Croydon Council 0-25 SEND Service

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Implementation of SEND Reforms

Information for Headteachers and School

Governors(Including details of the Local Area Inspections of

SEND Provision)

January 2017

Contents:

SEND Reform: The Context Page 1

SEND Reform: Key Implications for schools Page 2

Purpose and arrangements for Local Area Review ofSEND provision Page 6

Progress and Impact of reforms in Schools

Identifying Needs Page 9

Meeting Needs Page 10

Improving Outcomes:

Statutory Assessments Page 13 Exclusion Data Page 15 Use of Alternative Provision Page 17 Attendance Data Page 18 Wider Outcomes Page 19 Pupil and Parent Experiences Page 19

Role of SENCO Page 20

(Content collated by Judith Lunnon, SEND adviser. Information will be refreshed and updated at regular intervals)

SEND Reform: The Context

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The Children’s and Families Act 2014 set out new regulations in relation to identifying and meeting the needs of children and young people with special educational needs and disability. The revised Code of Practice (January 2015) sets out in detail statutory duties, policies and procedures relating to these regulations.

Recap on the drivers for change:

• Over identification of SEND – 2010 approximately 20% of school population recorded as requiring SEND Support at School Action and School Action Plus.

• Poor outcomes for children and young people with SEND, especially when transitioning to adulthood

– Wide gaps in attainment between Non –SEND

– Higher proportion of recorded as NEET

– Over representation in prison population

– More likely to suffer from mental health problems

• Dissatisfaction of families about current processes for assessing needs and making appropriate provision. Families described their experiences as adversarial and “having to battle for support for their child every step of the way”

• Lack of joined up approach from education, health and care services to assess and make provision for children and young people with SEND.

Vision for SEND reforms:

Clearer system which joins up education, health and care Sharper focus on outcomes Improved engagements with parents and children and young people Improved transition to adulthood

What does this mean for schools?3

While main legal duties remain the same the reforms require significant cultural shift and systemic changes.

Key Changes Implications and actions of schoolsInformation sharing about School SEND

Provision

SEND policy reviewed to reflect reformsSchool SEND Information Report published on the website which is easily accessible and written in ‘straight forward language’ to describe the school offer for SEND provision, ideally located on the SEND and/or parent section.

Identification of SEND: one category of need –

SEND Support

Review and refresh approaches to identifying and assessment of pupils who may require additional SEND provision including: Arrangements to check that needs cannot not be met through targeted support in daily teaching Information gathering from a range of sources

Active Engagement with parents and pupils

in decision making about identifying SEN, planning and reviewing

provision

Ensure that current processes demonstrate regular and effective engagement with parents and comply with statutory duties including ( from the CoP):

Should listen to and address any concerns raised by parents. Should take views of both parents and pupils when considering whether SEN support is required. Should meet parents at least three times annually Should provide records of the outcomes, action and support agreed in discussions

Ensure that the views of pupils are included in the ‘assess, plan do and review cycle’ Beyond statutory duties, does the culture and ethos of the school make parents feel that their views and contributions are

welcomed and valued? What processes are in place to check this?Have you adopted a more personalised approach?

Improving outcomes for pupils with SEND

Focus should be on achieving outcomes not just provision.Regularly tracking for progress for SEND pupils in line with processed for all pupils.

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FAQ: Do you need a SEND policy and a SEN Information Report?DFE guidance states:

“The CoP sets out the statutory requirement on schools to publish information about the implementation of their SEND policy which means that school should have one. There is no requirement to publish as a separate document.”A SEND policy provides the vision, values and broader aims of schools SEND arrangements. It acts as a framework to

show a schools’ compliance with statutoryThe SEND Information report provides more day to day operational approaches to show how these duties are carried

out. Schools may find it useful to have one overarching document.

What are the views of your parents?

