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SEND Training:Supporting Additional Needs in Practice

Jenny Bates (jenny.bates@babcockinternational.com)

Anne Porter (anne.m.porter@btinternet.com)

Lata Ramoutar (lata.ramoutar@babcockinternational.com)

DAF Practical Application

Contents

National Context

Break

Devon Context

Lunch

Aims of the Day

• To understand the national context of SEND

• To understand Devon’s processes for supporting SEND for those aged 0-25 within a multi-agency context

• To use the Devon Assessment Framework to provide a ‘plan, do, review’ approach to SEND

National Context

Children & Families Bill: Support and aspiration: A new approach to special educational needs and disability: Progress and next steps

Code of Practice (2014) • Statutory guidance: Identify, assess and make provision for children and

young people (0-25) with SEN • Replaces Statements with Education, Health and Care Plans• Personal budgets• Local Offer • Focus on views of children, young people and parents/carers in decision-

making • Joint planning and commissioning of education, health services and social

care• Guidance on SEN support in education and training settings, enabling them

to transition to adulthood

National Context: SEN Funding

Pre 16 SEN Post 16 SEN & LDD

Mainstream Settings Specialist Settings All Settings

Element 1:Core

Educational Funding

Mainstream per-pupil funding (AWPU)

Base funding of 10k for SEN and 8k for AP placements (roughly what a mainstream setting would cost

Mainstream per-student funding (as

calculated by the national 16-19 funding

system)

Element 2:Additional

Support

Contribution of 6k to additional support required by pupils with high needs,

from the notional SEN budget

Contribution of 6k to additional support

required by a student with high needs

Element 3:Top-Up

Top-Up funding from the commissioner to meet the needs of each pupil or student placed in the institution.

Formula Factors for Mainstream Schools

Primary formula Secondary formula

Deprivation Low cost

high incidence

Deprivation Low cost high incidence

Model B Free School Meals

Free School meals, Prior attainment, IDACI

Free School meals

Prior Attainment

Transition to New Formula

Issues raised:

• Impact of formula• Culture of linking resource to TA time• In-year admission• Schools with higher than expected numbers of

pupils with SEN• Perverse incentive relating to attainment

Transition to new formula: addressing the issues

• Increased delegation possible by freeing up MSG funding, this has been used to reduce the number of schools losing money

• Transitional protection in 2014/15. A decision to be made on 2015/16

• ‘Targeted fund’ to ensure no school receives less than £5k from the LCHI element of the formula. A school with at least one pupil receiving top-up receives a minimum of £11k of SEN funding

• SEN Financial Intervention Panel (FIPS) which could , under exceptional circumstances, provide additional support where Element 2 demonstrably inadequate

Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head,

behind Christopher Robin.

It is, as far as he knows, the only way of coming downstairs,

but sometimes he feels that there really is another way, if

only he could stop bumping for a moment and think of it.

Stories of Winnie-the-PoohAA Milne 1989

Is There Another Way?

Break

National Context: Definition of SEN

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

a) Have a significantly greater difficulty in learning than the majority of other of the same age; or

b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

A child under compulsory school age has special educational needs if they fall within the definition at a) or b) above or would do so if special educational provision was not made for them

(clause 20, Children & Families Bill 2013, Department for Education)

Code of Practice:

Parental and Young Person’s Engagement

• Views, wishes and feelings• Participating as fully as

possible• Need to be supported to

contribute

How?• Devon Parent

Partnership• Advocacy service

for young people• Person centred

planning tools e.g. ‘Listen to Me & My Family’

Education Health Care

The Local Offer

Code of Practice: What is the Local Offer?

