicit and will underpin all policy decisions the SENCo, class teacher, parents/carers, pupils and peers will be actively involved external agencies such as Educational Psychologists, Specialist Teachers or Speech and Language Therapists may be involved 14

19 School Action Plus Additional and/or different action which may be taken An individual plan or equivalent (such as an Individual Education Plan) that evidences that the additional provision provided at School Action has not resulted in adequate progress is seeking, implementing and reviewing advice from an external agency such as Educational Psychologist, Specialist Teacher, Speech and Language Therapist etc. uses specialised teaching and learning materials, equipment or methods as advised by external agency includes differentiated learning such as individual sessions (e.g. one hour per week working with a group of 4 children) and/ or Teaching Assistant or equivalent support up to 5 hours per week uses a wide range of appropriate strategies linked to SMART targets within their individual plan is monitored and reviewed regularly with the pupil/ parents or carers Funding core school budget a proportion of the element identified in school s delegated budgets as available for SEN support Those involved the involvement of the Governing Body and the Head teacher is implicit and will underpin all policy decisions the SENCo, class teacher, parents / carers, pupil and peers will be actively involved external agencies such as Educational Psychologists, Specialist Teachers or Speech and Language Therapists will be actively involved. Statements of Special Educational Needs Prior to asking for statutory assessment of a child s special educational needs, the school should be able to provide written evidence of or information about: The school s action through School Action and School Action Plus; Individual Education Plans for the pupil; Records of regular reviews and their outcomes; The pupil s health including the child s medical history where relevant; National Curriculum levels; Attainments in literacy and mathematics; 15

20 the involvement and views of professionals with relevant specialist knowledge including a recent educational psychologist report; the extent of progress as a result of implementing specialist advice; views of the parents and of the child; involvement of other professionals; any involvement by Children s Social Care or Education Welfare Service and the reasons. Further details can be found in the revised criteria for carrying out statutory assessment of special educational needs. 7.5 Funding Provision for pupils without statements of SEN It is estimated that approximately 20 per cent of pupils will have some kind of special educational need at some time during their schooling, of whom about 2-3 per cent will have a statement of special educational needs. The Local Authority expects that schools will make provision for most pupils with SEN, but without a statement, from within their delegated budget. The Notional SEN component of the school budget is calculated as 2.5% of the age weighted pupil unit (AWPU), and as such the budget is dependent on the age and number of pupils within a school. This SEN budget is identified within the school s annual budget statement. The Notional SEN allocation is intended to allow schools to make practical arrangements to meet special educational needs, for example by providing small group or individual support. This resource should provide for staffing and materials to meet the majority of pupils special educational needs. A further sum is delegated to every school each year for the purchase of literacy support services. For planning purposes, the notional SEN budget should be considered as additional to the elements of the AWPU funding allocated for each pupil on the school roll. Schools are expected to meet their statutory duties and to address management functions, such as the SENCo post and staff training, from within the general school budget. The Local Authority s funding formula for schools, also targets resources towards schools with pupils with low attainment levels and/ or who are eligible for free school meals Provision for pupils with statements of SEN Prior to a statement of special educational needs being made the SEN and Placement Panel, comprising a Head teacher, Health and Local Authority representatives, meet to moderate decisions. Whilst the Local Authority maintains ultimate responsibility the Panel recommends the level of support required and allocates each child a Needs Weighted Pupil Unit (NWPU) code. The NWPU staffing ratios and descriptors is published online. A pupil s NWPU is based on the advice of those contributing to the Statutory Assessment. NWPU is based on the assumption that the pupil is already receiving support from the Notional SEN budget outlined above and as such anticipates a level of support is being provided equivalent to 5 hours teaching assistant support. A pupil s NWPU can be subject to revision, where appropriate, following the Annual Review of the learner concerned and there should be no assumption by schools or parents that a pupil s NWPU will continue at this level from year to year. 16