The Assess, Plan, Do and Review Cycle ensures that current provision and support is having a positive impact and/or updated if targets are not being met Review outcomes for end of phase statutory tests to support benchmarking and evaluation of current SEND provision and look at gaps with achievements of all children.Use alternative methods of assessment to baseline and track progress for pupils with low cognitive functioning and/or where cognition is not primary needAdopt personalised approaches which give a focus on academic outcomes alongside outcomes linked to personal development and preparation for adulthood; employability, developing independence, friends relationships and participation in the community and keeping healthy

Four broad areas of need:

Cognition and LearningCommunication and InteractionSocial, emotional and mental health needsSensory and/or Physical Difficulties

Schools should review and audit current provision to ensure that there are reasonable adjustments, targeted interventions and specific strategies and resources in place to provide support across all four areas.Ongoing programmes of CPD should be in place to ensure that:

All staff have a good understanding of key areas of SEN, the impact this has on ability to access the curriculum and participate in wider aspects of school life and strategies and adaptations to use in daily teaching.

Key staff have more specialist skills and knowledge to provide more tailored support for individual pupils

Conversion to 0-25 Education, Health and

Care Plans

For pupils who currently have Statements there will be a phased conversion to EHC Plans. The 0-25 SEND will notify schools on the timescales for conversions in line with schedule set out by the DfE.

Local Area SEND Review (LAR): Progress with Implementation of the SEND Reforms:

In May 2016 Ofsted and the Care Quality Commission (CQC) published information about inspections of local areas to evaluate the effectiveness of fulfilling new SEND duties and implementing the SEND reform agenda.

Full details of these inspections can be found in Local Area SEND Inspection Framework and SEND Inspection Guidance, links below5

https://www.gov.uk/government/publications/local-area-send-inspection-guidance-for-inspectors

https://www.gov.uk/government/publications/local-area-send-inspection-framework

What is the Local Area?

“the integration of educational provision and training provision with health care provision and social care provision” (Children and Families Act 2014)

For this inspection the local area comprises:

Local Authority (Education and Social Care)

Clinical Commissioning Groups (CCG) NHS England

Early Years Providers Schools Further Education Providers

What are they looking for?

• Accuracy of local area own evaluation of key strengths and priorities to improve local provision

• Three lines of enquiry:

o the effectiveness of the local area in identifying children and young people who have special educational needs and/or disabilities

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o the effectiveness of the local area in assessing and meeting the needs of children and young people who have special educational needs and/or disabilities

o the effectiveness of the local area in improving outcomes for children and young people who have special educational needs and/or disabilities.

Arrangements:

All local areas will be inspected during a 5 year period The inspections will take place during term time, five days’ notice and five days in Croydon The Inspections will be led by HMI Ofsted Inspector and a Children’s service inspector from the CQC and a trained inspector from a different local

authority As soon as the LA is notified that the inspection is taking place all key stake holders will be notified directly, including all schools The Inspectors will decide which schools they will visit, including both mainstream and special schools. If your school has been identified you will be notified as soon as possible to allow time for appropriate arrangements such as inviting a group of

parents to share their views on school and local SEND provision

Visits to schools are likely to include:

Review of Information on school website: SEND Policy, school information report equality policy and disability access plan Review of SEN register and how SEND is identified Interviews with pupils and students and their parents and carers to gather their views about how they have been involved in identifying needs

decision making about agreeing outcomes and planning provision and reviewing the impact of the support package Interviews with Senior Leadership, Governors, SENCOs, inclusion leads and other key staff to review their understanding and contribution to develop

the local offer for pupils and students with SEND Review of partnership with LA teams and other local services to support children and their families, for example Early Help, Outreach Support,

Educational Psychologist services Arrangements in place to support transition into and out of the school and between year groups Scrutiny of a sample children and young people’s files, including SEND records and SEN support plans and other relevant sources of information to

test out how well the reform agenda has developed practice and delivers a more personalised approach

The Inspectors will not undertake observations of teaching and learning. No evaluations will be made about the overall quality of school or college SEND provision unless safeguarding are issues identified.

School representatives may be asked to contribute to focus groups to look at other key lines of enquiry.