The Local Authority Must…

INFORM: Provide clear, comprehensive and accessible

information about the provision available

INFORM: Provide clear, comprehensive and accessible

information about the provision available

RESPOND: Make provision more responsive to local needs and

aspirations by involving children and young people with SEN, parents, carers and service

providers in its development and review

RESPOND: Make provision more responsive to local needs and

aspirations by involving children and young people with SEN, parents, carers and service

providers in its development and review

1

2

The Local Offer Will Be:

Local Offer

AccessibleEasy to

understand, factual and jargon

free

CollaborativeParents and CYP are involved in developing and

reviewing the LO

TransparentMust be clear

about how decisions are

made. Accountability and

responsibility

ComprehensiveWhat’s available? Education, Health, Social Care, 0-25Eligibility criteria

Code of Practice

EHC Plans

Statutory Process

Complex Needs

Personal Budgets

Assess & Planning

Integrated Working

Parents Involved

Child and Young Person

Personalisation

“Every person who receives support, whether provided by statutory services or funded by themselves, will have

choice and control over the shape of that support in all care settings“

Department of Health, 2012

“Personalisation means thinking about public services and social care in a different way – starting with the person

and their individual circumstances rather than the service”

Social Care Institute for Excellence

Personalisation

Personal Budgets• An amount of

money or resources identified by the LA and its partners to deliver all or some of the provision set out in an EHC plan

Personalisation: A system wide offer of support, opportunity and activity

Element 1 – Core school funding

Universal Services e.g. Libraries, Youth Clubs

Element 2 – Delegated SEN

funding

Targeted / centrally commissioned services by LA

Element 3 – Higher Needs block / ‘top-

up’ funding (retained by LA)

Fair Access to Short Breaks

Continuing Healthcare Funding

An unknown and untapped resource!

Code of Practice

Local Offer EHCPs

Child, Young Adult, Parent

voice

Joint Agency/ Integrated

Working

SEND Collaboration

EducationUniversal Provision

Elements of FundingSpecialist Provision

Social CareShort Breaks

fundingSection 17

Funding

HealthNursing

Specialist Equipment

Complex Care Funding

Local Offer DAF/EHCP

Devon’s SEND CollaborationE

ducation

• SEN matrices

• Stat’/Non-Stat’ Assessment

• Costed Provision Maps

• SEN Audit

Health

• Information about personal budgets

• ICS Thresholds

Social Care

• Devon Children Safeguarding Board Thresholds

• ICS Thresholds

• Fair Access to Short Breaks

SEND Pathfinder

• 1 of 20 nationally• A coordinated approach to a single

assessment • A single plan for those aged 0-25 years• Personal budgets (greater choice & control for

parents)• Support to parent carers and young people• Support to vulnerable children, including

children in care and children with complex health needs (0-25)

DAF Process

• .

Universal

Early Help

Complex/ statutory

DAF Forms

• DAF1 – universal, all children• DAF2a – My Plan• DAF 3 – request for additional funding• DAF 2b - EHCP• DAF 4 – Education Transition, Assessment and

Guidance (Learning Difficulties Assessment)• Consent Form• DAF Practical Guidance

SEND Process

Single Point of Access (SPA)

• Enquiry point• Accessing support and advice• Feedback loop and lines of communication• Co-ordination of Education, Health & Care

plans

DAF Links With SEN Funding

• DAF1 (Information Gathering and Assessment)

E1

Lunch

• mmm

What is an Outcome?

• An ‘outcome’ is a result – positive, negative, neutral.

• Start with a vision of long-term positive change…which route do we need to take to achieve the vision?

• What do I want this child or young person to be able to do/achieve?

• Provide a framework against which we measure progress

Outcomes - Fuzzy or SMART?

• Specific Discrete NOT broad dimensions

• Measurable To monitor performance• AchievableTo build on success• Realistic To work within our

resources/skill set• Time-limited To stay motivated• Consider the Impact – SMARTIs• Language should be clear and understandable• Positive statements

Activity: Case Study

Activity 1: Completing a DAF 1

• In mixed agency groups of 3-4• Read the case study and complete

tasks 1-6

Activity: Case Study

Activity 1 (part ii):

• In your groups have a go at completing the DAF 2a (My Plan)

• Write three SMART outcomes• Complete tasks 7 and 8

Activity: Case Study

Activity 2: • My Plan Review (TAC) Tasks 1-6• Complete a DAF 3 (request for

additional resource)

Uh????

• …

Activity

• Personal SMART target…

• Share with your neighbour

• Evaluation form

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