Improve attainment for all children and
reduce the impact of difficulties for
children with SLCN (KS 1 & 2)
• A half day conference for SENCos and school
leaders, £60 for either 1 or 2 delegates
• Tuesday 6 June 2017
• 08:45 - 13:30
• Chelmsford City Football Club
• For full details or to book a place, see
www.eescpdportal.org
1
New
• Group for girls (year 6 and above) on the
autism spectrum and their parents
• Running under the auspices of SAFE
(Supporting Asperger’s Families in Essex)
and MegaCentre, Rayleigh – see the Local
Offer for more information about both of these
• Further details: [email protected]
2
Contributing to Continual Professional
Development in schools…….
• The SEND reforms, Continuing Professional
Development Standards and the Code of
Practice emphasise the need for training to
further develop the skills needed to best
support children with SEND.
• The Specialist Teaching Team would like to
know how we can best help you meet this
need.
Start thinking – we will be asking for your
thoughts today before you leave!
3
Education Endowment Foundation
Have you seen the
– TA observation schedule
– Teacher-TA agreement
– Interventions health check
in the resources section of the EEF website?
https://educationendowmentfoundation.org.uk
4
Fine motor skills for older children
Older children require a slightly different
approach with fine motor skills activities in order
to strengthen their hand and finger muscles particularly useful before doing any handwriting.
http://www.ot-mom-learning-activities.com/finemotor-skills-activities-for-older-kids.html
5
Keeping CYP with medical conditions
safe in school
https://www.gov.uk/government/publications/support
ing-pupils-at-school-with-medical-conditions--3
The Health Conditions in School Alliance offers
• a template for a medical conditions policy
• a sample individual healthcare plan & advice on
what it should contain
• guidance on the legal situation across the UK
• http://medicalconditionsatschool.org.uk/
6
Travel Training…
…for young people with SEND
• Designed to equip young people with the skills
and confidence to enable them to travel on
buses and trains
• New travel training website and online referral
form
• http://www.travel-training.co.uk/ or see the
Local Offer
7
Revised Child Sexual Exploitation
Chapter
• Essex Safeguarding Children Board has updated the
CSE chapter of the SET (Southend, Essex &
Thurrock) Child Protection Procedures.
• This reflects the new definition & guidance for CSE
published by the government earlier this year.
• It also outlines the new CSE Risk and Vulnerabilities
Assessment (available within the SET CSE toolbox)
which has been developed to help professionals in all
agencies, who have a concern about a child or young
person, to assess what level of risk they may be at
• http://escb.co.uk/
8
Talking About a Generation
• A review into current policy, evidence and
practice for speech, language and
communication
• Published on the 22nd March 2017
• Find the report at
www.thecommunicationtrust.org.uk
9
Essex Short Breaks
• Clubs & activities for children and young people with
disabilities (see Local Offer for details)
• [email protected]
10
Speech, Language and
Communication Framework (SLCF)
• A free online professional development tool
• Sets out the skills and knowledge that those
working with CYP need in order to support the
development of speech, language and
communication
• The SLCF self-evaluation tool enables individuals
to assess their skills, knowledge and confidence,
to highlight their professional development needs,
and to find training, resources or information to ‘fill
the gaps’ identified by the SLCF.
11
www.slcframework.org.uk.
Eating Disorders Network
The Clinical Network is setting up a regional
Eating Disorders Network for the East of
England.
They are keen to hear from colleagues who
would be interested in joining the network.
Please contact [email protected]
12
Child and Family Wellbeing service
• New in April
• Brings together range of existing services: Health
Visiting, Parenting Support, School Nursing,
Family Health, Resilience & Development
• Commissioned by Essex County Council and the
West Essex Clinical Commissioning Group, the
service is provided by Virgin Care in partnership
with Barnardo’s
http://www.virgincare.co.uk/service-hub/essex-0-19/
13
Experiences of Education, Health and
Care plans: A survey of parents and young people
• DfE Research report published March 2017, 230
Essex replies, 13,643 responses nationally
• Families’ satisfaction with the experience of getting an
EHCP: 66% (66%) satisfied; 15% (15%) unsatisfied
• Agree that EHCP will help CYP achieve what they
want to in life: 47% (51%) agree; 8% (9%) disagree
• Taking part in the process was a positive experience
for the CYP: 37% (41%) agree; 7% (9%) disagree
• EHCP will achieve outcomes agreed: 61% (62%)
agree; 9% (9%) disagree
14
iSEssex
Independent Support for Annual Reviews of
EHCPs
The remit of Independent Support has been
extended to providing support at EHCP annual
reviews. This is a free service.
