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SENCo ClustersAutumn 2014
Secondary – Wednesday 12th November 2014, 14:00 – 16:30 – Rochdale Town HallPrimary – Thursday 13th November 2014, 09:15 – 11:45 – Rochdale Town HallMonday 17th November 2014, 13:00 – 15:30 – The Highwood CentreMonday 24th November 2014, 13:00 – 15:30 – The Highwood Centre
Welcome! Sign in, get a drink and settle in, then …
… for the first 10 minutes or so –
Chat with the people on your table, and be prepared to feedback to the whole group, about:
- what’s working well and what challenges you’re facing
- as regards the implementation of the new SEND reforms in your school.
PLUS - what topics future SENCo Clusters might focus on to support you.
USE PAPER AND PENS FOR NOTES
Intended Outcomes
• Share positives and challenges re SEND reforms in schools• Provide updates re national and local information• Provide an overview of the new EHC plan processes and
associated paperwork for schools• Provide an update as regards the process for converting
Statements of SEN to EHC plans in Rochdale• Discuss and experience possible person centred planning
approaches
UpdateLocal Authority Staffing – • Management• SEN Assessment Team• RANS• EPS
Information from the DfE (and others) - • SEND guides – Early Years, Schools, Further Education, Parents, CYP, Health,
Social Care• Young Person’s Guide to the Children and Families Act 2014• Supporting Pupils at School with Medical Conditions• Reasonable Adjustments for Disabled Pupils• Equality Act – Advice for Schools• Statutory Policies for Schools
• RANS ASD Team
NB – UNDERLINED TEXTS ARE HYPERLINKS TO THE DOCUMENTS ONLINE, HOWEVER YOU MUST BE RUNNING THE SLIDE SHOW FOR THESE TO WORK
Statutory Policies for Schools – related to SEND
• SEN Information Report• Equality Information and Objectives (public sector equality duty)
- Duty to be anticipatory- Duty to make reasonable adjustments to enable access and participation- Duty to avoid putting disabled people at a disadvantage
• Supporting Pupils with Medical Conditions- Individual Healthcare Plans
• Health and Safety- Risk Assessments
• Accessibility Plan
The RANS ASD Team
Senior Teacher:Julie Dalton - [email protected]
Specialist Teachers:Nichola Connolly - [email protected] Slack - [email protected]
Specialist Support Assistant:Nicola Charnock – [email protected]
Referral Process
Universal Strategies/ Quality First Teaching
Implement strategies from Pre Referral Checklist
Ring RANs on Wednesday afternoon for advice and/or attend a Hub session
Complete RANS Common Referral form and Pre referral form
Telephone Consultation Visit from a Specialist teacher
The RANS Common Referral Form
• New version – available on the Rochdale Schools Network, SEN Forms
• Complete electronically then print out for parental signature
• Give parent copy of whole referral form or at least consent and fair processing sections
• Either scan back in and send via RSN Submissions box or post paper version
You can also use this system for EPS submissions
RSN Submissions box
Pre-referral Strategies
Suggestions – we like a visual!
ASD Hubs – for schools
Number 1 Riverside, Rochdale8.30 – 10.30 amFriday 21st November 2014Friday 23rd January 2015Friday 27th March 2015Friday 26th June 2015
St Vincent’s RC Primary School, Norden2.30 – 4pmFriday 28th November 2014Friday 16th January 2015Friday 20th March 2015Friday 3rd July 2015
St Mary’s RC Primary School, Langley2.30 – 4pmTuesday 2nd December 2014Tuesday 27th January 2015Tuesday 24th March 2015Tuesday 7th July 2015
Hollin Primary School, Middleton2.30 – 4pmMonday 8th December 2014Monday 2nd February 2015Monday 27th April 2015
ASD Hubs – for parentsInitially by Invitation only, these appointment based sessions will provide parents with the opportunity to discuss children and young people with ASD and Asperger Syndrome. The team will be able to suggest strategies and recommend resources.
Hub dates:Friday 21st November 2014Friday 23rd January 2015Friday 27th March 2015Friday 26th June 2015
All hubs will be held from 10.30 – 12pm at Number 1 Riverside, Rochdale.
Contact the team to make an appointment.
ASD Training – book through the REAL TrustASD Awareness Training How to Teach a child with ASD for12th November 2014 NQTs1.00 – 4.00pm 2nd December 2014
9.15 – 12.30Transition for Pupils with ASD – Primary 10th December 20149.15 – 12.30
Autistic Spectrum Disorder Workshop Training15th January 20151.00 – 4.00pm Girls on the Autistic Spectrum17th March 20159.15 – 12.30
NB – the following were originally links however they are now available on the Rochdale Schools Intranet and Rochdale’s Local Offer as named below. To access the forms on the RSI simply go to the SEN page. • Criteria – Graduated Response to SEN in Rochdale• Request Form – EHC 01 Stat Assess Req Form (editable)• Advice Template – EHC Needs Assessment – Advice Template• Advice Guidance – Guidance for advice providersSend to Local Authority, considered at multi-agency panel held every two weeks• Panel Checklist – Guidance EHC Request (editable)
(To access the forms on the Local Offer, first go to the Rochdale website, search for Local Offer, then SEN & Disability on the left hand side of the screen, then keyword SEN Assessment Team and the forms are on the left hand side. Currently submissions can only be accepted in paper format.)