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After the Inspection:

• The inspection is not gradedA report will be published on the Ofsted and CQC web sitesThe report will:

o Outline the evidence inspectors reviewedo Give a summary of key findings, including strengths and areas for further improvement

• If any significant areas of concern are identified this may require a written statement of action (SOFA) to be submitted by the local authority to identify how concerns will be remedied.

Locally:

• Feedback with key groups to look at the final report and plan actions as required to address of any recommendations.

The Three Lines of Enquiry: Progress and Impact in Schools

Identification of SEND:

Croydon has a growing population with the 0-25 age group growing at twice the rate of the national average.

The borough has a high number of looked after children: 807 (87 per 10,000) with 51% unaccompanied asylum seekers

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Key Messages from Local Areas Inspections completed so far:

Strong focus on provision for pupils requiring SEND Support Quality of parental experience of SEND processes and engagement with pupils to plan and review outcomes and

impact of provision Personalised approaches with action across all phases to support preparation to adulthood.

There is a strong positive correlation between prevalence of SEND and areas of deprivation in the borough. Fieldway and New Addington wards have disproportionate numbers of pupils with MLD and speech, language and communication needs

14.5% of pupils in Croydon schools have SEN (academic year 2015/16) close to the national average of 14.4%

Pupils with Statements or EHC plans

2013 2014 2015 2016 England 2.8% 2.8% 2.8% 2.8 %London 2.7% 2.7% 2.8% 2.8%Croydon 2.5% 2.6% 2.8% 2.8%SN 2.9% 2.9% 3.0% 3.0%

The growth in the number of pupils with a statement or EHC plan between 2007 and 2016 has been 39% as opposed to the growth in total school population during this time of 11%.

In January 2016 Croydon maintained 2215 statements or EHC plans. Numbers are increasing at an average rate of 5% per year.

Pupils receiving SEND Support:

2013 2014 2015 2016 England 16.0% 15.1% 12.6% 11.6 %

London 16.4% 15.5% 12.8% 11.7%

Croydon 18.1% 16.2% 12.3% 11.7%

SN 17.8% 16.7% 13.8% 12.6 %

There has been a general decline in proportion of pupils in Croydon reported to require SEND Support reflecting the national picture and indicating that local schools are refining practice to ensure that pupils are accurately identified as requiring SEND and not falling behind for other reasons.

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School Level Prevalence from January 2016 Census:

SEND Support Average % Range

Croydon : All Schools 11.7% 3.5% - 34%

Primary-Maintained 11.4% 3.5 %- 22.6%

Primary- Academy 11.4% 3.6% - 34%

Primary - All 11.5% 3.5% – 34%

Secondary - Maintained 15.3% 6.9% - 29.7%

Secondary -Academy 10.2% 4.5% - 23.1%

Secondary - All 11.6% 4.5 % - 29.7%

Assessing and Meeting Needs: Croydon’s Continuum of ProvisionMeeting Needs: Mainstream ProvisionThrough the graduated approach and efficient use of both core and additional SEND all our mainstream schools and academies are expected to offer a broad range of interventions, access to alternative resources and adaptations to the learning environment to ensure there is appropriate provision for the majority of pupils with SEND. To reinforce these obligations the Croydon SEND Service has produced a set of guidelines ‘Ordinarily Available Descriptors’ which outline in greater detail reasonable adjustments, evidence based interventions and appropriate strategies and resources that should be in place to meet the four broad areas of need defined in the Code of Practice. School SEND Information Reports (The School Offer): Local guidance and checklists has been created to provide accessible information on their SEND provision and processes which complies with statutory duties. Local monitoring of all Croydon school’s reports identified that while generally compliant, reports were fairly generic and the quality and usefulness of these reports could be improved.A local reference group including school practitioners and SEND Governors and parents made the following observations in relation to the quality and presentation of these statutory reports:

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Croydon SENCO Portal: Set of resources to support identification of SEND.

LA Response: Where schools have a significantly higher or lower identification of pupils receiving SEND Support and taking into account other relevant factors, the LA and Octavo School Improvement Officers have offered challenge and support to ensure efficacy of processes for identifying pupils who require SEND support

Implications for schools: What % of pupils do you have with Statements or EHC plans or receiving SEND support?How does this compare with local and national benchmarks?How are you discriminating between pupils with SEND and those falling behind for other reasons?What are the overlapping characteristics for pupils with SEND: Eligibility for PPG/FSM /summer born?

