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The New Code of Practice

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New Code of Practice

Will replace the current Code of Practice from

September 2014

Must and should – must is statutory, should is

guidance

Phased implementation

Part of the Children and Families Bill

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Background

The DISS Report (The Deployment and Impact of

Support Staff project by the Institute of Education),

August 2009

The Special Educational Needs and Disability

Review, A Statement is not enough, Ofsted 2010

The Green Paper – Support and Aspiration: A New

Approach to SEN and Disability (March, 2011)

Ofsted Inspection Arrangements for Schools –

September 2012

New Teachers’ Standards – September 2012

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Changes from the SEN Code of Practice 2001

The Code of Practice (2014) covers the 0-25 age range

A clearer focus on the views of children, young people and their

families and on their role in decision-making

A greater focus on long term outcomes and preparing the young person

for a successful transition to adulthood.

Guidance on joint planning and commissioning of services to ensure

close co-operation between education, health services and social care

Local Authorities will have to publish a Local Offer

Statements and Learning Difficulty Assessments (LDAs) will be

replaced by Education, Health and Care Plans – a coordinated

assessment process

New guidance on the support pupils and students should receive in

education and training settings

A single category of SEN Support will replace School Action and

School Action Plus

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Things that stay the same

Definition of SEN:

A child of 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 others 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.

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Things that stay the same

Special educational needs and provision are still seen

as falling under four broad areas:

1. Communication and interaction

2. Cognition and learning

3. Social, emotional and mental health dificulties

4. Sensory and/or physical

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Social, emotional and mental health difficulties

The Draft Code of Practice:

Behavioural difficulties do not necessarily mean that a

child or young person has a SEN and should not

automatically lead to a pupil being registered as having

SEN. However consistent disruptive or withdrawn

behaviour can be an indication of unmet SEN, and

when there are concerns about behaviour, there should

be an assessment to determine whether there are any

causal factors such as undiagnosed learning difficulties,

difficulties with communication or mental health issues.

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The Local Offer

The Local Authority must set out in one place information

about the provision available in their area for children and

young people with SEN.

Education, health and social care provision, from 0 to 25

years.

Information must be clear, comprehensive and accessible.

Not just a directory – responsive to local needs, with

young people and their families involved in its

development and review.

Redbridge’s Local Offer can be found on… FIND website

(Families Information Direct).

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EHC Plans

Can be in place from 0 to 25

Focus on outcomes – the child or young person’s hopes and

dreams for the future

Co-ordinated assessment and planning process – education,

health and social care

The child and the family will be at the centre of the process -

planning meetings will be more person-centred

An EHC Plan will be more child/family friendly than a Statement

The assessment process will be reduced to 20 weeks (currently

26 weeks)

A Personal Budget may be available to families

There will be a phased change over from Statements to EHC

Plans.

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New single category of SEN Support

No School Action or School Action Plus.

One single category called ‘SEN Support’.

How Fairlop will run this…

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Quality First Teaching

Draft Code of Practice:

High quality teaching, differentiated for individual pupils,

is the first step in responding to pupils who have or may

have SEN. Additional intervention and support cannot

compensate for a lack of good quality teaching.

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Key points of guidance

on provision for SEN pupils

Early identification of SEN

Avoid over-identification of SEN

Early intervention

Measure impact of interventions and track progress:

Assess, Plan, Do, Review

Graduated approach

Working in partnership with other professionals

Fully involving young people and their families

High expectations for all pupils

Focus on Quality First Teaching

Focus the responsibility of teachers for their SEN

pupils

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Preparing for change

Focus on developing Quality First Teaching

Think first about how support can be improved in the

classroom before withdrawing children for

interventions

Monitor the impact of interventions carefully

Make sure that SEN is not over-identified

Talk with the parent about how to support the child

Explore more person-centred approaches when

holding meetings

Remember, it won’t all happen at once

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Professionals working at Fairlop…

Hatton Outreach – Lynne Harley

Churchfields Outreach – Catherine Keel

Occupational Therapist – Angela Quaynor

New Rush Hall outreach – Chantel Bowman

CAMHS – Nirmal Kaur

Speech and Language Therapist – No current

allocation

Roding Hearing Impairment – Katharine Bryson

http://redbridgeserc.org/