Requesting an EHC Needs Assessment
Advice and information must be sought* as follows:(CoP paras 9.45-9.52)
– The child’s parent or young person, and wherever possible the child– Current educational institution attended, or person responsible for educational provision– Health care professionals– An Educational psychologist– Social care (from children’s or adult services)– From Y9, advice on preparing for adulthood and independent living– From any person requested by the child’s parent or young person – Any other advice or information which the LA considers appropriate e.g. from a youth
offending team
*The LA must not seek further advice if it has already been provided and the person providing the advice, the LA and the child’s parent or young person are all satisfied that it is sufficient for the assessment process.
EHC Needs Assessments
3 Weeks Decision made/ Assessment Started
New EHC Plans – the process – 20 week timescale
Initial Person-Centred Visit/ Advice due in6 Weeks
8 Weeks Initial My Plan drafted from advice/ initial meeting
10 Weeks Indicative budget generated. My Plan Meeting
12 Weeks Updated proposed plan to admin for formatting
13 Weeks Checked by manager
14 Weeks Proposed plan issued
18 Weeks Settings consulted with, any changes made to plan
20 Weeks Final Plan Issued
Sections of an EHC Plan (My Plan)
SEE DOCUMENT – SECTIONS OF AN EHC PLAN IN THE SENCO CLUSTER MATERIALS FOLDER
Conversions – the timetable*Current Year Group To be converted
in <1 15/16
0 15/16
1 15/16
2 16/17
3 16/17
4 16/17
5 14/15
6 17/18
7 16/17
9 14/15
10 15/16
11 14/15
Current Year Group To be converted in
12 (if staying in school) 16/17
13 (if staying in school) 15/16
12/13/14 (if leaving school for F.E.)
14/15
Electively Home Educated 17/18
*Further information available on the Local Offer (path as previously detailed) – Rochdale’s Local Transition Plan
-4/6 Weeks School to send out invites to parents, young person and professionals- request up to date information from all parties. Parents or young person supported to complete the My Story and give their views
-2 Weeks All up-to date information collated and circulated to relevant professionals and YP/parents. Formal notification of start of Transfer review.
2 Weeks Annual review form and all up to date advice sent to the LA.
0 Weeks Person Centred Transfer Review (held instead of the Annual Review)- consideration of personal budget
6 Weeks Decision made whether to issue a plan or to cease to maintain the Statement. Plan drafted by LA officer
12 Weeks Any alterations made and Final Plan Issued
10 Weeks Plan issued with opportunity for YP/Parents to comment
Conversions – the process – 14 week timescale
• Up-to date information/advice • Parents view• Young person’s views • Independent Supporter Role
NB – the following were originally links however they are now available on the Rochdale Schools Intranet and Rochdale’s Local Offer as named below:• Review Form – Annual Review Pro Forma 2014• Guidance – Transfer Reviews – A note for schools
Other documents not shown at clusters but now available:• A.06 – Annual Review Schedule• Disagreement Resolution 2014• EHCP Parental Advice A• Sample parental invite to transfer review • Transfer Review Checklist• Transfer Review Timescale Mainstream Schools• Transfer Review Timescale Special Schools
Conversions – preparing for the transfer review
Person Centred Planning (PCP)• A way of helping people to think about what they want
now and in the future.• Supporting people to plan their lives, work towards
their goals, and get the right support.• A collection of tools, resources and approaches based
on shared values used to plan with a person, not for them.
• Planning should build upon the person’s circle of support and involve all the people who are important in the persons’ life.
Principles of PCP• The person is at the centre. Family and friends are
partners in planning• Planning is an on-going process• Plans focus on gifts, capacities and solutions and
should look to the future• Plans should reflect what is possible and what
should change, rather than ‘what is available’ • Planning builds shared commitment to action
Examples of PCP tools
• PATH – developed by Jack Pearpoint, Marsh Forest and John O’Brien
• MAPS – by Marsha Forest and Jack Pearpoint• One Page Profiles – developed by Essential
Planning Learning Community• Person Centred Reviews – developed by
Helen Sanderson
Person Centred Planning –SOLUTION CIRCLES : GETTING UNSTUCK
• Are an effective tool for getting “unstuck” from a problem
• Help us to recognise that people around us have the capacity to help
• Demonstrate that TOGETHER WE ARE BETTER• Do not guarantee a solution but usually point people to
the next logical steps of becoming unstuck
Person Centred Planning –SOLUTION CIRCLES : ROLES
• Problem Presenter• Problem Facilitator• Graphic Recorder• Brainstorm Team
Person Centred Planning –SOLUTION CIRCLES : STEPS
STEP 1: 5 mins The problem presenter has 5 uninterrupted minutes to outline the problem. Everyone listens, no-one interrupts.STEP 2: 5 minsBrainstorming. Not a time for clarifying or asking questions. Problem-presenter just listens. STEP 3: 5 mins Discussion led by the problem presenter to explore and clarify. Focus on positive points only.STEP 4: 5 minsProblem presenter identifies 1st steps that are doable within the next 3 days.STEP 5: 2 minsFeedback. Group does a round of words to describe their experience