Many parents, parent support groups and other voluntary agencies were not aware of this published information on school websites. Schools had used the Croydon guidance to frame reports but had not always used the facilities the website offered to make the information as

accessible as possible, for example by using drop down menus. Few schools had brought the reports to life with visuals, quotes and testimony from pupils or parents on their experiences of school provision Reports had not been updated annually with no changes to reflect staff turnover The information was often hard to locate, often ‘hidden’ in a policies section Some school web sites were generally difficult to navigate and therefore, begging the question, that this key SEND information should be

communicated to families in different ways: some schools already publish a leaflet on schools approach to SEND provision. Little evidence to show that schools had actively engaged with parents to collate this information or to take feedback on the accessibility, usefulness

or gaps in the information shared Limited reference to pupil wellbeing and measures in place to identify and address issues relating inclusion in wider aspects of school to bullying of

pupils with SEND.

Local Guidance on creating SEND Information Reports have been updated in light of this feedback. The Ordinarily Available Descriptors and Guidance and Audit Tool can be found on the croydon-senco-portal .The SEND Information Report should have a

direct link to the wider Croydon Local Offer for SEND Provisionhttps://www.croydon.gov.uk/education/special-educational-needs

Specialist Provision Investment in local specialist provision to deliver high quality learning environments has resulted in over 350 additional specialist places since 2011 to meet rising demand – 250 additional places in special schools, 118 additional places in enhanced learning provisions in mainstream schools and early year’s settings. Additional investment has been agreed to create a further 200+ specialist places including post 16 provision by 2018.

A summary of Croydon’s continuum of provision is provided in Appendix 1.

Placement of Croydon Pupils with Statements or EHC plans (note this data includes pupils placed in out of borough mainstream and special schools and academies)

Provider Croydon England London Statistical Neighbours

Maintained Schools and Academies 36.5% 41.60% 46.60% 44.60%

Mainstream Maintained Schools and academies with ELPs 11.60% 5.10% 7.20% 6.50%

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All mainstream provision 48.10% 46.70% 53.80% 51.10%

Maintained Special schools and academies 37% 39.00% 31.30% 37.20%

Independent Special Schools 10% 6.50% 9.20% 7.90%

Source: SEN statistical Release, March 2016

Implications for schools and LA. Placement of Croydon Pupils in independent special schools is relatively high, creating pressures on an already stretched High Needs Budget. This also means that a higher number of local children and young children being educated outside of their local communities.There are lower numbers of Croydon pupils with Statements or EHC plans currently placed in mainstream settings

Priorities for the Croydon 0-25 SEND service include:

Review and reduce the number of pupils placed in independent special school Increase support and challenge to mainstream schools to develop confidence and capacity to meet needs of pupils with statements and EHC plans.

Improving Outcomes:

Overview of 2014 – 2015 SEND Outcomes in Statutory Tests

July 2015 SEND Support Statement/EHC Plan All Difference for SEND support and all

national.Croydon National Croydon National Croydon National

EYFS GLD 24% 24% 4% 65% 66% 42%Year 1 phonics 49% 42% 17% 18% 76% 77% 28%

KS1 reading 2c+ 68% 64% 25% 27% 90% 90% 22%KS1 writing 2c+ 59% 55% 22% 21% 85% 88% 29%

KS1 Mathematics 2c+ 73% 73% 28% 29% 92% 93% 20%KS2 RWM 4+ 41% 43& 16% 16% 78% 80% 39%

KS2 Reading 4+ 64% 68% 31% 30%KS2 Writing 4+ 54% 57% 20% 21%

KS2 Mathematics 4+ 60% 64% 25% 26%12

School Level Data:

How are you benchmarking standards of achievement for pupils with SEND?How are targets set for pupils with SEND – are they ambitious and realistic?How is progress tracked and monitored for pupils with SEND alongside progress for all pupils and other groups?

