Autumn 2017

Secondary SENCO Briefing24th May 2018

1.30 – 4.30 pm Octavo Training Room

Proposed Agenda:

1.30 Welcome and What’s New? ---Local and national updates including:

• Transition

• Provision mapping

1.45 Croydon School Nursing Team: Updates: Immunisation and measles.

2.00 Sharing Best Practice: Person Centred Approaches for EHC Plan Annual ReviewsFollow on from Spring briefing with opportunity for colleagues to share how reviews are organised and include pupil voice.

2.30 Updates from the Croydon 0-25 SEND Services (Alison Farmer Head of SEN/Sarah Block, Post 16 Manager.Including:

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

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

completed.

• Preparation for adulthood transition reviews

• Reasons for ceasing a plan.

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

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

o Promoting language friendly classrooms

Effective Interventionso 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”

School Nursing Update

Key Contacts:

• School Nursing Operational Lead- Loretta McGurryloretta.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.

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

KS2 teacher assessments 2018

What does it mean for SEND Pupils?

Useful References

2018 KS2 Teacher Assessment Framework

2018 KS2 Interim Pre Key Stage 2 Standards

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.

Reviewing EHC Plans

• For Croydon Pupils schools should be using

T5 EHC Plan Review Template September 2017 - available on the SEND Local offer website

https://www.croydon.gov.uk/education/special-educational-needs/sen-education/education-health-and-care-plan/education-health-and-care-plans-ehcp

The review template makes clear expectations for Year 9 Preparation for Adullthood transition planning.

Are you using this format? Are you clear about what you should be including? What else would be helpful?

Ceasing EHC Plan

The LA is no longer responsible for the child or young(CYP) person because:

• The young person aged 16 or over has left education to take up paid employment (including employment with training but excluding apprenticeships)

• The Young person has entered higher education (other sources of support are available for students at universities)

• The young person aged 18 or over has left education and no longer wishes to engage in further learning

• The child or young person has moved out of Croydon.

2. The LA decides that the EHC plan is no longer necessary.

This is most likely to be because of the progress that has been made or because the outcomes set out in the plan have been met. Any special education provision still required can be met from extra help and arrangements that are already available to the mainstream school or college.

The LA can decide to cease a plan when either:

What is working well / what could be better?

BREAK!

Request to complete survey for Croydon Sensory Support Service.

Croydon Sensory Support Service (CSSS)

•CSSS supports the educational access and achievement of pupils with hearing impairment (HI) and visual impairments (VI).

Our service offers a wide range of individualised educational support to children with HI/VI. Our specialist teachers and

support staff develop working partnerships with health professionals, families, carers, setting staff and pupils.

Depending on the level of need our current offer can include all or some of these services:

• advisory and assessment visits to referred pupils

• advice to school/setting staff on the impact of sensory impairment

• practical support and guidance on effective classroom strategies to improve pupil access

• specialist teaching (in or out of class) on a one to one or group basis

• regular reporting to schools/settings and families

• advice and reports for statutory assessment

• provision of, and/or training in the use of, specialist equipment and technology to support access

• whole school awareness training to understand the barriers to learning for pupils with HI/VI

• support and guidance for schools/settings in meeting their duties under disability discrimination legislation as defined in the Equality Act

2010

Croydon Sensory Support Service (CSSS)

• We are keen to develop and enhance the way we work in partnership withschools/settings to improve the outcomes for all pupils with sensoryimpairment (SI). As such we welcome your views on the service we currentlyprovide and your suggestions on how this could be improved.

• Please could you take the time to discuss the following questions, consideringthe intervention from specialist teachers (Teacher of the Deaf and/or Teacherof the Visually Impaired), teaching assistants and habilitation officers yoursetting has received this academic year.• How important is it that a specialist service provides teaching, advice and support for pupils

with SI in your school/setting? What works well?

• What has been the benefit of the service to the pupils with SI in your school/setting? What impact has CSSS had on your ability to meet the needs of children with SI in your setting?

• How could service delivery and practice be improved? Are there other services or support in the future which you think CSSS should be providing for children with SI?

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”

“Only 20.3% of pupils with SLCN gained grade 4/C or above in English and maths at GCSE, compared with 63.9% of all pupils”

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.

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

Ann Moore

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?