Contact them at [email protected]
15
Workshop for EAL Co-ordinators/
Inclusion Managers (EYFS-KS5)
• Half-day workshop to be delivered in 5 venues
across Essex over the Summer Term.
• Places FREE but limited in number!
• Further details can be found on the Ethnic
Minority and Traveller Achievement Infolink page
under upcoming meetings/events.
• If you wish to book a place, please contact Peta
Ullmann on [email protected] or 07785
722428 by Monday 5 June 2017.
16
Where could you have found out
about….
•
•
•
•
•
Mental Health awareness: Surviving or Thriving?
Down Syndrome Education Online training
Expressive Language (Week 4: Speech)
Transition Research Programme
Chronic Fatigue Syndrome (Myalgic
Encephalomyelitis)?
…in the SENCO bulletin last week. Are you
reading it?
17
Are you
receiving it?
What is it?
A weekly roundup of news, events and guidance from
the Special Educational Needs and Additional
Educational Needs services. The SENCO Bulletin is
sent out in Education Essex, the schools' weekly
newsletter which goes out every Monday during term
time.
How do I get it?
Complete the online subscription form to begin receiving
the Education Essex newsletter directly by email. Or
click on the link to the SENCO Bulletin in the Education
Essex newsletter.
18
http://www.aettraininghubs.org.uk/schools/pf/
19
Specialist Teaching and Preschool Team
SENCo Update – May 2017
Contact details:
[email protected]
[email protected]
[email protected]
[email protected]
20
Today’s agenda
•
•
•
•
•
•
21
Funding for SEN
SEN CPD
Liaison time
One Planning Consultation
Transfer Review update
AOB
SCHOOL FUNDING REFORM
2013/14
May 2017
Gary Bloom
Manager SEN Planning and Provision
Development
School Funding Reform 2013/14
Background
• With effect from 1st April 2013 the way in which ALL
schools are funded for SEN Provision changed
• The DfE stated this change would:
- achieve maximum delegation of funding to schools
- simplify the way Local Authorities and the
Education Funding Agency (EFA) fund schools so that
it is more consistent and better focused on the needs
of pupils
- create greater consistency between local funding
formulae meaning we are better placed to introduce
a national funding formula
23
Funding Blocks
• Mainstream Schools now receive funding for pupils with
special and additional educational needs from two
sources.
• The majority of funds are delegated to schools via the
Schools block
•
•
•
•
Schools receive basic entitlement funds as follows;
KS1 & 2 – £2,717.56
KS3
– £3,891.00
KS4
– £4,739.09
24
Included in the Basic Entitlement
An element of the school’s general pupil-driven funding
has always been considered to be for SEN. In all
mainstream schools the cost of the SENCO, the
administrative cost associated with SEN and the cost of
effectively differentiating the curriculum, including smaller
class sizes for some subjects and/or pupils, should be
funded from the school’s main budget. This is in line with
previously published, long established guidance on SEN
funding in primary schools that also states an additional
minimum of 3% of the Basic Pupil Entitlement should be
allocated to the school’s Notional SEN Fund and spent
on pupils with SEN/AEN. The expected contribution is
2% in secondary schools
25
Notional SEN Fund
The Notional SEN Fund is the sum of money the
Local Authority expects individual schools to
make available to support pupils with SEN and
AEN. These resources are intended to provide
support that is ‘additional to and different from’
that provided to typically developing pupils with
universal needs.
26
Notional SEN Fund
• The Notional SEN Fund consists of three component
parts. These resources should be used to support
pupils with Education Health and Care Plans or SEN
Statements first and foremost.