What are the differences between all pupils and pupils with SEND in school and compared to the national for all pupils?

LA officers and the Octavo School

KS4 5+ A*- C incl E&M

30% 24% 11% 9% 60% 57% 27%

KS4 5+ A*- G 91% 86% 39% 42%

Expected Progress

KS1 –KS2 2015Reading (%) Writing (%) Maths (%)

Croydon National Croydon National Croydon NationalNo SEN 94 94 97 97 92 93

SEN support 79 83 88 88 74 79Statement/EHC 51 49 51 54 48 47

KS2 - KS4 2015 All Non SEN SEN support ST/EHCCroydon (%) 75 79 60 30National (%) 71 75 55 30

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School Level Data:

How are you benchmarking standards of achievement for pupils with SEND?How are targets set for pupils with SEND – are they ambitious and realistic?How is progress tracked and monitored for pupils with SEND alongside progress for all pupils and other groups?

What are the differences between all pupils and pupils with SEND in school and compared to the national for all pupils?

LA officers and the Octavo School

Overview of 2015 – 2016 SEND Outcomes in Statutory Tests

(Based on unvalidated data- January 2016)

Statutory AssessmentsSEND Support Statement/EHC

Plan All Difference for Croydon SEND Support and all

national.

SEND Support: Range In Croydon Schools where

cohort is 3 and overCroydo

nNationa

lCroydo

nNationa

lCroydo

nNationa

lEYFS GLD 27.0% 26.0% tbc 4.0% 70.0% 69.0% 42.0% 0%-80%

Year 1 Phonics 45.0% 46.0% 16.0% 18.0% 79.0% 81.0% 36.0% 14% -75%KS1 Reading Expected 39.0% 32.0% 12.0% 14.0% 76.0% 74.0% 35.0% 0%-83%KS1 Writing Expected 27.0% 22.0% 8.0% 9.0% 69.0% 66.0% 42.0% 0% - 77%

KS1 Mathematics Expected 35.0% 33.0% 16.0% 14.0% 74.0% 73.0% 39.0% 0%-85%

KS2 RWM Expected 18.0% 15.0% 7.0% 7.0% 54.0% 53.0% 35.0% 0% - 60%KS2 Reading Expected 34.0% 32.0% 12.0% 14.0% 65.0% 66.0% 32.0% 0% - 100%KS2 Writing Expected 35.0% 31.0% 13.0% 12.0% 76.0% 74.0% 39.0% 0% - 95%

KS2 Mathematics Expected 37.0% 36.0% 13.0% 14.0% 69.0% 70.0% 33.0% 0%- 100%

KS2 Progress: Reading -1.0% 0 -4.9 0 0.2 0 minus 12.6 toplus 7.9KS2 Progress: Writing -2.1% 0 -5.2 0 0.9 0 minus 13.8 toplus 7.5

KS2 Progress: Mathematics -1.0% 0 -5.1 0 0.6 0 minus 12.8 to plus 10.2

KS4 Attainment 8 38.4% 17.9% 48.4% 49.3% 10.9% 25% - 52%

KS4 Progress 8 -0.27 0 -0.93 0 0.08 0 minus 1.5 to plus 0.62

KS4 A-C E&M 32% 27% 9.70% 10% 60.40% 62% 40% 0% - 66%

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SEND Exclusion Data 2015-2016

Primary Schools

Analysis of local rates of exclusion shows a varied picture across Croydon’s primary schools:

Permanent exclusions are low and well below the national for both SEND and non-SEND pupils Number of fixed term exclusion 2015-16 range from 0 – 86 (38 primary schools with zero exclusions) 20 Croydon primary schools have a fixed term exclusion rate over the national average (1.10%) 62.47% of all primary fixed term exclusions in Croydon are for SEND pupils 106 of these (45.5%) are repeat exclusions. The exclusion rate of pupils receiving SEND support ranges from 0-69%. The national rate for primary schools is 5.32%

Secondary schools

Analysis of exclusions in Croydon secondary schools show that:

Fixed and permanent exclusions in Croydon for pupils with and without SEND compares favourable against national and statistical neighbours Number of permanent exclusions remain fairly low , 21 compared to 65 in 2012-13 Number of fixed term exclusion 2015-16 range from 0 –81 2 Croydon secondary schools have a fixed term exclusion rate over the national average(7.51%) for secondary schools 38.5% of all primary fixed term exclusions in Croydon are for SEND pupils (approximately 70% of these are repeat exclusions) Exclusion rates for secondary pupils receiving SEND support ranges from 3-38.3% in Croydon schools. The national rate for secondary schools is

22.5%.

