The transfer of children with Special Educational Needs and Disability (SEND): Information for families returning to the UK Mandy Cyprus-Slater Acting Principal Educational Psychologist mandy.cyprus-slater@modschools.org Directorate Children and Young People
Information about MOD SEND Processes The MOD observes many processes and procedures which follow the guidance in the 2015 Code of Practice (CoP) on Special Educational Needs and Disability (SEND). For example: SEN Support in schools “…should take the form of a four part cycle through which earlier decisions are revisited, refined and revised…. This is known as the graduated approach.” (CODE OF PRACTICE ON SEND 2015, PAGE 100, PARA 6.44) However, due to different legal and financial and commissioning arrangements overseas, MOD services do not produce Education, Health and Care Plans (EHCP) or maintain them when a child moves overseas.
What is a “Graduated Approach” ? Taken from “SEN Support and the Graduated Approach” by NASEN
MOD SEND Processes SEN support is provided through 3 levels of graduated response, which is consistent with practice in the UK. Each level is recorded in the format of a Record of Identification, Assessment and Intervention (RIAISEN): • RIAISEN 1 – this involves the class teacher responding to Initial Concerns • RIAISEN 2 – at this level the class teacher involves the SENCO • RIAISEN 3 * – at this level external consultants support the process offering assessment and advice as appropriate. *A number of children will have support planned through the Early Help process, which involves agencies external to school. This process is often equivalent to the RIAISEN 3. Some schools may also use a Provision Plan to show what works well for a child who may not require specific interventions.
The MOD SCAN A very small number of children in MOD schools have long term/complex special educational needs and are likely to require a high level of support or special educational provision. These children may require an integrated assessment, similar to that carried out in the UK and referred to as an EHCP*. In MOD schools this is referred to as a SCAN (Service Children’s Assessment of Need). SCAN = analogous to an EHCP* MOD schools are unlikely to be able to provide special education provision for children with very complex needs, so please be aware that thresholds for an EHCP may be different in the UK from those for a SCAN. *EHCP in (UK)/ Individual Education Plan ( Wales)/ Coordinated Support Plan ( Scotland)/ Statement of Special Educational Needs ( NI)
Moving school with a SCAN or EHCP… Many UK Local Authorities do not recognise a SCAN as an EHCP (they are not legally obliged to) although some have treated them the same. They are required to use all relevant evidence, including MOD SCANs, when considering provision for Service children. “WHEN CONSIDERING PROVISION FOR SERVICE CHILDREN WITH SEN OR DISABILITIES, (A LOCAL AUTHORITY SHOULD) USE ALL RELEVANT EVIDENCE, INCLUDING STATEMENTS MADE FOR SERVICE CHILDREN IN WALES AND NORTHERN IRELAND, AS WELL AS CO-ORDINATED SUPPORT PLANS MADE FOR THEM IN SCOTLAND AND THE SERVICE CHILDREN’S ASSESSMENT OF NEED (SCAN) COMPLETED FOR THEM BY SCE.” (CODE OF PRACTICE ON SEND 2015, PAGE 219, 10.104, PARA 5)
And the SEND Code of Practice also says…. “ SOME CHILDREN AND YOUNG PEOPLE WILL MOVE BETWEEN LOCAL AUTHORITY AREAS WHILE THEY ARE BEING ASSESSED FOR A PLAN…. ….DEPENDING ON HOW FAR THE ASSESSMENT HAS PROGRESSED, THIS INFORMATION SHOULD HELP THE NEW AUTHORITY COMPLETE THE ASSESSMENT MORE QUICKLY THAN IT WOULD OTHERWISE HAVE DONE.” ((CODE OF PRACTICE ON SEND 2015, PAGE 193, 9.162)
The MOD “SEND Transfer of Information Pack” This can be provided for children who have SEND and are moving from MOD schools. It contains information for the new school about MOD systems and your child. This WILL include: • Explanation of MOD SEND systems and SCAN • Personal Information • Chronology of assessments and interventions • Pupil Information Profile • Any current RIAISEN / IEP This CAN include: • Parental Summary (if not in existing documents) • Child’s own views (if not in existing documents) • Specialist reports and advice • All RIAISEN and SCAN reports • ANYTHING ELSE IT NEEDS! • MOD process
Tips and suggestions when moving: Check out the LOCAL OFFER…. (available on Local Authority websites) Contact UK schools and find out as much as you can. Share information about your child Ask about what the provision will actually look like for your child Use the Transfer of Information Pack and talk with your SENCo Consider a Transition Planning meeting before you leave Register your child with the Children’s Education Advisory Service (CEAS)
If you have any further questions…? In the first instance contact your child’s class teacher or the school SENCo Or see the contact list if you need more specialist advice…..
BFG Contact Information Speech and Language Senior Educational Senior Education Social SCHOOL SENCO Therapist Psychologist Worker Attenborough Michelle Hill Phoebe Noetzel Judith Lee Christine Kane Bielefeld Alison Halstead Saskia Dady Judith Lee Christine Kane Bishopspark Christine Caulfield Phoebe Noetzel Judith Lee Christine Kane Bishopspark FS1 Claire Sell Phoebe Noetzel Judith Lee Christine Kane Haig Heather Henry Saskia Dady Judith Lee Christine Kane John Buchan Pete Robb Saskia Dady Judith Lee Christine Kane King's School Baden Burns Saskia Dady Judith Lee Christine Kane Phoebe Noetzel Judith Lee Christine Kane phoebe.noetzel346@mod.uk judith.lee@modschools.org christine.kane@modschools.org 05254 9825498 05241 842399 05254 9824901 CONTACT Contact SENCos via INFORMATION their school Saskia Dady Mandy Cyprus-Slater saskia.dady545@mod.uk Acting Principal Ed. Psychol. 05241 843931 mandy.cyprus-slater@modschools.org 05241 842399 The above specialists may be involved in plans to support your child at RIAISEN 3 in school
and finally…. If your child has special educational needs remember to register them with CEAS (see leaflet for more information) Email: DCYP-CEAS-Enquiries@mod.uk
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