• Basic Pupil Entitlement (Element 1) Schools Block
• The AEN Factor (Element 2) Schools Block
• Top up funding provided by the commissioning local
authority for pupils with high level, low incidence SEN
usually with EHCP/Statements (Element 3)
Element 3 funding comes via the high needs block.
27
The AEN Factor
• Funding provided to meet the needs of all pupils who
have been identified at SEN School Support or have
AEN or requiring up to £6,000 worth of additional
support and may have EHCP/statements, or are gifted
and talented pupils, looked after pupils, or pupils whose
first language is not English requiring additional
support.
• As part of the Government’s SEN Funding Reform,
local authorities are required to delegate sufficient
resources to enable schools to fund the first £6,000 of
‘additional to and different from’ support for all pupils
28
The AEN Factor
Prior to the SEN funding reform, authorities had
been able to determine local arrangements and
Essex previously required schools to fund the first
12.5 hours of individual LSA time or equivalent. The
monetary value of £6,000 is now fixed and is
consistent across all authorities. These revised
arrangements took effect from 1 April 2013. Schools
are therefore responsible for funding the first £6,000
of support for all pupils and the local authority will
allocate additional resources from the high needs
block assuming this contribution.
29
The AEN Factor
• The AEN factor incorporates five pupil led
calculations to arrive at an allocation for meeting
the needs of pupils with Additional Needs. In all
cases this calculation reflects the actual pupils in
the school as at the preceding October census and
is not adjusted to reflect pupils joining or leaving the
school during the year.
The proxy indicators used in the formula are:
• Free School Meals Entitlement using pupils entitled
to Free School Meals at the previous October
census
• IDACI - A weighted ‘Income Deprivation Affecting
Children Index’
30
The AEN Factor
• Low Cost High Incidence SEN
For Primary schools, funding for pupils in years 1,2 &
3 is based on the new Early Years Foundation Stage
Profile, whilst years 4 and 5 is based on the old
profile. Primary schools will receive funding for pupils
in years 4 and 5 who achieved fewer than 78 points in
the old EYFSP and pupils in years 1, 2 & 3 who did
not achieve a good level of development in the
current EYFSP.
Secondary schools are funded on Key Stage 2
results. Funding is provided for pupils who did not
achieve level 4 in English or Maths.
• English as an Additional Language
• Looked After Children
31
Example Primary Budget Statement
Schools Block
Pupil Numbers October 16 Census
420.00
plus estimated additional pupils from September 2017
0.00
less places in enhanced unit
0
plus increase in reception pupils from Oct 15 to Jan 16
1
Total Funded Pupils
Pupil Led Factors
421
Amount per Pupil
No. of Pupils
£2,717.56
421.00
Deprivation - Free School Meal Entitlement
£437.00
24.06
Deprivation - IDACI
Band F
£269.22
3.01
Band E
£329.04
0.00
-
Band D
£388.87
0.00
-
Band C
£448.70
1.00
Band B
£538.44
0.00
Band A
£897.39
0.00
Low Cost, High Incidence SEN
£657.68
71.44
English as an Additional Language
£593.27
1.17
Looked After Children
£500.00
0.00
Basic Entitlement - Primary
Total
1,144,092.76
10,512.97
809.58
449.77
46,983.12
695.73
-
Other Factors
Lump Sum
150,000.00
London Fringe
-
Split Sites
-
Rates
2016-17 Schools Block allocation
7,050.00
2016-17 actual rates charges
7,107.10
Difference
Adjustments prior to 2016-17
Estimated rates charges for 2017-18
2017-18 Adjusted rates allocation
57.10
7,107.10
7,164.20
PFI Funding
-
Exceptional Factor - Amalgamation Lump Sum
-
Increase to Minimum Funding Guarantee (see calculation overleaf)
-
T otal Schools Block Funding (rounded to nearest pound)
32
1,360,708.00
SEN Recoupment
The SEN Funding Reform has abolished the
need for inter-authority recoupment for pupils
with SEN statements. This means schools will
need to secure the appropriate top-up funding
from the relevant Commissioning Authority
themselves for non Essex pupils as top-up
funding will not be made for these pupils via this
authority. It is therefore important that schools
recharge other local authorities the relevant topup for non Essex High Needs Block pupils on a
termly basis.