Implications for schools:-

Review exclusion data, with consideration of vulnerable groups – including pupils with SEND. Repeat exclusions are an indication that the child or young person’s needs are not being effectively met and should trigger further assessment and review of current provision.

Key questions for schools:

How does your exclusion data compare? How well are pupil’s needs understood by all staff in the school?

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What reasonable adjustments are being made to anticipate and minimise any challenging behaviours associated with social and communication difficulties, ADHD, Autism or other social, emotional and mental health needs.

What has been the impact of any training to meet these needs on the quality of teaching? What further training needs are there? What additional interventions and pastoral support is in place for pupils with SEMH needs. Is this responsive to the profile of need across the school.

Is this additional provision effective, how are you measuring impact? How well are you working with outside agencies including the voluntary sector to reduce heightened anxieties, low self-esteem and other causal

factors which can trigger poor behaviour?

Support and Challenge from the Local Authority: The Croydon Nurture StrategyGuidance is available to primary schools to support a whole school nurturing approach to social, emotional and mental health needs. This whole school approach provides a framework for self-evaluation, and is based around a wedge of nurture to provide both universal, and targeted support to pupils. This guidance was developed by a working group of Croydon Heads, local authority and Octavo representatives. It can be downloaded from:-https://wwww.croydon.gov.uk/sites/default/files/articles/downloads/Nurture%20pack%20Oct%202015.pdf?_ga=1.168630113.1732488945.1449136226To support the development of nurture provision in primary schools, capital funding is available from the local authority 0-25 SEND team. This funding can be used to create a suitable space to run a nurture group, or to refurbish and furnish a space. Schools will be asked to submit bids again in January 2017 for a second round of funding. More information is available from nurture@croydon.gov.uk

SEND and Behaviour SupportAnalysis of local data has identified schools with higher levels of exclusion, and high level of SEND exclusion. As part of Octavo’s commissioned work from the local authority, identified schools will be offered a package of support to review their graduated approach to SEMH, to increase the use of tools to effectively identify SEMH needs, and to review the effectiveness of measures in place to avoid exclusions.

Octavo traded offer to support SEN and behaviour

Octavo is offering a central training programme to support school staff’s understanding of SEND and to offer a range of evidence based interventions to support these needs. This includes a range of training to develop staff skills and knowledge of SEMH needs, and includes training by national organisations such as the Nurture Group Network, Autism Education Trust and the Theraplay Institute. In addition bespoke in-school training is available.

Use of Alternative Provision for SEND Pupils:

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“Schools are now assessed during all section 5 inspections about how effectively they make sure that any alternative provision they use is safe for pupils and ensure that those pupils are making progress and behaving and attending well” (Alternative provision:- The findings from Ofsted’s three-year survey of schools’

Schools may commission alternative provision for other children and young people who face barriers to participation in mainstream education or training. Schools should ensure that they quality assure and monitor any alternative provision they commission and consider. This statutory guidance requires that “The focus should remain on ensuring that a child continues to receive a good education on par with their mainstream peers whilst the needs which require intervention are being addressed.”(DfE 2013)

When making the decision to use an alternative provision schools must ensure that parents are given clear information about the placement: why, when, where, and how it will be reviewed and keep the placement under review and involve parents in the review. The timeframes for review should be decided at the onset and parents should be involved in this discussion. The DfE guidance states that “Reviews should be frequent enough to provide assurance that the off-site education is achieving its objectives and that the pupil is benefitting from it”. DfE 2013.