21 The support is indicative of the kind of level needed to meet the requirements of Part 3 of the statement, but may be varied as appropriate, for example to provide qualified teacher input for a smaller number of hours than the statement specifies for learning support assistance Resourced Units Schools that have attached resourced units receive funding for them as part of their formula budget. The number of places in each resource unit is determined by the Local Authority, and will not be altered unless the Local Authority, following consultation with the Governing Body of the school concerned, formally agrees to the opening of a new unit, or the extension, reduction, or closure of an existing unit Special School Kennel Lane School is provided with core funding based on planned pupil numbers and the anticipated level of need. The funding arrangements are reviewed and agreed annually with the school and take into account demographic change, trends in the level of special educational needs and the future placement policies of the Local Authority. Additional funding is provided to Kennel Lane School if planned pupil numbers and/ or the anticipated level of need is in excess of that anticipated Other Schools If the Local Authority is unable to meet the needs of the child within Bracknell Forest, then in the first instance consideration of a placement within a neighbouring Local Authority s school provision will be considered. In a few instances, where this is not feasible, consideration will be given to non maintained independent special schools. 7.6 Post 16 Education In April 2010, local authorities were given a statutory duty for securing the provision of education and training for year olds, and for year olds subject to a learning difficulty assessment and young people (aged and some 18 year olds) subject to youth detention. This complements the statutory duty, from 2013, to promote full participation of young people in education to age 17 from 2013 and age 18 from 2015, under the Education and Skills Act Many pupils with statements of special educational needs can remain in education in a school setting up until and including the academic year when they turn 19 years old The learning difficulty assessment mentioned above is undertaken by the Connexions on behalf of the Local Authority and works closely with young people and their families as well as professionals to identify the needs of pupils and the potential options. Many pupils post 16 stay on at their school or access a local college to pursue a particular career path. 17

22 7.7 Other Education Related Support Services Extended Services In recent years services for children before and after the school day have been increased dramatically with extended services funding. Many schools now have family support workers and run breakfast and after school clubs Parent Partnership Working in partnership with parents is key to ensuring the educational needs of children within Bracknell Forest are met. The Local Authority, through the Aiming High for Disabled Children initiative, has been keen to ensure parents and children are involved in developing policy and support services. A number of parents are actively involved in working groups. It is acknowledged that occasionally the Local Authority and parents may not agree on the level of support a child needs at school or the school a child attends. Parents may also need advice and support with regards the SEN process. Parent Partnership provides an impartial service to parents to help them through the statutory process or supporting parents to put their case. The Local Authority also contracts with Global Mediation, an independent national organisation, to provide mediation between parents and the Local Authority when no agreement can be found Home to School Transport Home to school transport is provided by the Local Authority for some pupils with statements of special educational needs depending on their circumstances. Further information on all of the above can be found online on the Bracknell Forest website. 8 Options for the future The Local Authority is constantly striving to improve the services provided and ensure the efficient use of resources. With the increase in placement costs in the independent sector consideration needs to be given as to how best ensure local provision. Possible areas for further consideration with school, pupils and their parents are: Increasing delegated resources to schools Developing and targeting resources to increase the support services to meet needs locally Working groups to look at particular areas such as behavioural issues and pupils on autistic spectrum where needs appear to have increased in recent years Responding to changes in National Policy with regard to the provision of post 16 education 18

23 9 Appendix A Legal and National Context The SEN Legal and Guidance Framework: Part IV of the Education Act 1996 Learning and Skills Act 2001 Special Educational Needs Code of Practice 2001 The Education (Special Educational Needs) (England) (Consolidation) Regulations 2001 The Education (Special Educational Needs) (Provision of Information by Local Authorities) (England) Regulations 2001 The Education (Special Educational Needs)(Information) (England) Regulations 1999 Education The Education (Special Educational Needs Co-ordinators) (England) Regulations 2008 The Special Educational Needs (Provision of Information by Local Education Authorities) (England) Regulations 2001 set out the information that LAs must publish. The Education (Special Educational Needs) (Information) (England) Regulations 1999 set out the information that maintained mainstream, special and hospital special school and Academies must publish. The Education (Special Educational Needs Co-ordinators) (England) Regulations 2008 require that from September 2009 all SENCOs must be qualified teachers. Some Relevant Websites