33
Reimbursement Rate
• The level of reimbursement for LSA support remains at
Local Government April 2017 Pay Scale Band 2, scale
point 13 in mainstream schools plus 19% on costs, to
ensure the additional LSA costs for pupils with EHCPs
are met in full in the majority of cases. 1 hour per week
for the financial year is equal to £459.
• To ensure consistency in the calculation of top-up sums
due, Essex now calculates the top-up funding on a daily
basis and it is proposed that the Essex calculator is used
to recharge other local authorities.
• However, if a Commissioning Authority requires
additional provision to be delivered, it is within the
schools right to negotiate the level of top-up funding
required.
34
SEN Shortfall Calculation
In 2012-13 the local authority introduced the SEN
shortfall calculation as a way of ensuring all
schools received sufficient funding in their
notional SEN fund to make the required financial
contribution to all high needs block pupils with
EHCPs/SEN statements or medical funding and
retain a specific amount of funding for all pupils
on roll to contribute to the needs of pupils on SEN
School Support.
35
SEN Shortfall Calculation
It has been agreed that these arrangements will
remain in place in subsequent years and
therefore if a school has insufficient notional SEN
fund to provide the first £6,000 of support to each
of its pupils with a SEN statement and a minimum
of £105 remaining for each pupil on roll to
contribute towards the cost of supporting pupils
with high incidence SEN, the Local Authority will
provide additional funding. The Local Authority
will also review this calculation on a termly basis
to ensure that schools are not penalised for
admitting pupils with SEN statements during the
financial year.
36
Academies
As far as the local authority is concerned, the
arrangements for academies are the same as for
maintained schools. The additional educational
needs formula is passed to the Education
Funding Agency (EFA) along with the remainder
of the delegated budget – the top up funding for
EHCP/SEN Statements is retained by the local
authority and will be paid to academies on a
monthly basis.
37
SCHOOL FUNDING REFORM 2013/14
Mainstream Schools
Description
Element 1
‘Core
Funding’
Element 2
‘Additional
Support
Funding’
Element 3
‘Top-Up
Funding’
38
The mainstream
unit of per-pupil
funding - the key
stage funding all
mainstream
schools receive
for every pupil
Funding Schools
provide for
additional
support to high
needs pupils or
students with
additional needs
Funding above
Elements 1 and 2
to meet the total
cost of the
education
provision
required by an
individual high
needs pupil (as
based on the
pupil’s assessed
needs)
Value
KS1 – £2,717.56
KS2 – £2,717.56
KS3 – £3,891.00
KS4 – £4,739.09
£6,000
This is funded
from the
School’s
Notional SEN
Fund
A value
determined by
the pupil’s
need based on
ECC funding
rates.
Enhanced Provisions and Special
Schools
Description
Value
Funding made to
Specialist
Provisions on the
basis of an agreed
number of
£10,000
Commissioned
places.
(Aka ‘Place
Funding’)
Various in line
Various in line
with ECC
with ECC Banding
Banding
Scheme from Sept
Scheme from
17
Sept 17
New Banding Scheme for allocating Top
Up funding
• With effect from September 2017 Essex is introducing a
new banding descriptors matrix to identify pupil’s needs
and allocate Element 3 top up resources.
• Element 3 top up funding is the additional money that is
attached to a EHCP to achieve the outcomes in the plan
• Process involves identifying financial resources to deliver
outcomes not number of hours of individual support
• There is no new high needs money for Essex schools –
higher bands can be allocated by preventing
independent school places and recycling resources to
Essex schools.
• Some pupils in school might attract a higher top up and
some pupils may attract a lower top up – element 3
funding should not vary significantly from current funding.
39
New Banding Scheme for allocating top
up funding
• 10 Bands each representing a different financial value.
• Bands are based around what we currently spend for
pupils with complex and severe needs.
• There is no additional money available for Element 3
other than “Out County” prevention.