Where pupils have SEND there is even more imperative that schools should have a clear rationale for choosing alternative provision, and this should be shared with families. Schools are responsible for ensuring they agree the support a pupil will need and that they put in place effective monitoring arrangement to ensure educational progress and achievement is made whilst the pupil attends the provision.

OFSTED have highlighted the need for schools to evaluate the quality of teaching and learning at alternative provision and the impact this has on pupil progress for the pupils attending, and to ensure that targets set for academic progress are suitably challenging.

Where pupils are in full time provision schools should be mindful that some alternative providers offer a narrow curriculum, and must consider how pupils are being prepared to develop lifelong employability skills.

Absence rates for Pupils with SENDData Source:Department for Education SEN absences and exclusions analysis 2013/14 published January 2016

SEND absence rates: % of sessions missed % defined as persistent

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“Commissioners of alternative provision should ensure that there is a clear plan for pupils’ progression and keep the arrangements under regular review so that they can be adapted in response to the needs of the child or young person.”SEND CoP 2016

“Schools are now assessed during all section 5 inspections about how effectively they make sure that any alternative provision they use is safe for pupils and ensure that those pupils are making progress and behaving and attending well” (Alternative provision:- The findings from Ofsted’s three-year survey of schools’

SEN without Statement SEN with Statement SEN without

Statement SEN with Statement

England 6.1% 7.5% 7.0% 11.0%London 5.6% 7.1% 5.9% 10.4%

Croydon 5.8% 6.6% 6.2% 8.4%

Statistical neighbour avg 5.6% 7.2% 6.0% 10.6%Difference S/N AVG Croydon -0.2% 0.6% -0.2% 2.2%Difference England Croydon 0.3% 0.9% 0.8% 2.6%

Overall absence rates for pupils and students with SEND, compare favourably national and SN benchmarks.

Attendance of pupils with Statements or EHC plans is particularly strong with lower levels of persistent absence and sessions missed.

Croydon schools are proactive in seeking to promote good attendance for all pupils including those with SEND, this includes partnership working with EWOs and Early Help partners to identify and address emerging issues.

Many Croydon special schools and mainstream schools have dedicated staff who work directly with families to support attendance and punctuality and well as promoting positive engagement with learning.

Wider Outcomes for Pupils with SEND

Review of statutory assessment data can give a very narrow view of achievement for pupils with SEND and might not be the best indicators to enable a successful transition to adulthood.

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Regular scrutiny of attendance data in your school will give a more up to date picture of SEND absence rates and highlight any emerging trends in relation to pupils with SEND or other vulnerable groups

For pupils with SEND where the primary need is not cognition and learning schools should be able to demonstrate a more personalised approach to demonstrating impact of provision, with measures in place to show progress across from starting points across all four areas of need as well as outcomes and provision linked to preparation for adulthood.

In KS4 for pupils with SEND and significant cognitive delays secondary schools should providing alternative programmes of study for pupils unlikely to achieve GCSE grades.

Experiences of Families and Pupil Voice:

A key feature of the SEND reform agenda is to improve families’ experience of SEND processes.How do families of pupils with SEND feel about their experiences of SEND provision atyour school?Are you meeting regularly with them to agree outcomes, plan and review provision?How are you sharing records about agreed outcomes, action and support? Is this being presented in an accessible way?How are the views of pupils captured? Are you sharing successes?What forums do you have in place to take feedback from families in terms of individual support and wider development of inclusive practice?Have you asked for feedback on the usefulness of your SEND Information Report; School Offer

The Role of SENCOS

Statutory Duties:

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“I was very impressed with the meeting last week….actually felt my child's views were

listened to.”

We were able to discuss and value the positive side of my

son”

What support is in place for your SENCO?

