SEND Legislation and New Medway Processes: overview. Jane Marriott, Service Manager Psychology and Inclusion. Thursday 18 September 2014

Transcription

1 SEND Legislation and New Medway Processes: overview Jane Marriott, Service Manager Psychology and Inclusion Thursday 18 September 2014

2 Outcomes of day Attendees will feel more confident that they understand the main changes in how to support children and young people with SEND in schools including knowing where to go to find out more Attendees will understand how to use the graduated approach tools available in Medway LA will understand what further training schools would like or need to help implement new ways of working

3 Since our last meeting... Implementing a new 0-25 SEN system: LAs and partners July 2014 New COP July 2014 Transition to the new 0-25 SEND system Aug 2014

4 OVERVIEW OF DAY

5 Overview Principles What is new Work still to do

6 Principles A key part of the new Act is Section 19; the key legal principles that local authorities must have regard to: The views, wishes and feelings of children, young people and families The importance of their participation in decision making The importance of the provision of information and support, and Working towards the best possible outcomes

7 Principles Identifying needs Greater choice and control over support Services collaborating to provide support Inclusive practices and removing barriers Supporting successful preparation for adulthood

8 What is new? New assessment processes New plans and review processes Transfer of Statements/LDAs Local Offer SEN Support Social, Emotional and Mental Health Difficulties Personal Budgets Disagreement Resolution/Mediation Information, guidance and support for parents and young people

9 Statutory assessment processes Same Definition of SEN Guidance DMG Schools/parents request Professional reports Parental preference LA duties Right to appeal Age range New EHCs no LDAs More parent and young person participation More support through process Outcomes focussed SAMs More join up of agencies Timescales 20 weeks

10 EHC Plans how are they different from Statements? Same Legal documents Evidence based Accurate details Identify Needs Identify Provision Different Outcomes focussed Person centred Strengths not just difficulties Accessible Useful Up-to-date

11 New review processes Same Annual School organises Records to LA Transition review Different Parents/young people consulted Person centred Paperwork Transfer reviews

12 Local Offer SEN information report (CoP ch 6) Details about arrangements for identifying, assessing and making provision for pupils with SEN Must also include: Information about arrangements for disabled pupils How the school provides a graduated approach It should elaborate on the LA wide Local Offer

13 Social, emotional and mental health difficulties The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category (CoP 6.27) Focus is on understanding why a child may behave in a particular way Also, to ensure withdrawn and isolated pupils as well as those with challenging behaviour are noticed Mental Health and Behaviour Guidance: Medway training 9 December

14 Work still to do Better join up with social care 0-25, LAC and health Training Develop 16+ provision Develop PB options