• However the range of top ups has been expanded to
give more flexibility to place High Cost/low incidence
pupils in Essex provision.
• Matrix cannot describe the needs of every child and
therefore it is essential that the score achieved using
the matrix helps direct a conversation about resources
to meet the needs of the child.
• The matrix is not to be used definitive answer –
•40 “only to be used with a brain”
New Banding Scheme for allocating Top Up
funding
41
Band 0
Band 1
£0
£1,800
Band 2
Band 3
Band 4
Band 5
£2,700
£4,800
£7,500
£10,000
Band 6
Band 7
Band 8
Band 9
£15,000
£20,000
£25,000
£30,000
Band 10
£40,000
Specialist Teaching and Preschool
Service
Contributing to Continual
Professional Development in
schools…….
42
Liaison Time
43
SENCO Briefings
One Planning
What does ‘One Planning’ mean?
One planning is the Essex personcentred way of implementing the
graduated approach
What does person-centred planning do?
• focuses on the child or
young person as an
individual
• enables children and
young people and their
parents to express their
views, wishes and
feelings
• enables children and
young people and their
parents to be part of
the decision-making
process
• makes it easy for
children, young people
and their parents or
carers to understand,
and use clear ordinary
language and images
rather than professional
jargon
• highlights the child or
young person’s
strengths and
capabilities
• enables the child or
young person, and
those that know them
best to say what they
have done, what they
are interested in and
what outcomes they
are seeking in the
future
• tailors support to the
needs of the individual
• organises assessments
to minimise demands
on families
• brings together relevant
professionals to
discuss and agree
together the overall
approach, and
• delivers an outcomesfocused and coordinated plan for the
child or young person
and their parents
Code of Practice
9.23 This approach is often
referred to as a personcentred approach.
By using this approach
within a family context,
professionals and local
authorities can ensure that
children, young people and
parents are involved in all
aspects of planning and
decision-making.
9.24 Local authorities
should support and
encourage the involvement
of children, young people
and parents or carers by:
• providing them with
access to the relevant
information in accessible
formats
• giving them time to
prepare for discussions
and meetings, and
• dedicating time in
discussions and
meetings to hear their
views
What is the graduated approach?
Assess, Plan, Do, Review
Appreciation
The here and now
Who is involved?
The review:
how did it go?
Implementing the
graduated response in
a person-centred way
What has been tried
and what is working
Action plan
Outcomes
50
What matters
Who is involved?
• Who needs to be involved in this process?
• Who to contact, who can input, who knows the
cyp best?
• Consider future people (next setting, for
example)
• Consider wider community
• How are we going to share the workload out and
begin multi agency working from the outset?
• How to communicate with me?
• How to engage me in decision making – from
simple issues to capacity
Appreciation
• What do we (from various sources) like and
admire about the cyp?
• Their character? Their gifts and talents?
Strengths and qualities that can see them
through life?
• Important to have a range of people from a
variety of perspectives, not just regarding SEN
• Acknowledge sensitivities for some families
• Importance of preparation and advance
knowledge
The here and now
• A strengths based model (with an age appropriate
comparisons)
• Full description of the needs (Education, health and
social needs) and what it means for the child
Including:
• assessment and data; observations; baselining
• reports and information from health
• reports and information from social care
• description of child
• other questions; what we don’t know or what we think
might be happening and needs checking out
What matters
• What’s important to me (for example, interests, people,
favourite possessions)
• What’s important for me (including, learning, safety,
health and wellbeing)
• … now?… in the future? … at school?…in the rest of my
life?
• Hopes, dreams and aspirations for the future – what are
the big things that matter?
• Holistic picture: wider focus than school - what matters
to me at school and in the rest of my life
• Preparing for adulthood pathways
• Always document who’s views are these?
• What is positive and possible?
What’s been tried and what’s working
• What’s working/ not working
• How best to support and get the best out of the
person
• Expertise and insights of everyone who knows
the child well
Outcomes
•
•
•
•
•
•
•
To be the foundations of the action plan
Focus on Preparing for adulthood pathways
Health and Wellbeing
Independence
Employment and careers
Friends and relationships
Not solely using preparing for adulthood- getting
things in about health and wellbeing, friendships,
independence etc. in for young children.