Do they have the time and capacity

• Must be QTS

• If new to role, must achieve the National Award in SEN coordination

The Code of Practice recommends that:

• SENCOS most effective as part of senior leadership

Depending on size of school and number of pupils with SEND, SENCOs should have:

• Sufficient time and resources to carry out this function

• Be provided with administrative support and time away from teaching

Key Challenges:

• The reforms have increased workload

• SENCOs often have multiple roles

• The role can be very challenging: managing difficult conversations with families, pupils, staff and external agencies, managing expectations and managing limited resources

• High turnover of SENCOS locally and nationally, with recruitment of new SENCOs challenging

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What support is in place for your SENCO?

Do they have the time and capacity

Appendix 1: Croydon Schools’ Continuum of Provision for Children and Young People with SEND 2016/2017

Stage 1 and 2: Mainstream Schools and Academies:Differentiated and personalised programmes of support for pupils with SEN without a statement or EHC plan from funding delegated directly to schools and meeting expectations set out in the ordinarily available descriptors document

Local Specialist ServicesFull details on Croydon Local Offer for SEND

https://www.croydon.gov.uk/education/special-educational-needs

Stage 3 and 4: Enhanced Learning Provisions (ELPs)Settings where pupils with more complex needs are able to access mainstream provision but require regular intervention specialist teaching and resources.ELPs -Primary Education:

School Inclusion Gateway (Behaviour interventions for primary schools)

Primary and Secondary Fair Access Panel to prevent exclusions.

Croydon Literacy Centre (Traded) Outreach Support from ELPs and Special

Schools (Dependent on the input schools may be charged)

Chaffinch Brook Autism Outreach Support Educational Psychology Service Croydon Sensory Support Service:

o Peripatetic Hearing Impairment Teamo Peripatetic Visual Impairment Team

Springboard Home Tuition Service for pupils with medical needs, emotionally based school refusers and pupils permanently excluded awaiting new placement.

Health: Speech and Language Therapy (Commissioned) Occupational and Physiotherapy Croydon Child and Adolescents Mental Health

Service (CAMHS) Specialist Nursing Community Paediatricians

Social Care: Early Help Pathways Guidance Children with Disability Service 0-25 SEND

disability service) Short Breaks Provision

Local Parent Support Services: KIDS: SENDIAS (SEN information and Advice

Service Croydon Parents in Partnership (PIP), including

the Parent Forum.

School Primary Need Places AvailableAerodrome SLCN 19Applegarth SLCN 18

Castle Hill ASD 35Chipstead Valley PD 14Courtwood ASD (High

Functioning)14

Fairchildes MLD/Additional Needs

14

Gilbert Scott MLD 14Kensington Avenue ASD 14Kingsley Hearing Centre* HI `18Oasis Shirley Park MLD 12South Norwood MLD/ASD 14ELPs - SecondarySchool Primary Need Places AvailableMeridian High School ASD 30Edenham SLCN 16Oasis Cousldson ASD 20Oasis Arena ASD 6Shirley High School Hearing Resource Centre*

HI 10

Woodcote High PD 12Stage 3 and 4: Pupil Referral Units / Short Stay SchoolsBramley Bank KS1 and KS2 Saffron Valley: Coningsby KS3Saffron Valley: Moving On Year 9 and Ks4Saffron Valley: Phil Edwards KS3 / KS4 Saffron Valley: The Copelands Centre ( School girl mothers and emotionally based school refusers – EBSR)

Stage 4: Acute: Special Schools AcronymsSchool Phase Primary Need ASD- Autistic Spectrum DisorderBeckmead KS2/3/4 SEMH SEMH Social Emotional and Mental Health NeedsBensham Manor KS3/4/Post16 MLD/ASD HI – Hearing ImpairmentChaffinch Brook KS1/2/3 ASD with challenging

behavioursMLD – Moderate Learning Difficulties

Priory KS3/4/Post16 SLD/ASD PD-Physical DifficultiesRed Gates EY/KS1/2 SLD/ASD PMLD Profound and Multiple Learning DifficultiesSt. Giles EY/KS1/2/3/4 PD/PMLD SLCN Speech, Language and Communication NeedsSt. Nicholas EY/KS1/2 MLD/ASD SLD – Severe Learning Difficulties

Early Help Pathways - Stage 1: Universal Stage 2: Vulnerable Stage 3: Complex Stage 4: Acute