Action plan
• Shorter term targets - keep on track to meet outcomes
• Reviewed at least termly - or even shorter so that it will
actually happen
• Clearly specify what, who, when and how often/how long
- what the team around the cyp are going to put into
place to move towards the agreed outcomes, both:
• Interventions – what are we going to do to move the child on
from current point?
• Implications for classroom management – what do we need to
modify/provide to allow cyp to access?
• Is it an individual learning plan? Is it an individual provision
map (with or without costings)?
• Family and community ideas and resources to try (Local Offer)
• Focus on provision guidance
The review – how did it go?
• Completed by everyone, including the child
• Review progress made as a result of
interventions
• Review modifications made as part of classroom
management
• What do we need to change?
Transfer Review Update
Who needs a Transfer Review
in 2017-18?
• All remaining children and young people with a
statement of SEN will need to have a Transfer
Review.
• The last date that the 18 weeks can start is 1
November 2017.
• Parents will need to be notified at the latest by
18 October 2017.
• Completion = 31 March 2018
60
Transfer Review Process
• Essex LA will write to parents in summer term
advising of this time scale but will state that
the date of the meeting will be set by the
school
• Schools will have the responsibility to agree a
date for the Transfer Review meeting with
parents and the young person
• The notification period must be at least 2
weeks’ notice for both the start of the Transfer
Review Process and the date of the Transfer
Review meeting.
61
Timescale if new advice is requested :
• Week 1: Formally request advice for a transfer
review
• Week 6: Circulate the information
• Week 8: Hold the Transfer Review Meeting and
complete and agree the final version of the
Needs Assessment Report*
• Week 8-9: Return the paperwork to Statutory
Assessment Service area office
• Week 9-11: LA determines if an EHC plan is
needed and creates a draft plan as required
• Week 11-18: LA consults with parents and
finalises the plan
If no new advice is being requested
then follow these timescales:
• Week 1: Hold the Transfer Review Meeting
and complete and agree the final version of
the Needs Assessment Report*
• Week 2-4: Return the paperwork to Statutory
Assessment Service area office. See
checklist.
• Week 4-12: LA determines if an EHC plan is
needed and creates a draft plan as required
• Week 12-18: LA consults with parents and
finalises the plan
63
Completing the NAR
• Issue*: burden of accumulating the evidence
into the NAR
• Checklist for a Transfer Review / Needs
Assessment Report
• Meet parents and decide what, if any
information is required and request advice
early
• Resources available to support gathering
information and family/teacher contributions
• iSEssex – share the work load
64
Outcomes
• Agreed outcomes for the next phase of
education
• Optional - In the first instance….
• Next steps required on internal ongoing
paperwork to monitor and assess progress
towards outcomes, but do not need to be
submitted.
65
Key Messages
• Description of each of the child or young person’s
Special Educational Needs
• As much evidence and clear accurate description:
for example, assessments, data, percentiles, time
on task, frequency of incident.
• Avoid ‘weasel words’ and ‘emotive’ words
• Plus specific and quantified provision to meet
each of the described Special Educational
Needs:
– Who? What? How often? How long?
66
Rochford Report Consultation
Have your say on the recommendations from
Rochford, including:
• the proposed changes to the end of Key stage
1 and 2 assessment of pupils with SEND
• the removal of P scales.
Closes on 22nd June – don’t leave it to someone
else to put forward the view of a SENCO!
https://www.gov.uk/government/consultations/pri
mary-school-pupil-assessment-rochford-reviewrecommendations
67
SENCo Conference for KS1 – 3
Tuesday 3rd October 2017
Theme: The SENCO’s role in supporting pupils
with SEN who don’t have an EHCP (this is not
the title!)
Key note speaker: Lorraine Petersen OBE
(former chief executive of NASEN)
Venue: Chelmsford Race Course
Hold the date! (booking not yet open)
68
Don’t forget…
The power point will be available in the SENCO
bulletin immediately after half term.
Have a good summer.
See you at the conference!
69