Housekeeping Early Years SENCo Network 19.2.19 Welcome and session - - PowerPoint PPT Presentation

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Housekeeping Early Years SENCo Network 19.2.19 Welcome and session - - PowerPoint PPT Presentation

Nov 18, 2023 281 likes •685 views

Housekeeping Early Years SENCo Network 19.2.19 Welcome and session overview CPD Inclusive Practice Group Problem Solving Approach SENCo Buddy Early Years Inclusion Funding Updates Early Years SENCO Partnership role

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Housekeeping

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Early Years SENCo Network 19.2.19

  • Welcome and session overview
  • CPD Inclusive Practice
  • Group Problem Solving Approach
  • SENCo Buddy
  • Early Years Inclusion Funding Updates
  • Early Years SENCO Partnership role
  • SEYST updates and training
  • Date for next SENCo Network
  • Evaluation of Session
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Inclusive practice

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  • How much of their free childcare offer are

parents with disabled children accessing?

  • 60% receive (then) full free entitlement, 15

hours per week for 38 weeks

  • 15% receive some of the free entitlement, but

less than 15 hours per week

  • 25% receive none of the free entitlement

Levelling the playing field, 2015

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  • Why are parents with disabled children not accessing

any of the free childcare offer?

  • 38% do not think provision can care for child safely
  • 30% do not think staff are adequately trained
  • 28% do not think provision is inclusive and supports

their child to participate in activities alongside their peers

  • 25% say the nursery/child carer refused a place or

excluded their child because of their disability or SEN

Levelling the playing field, 2015

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  • Why are disabled children being excluded

from early years childcare settings?

  • 49% say setting cannot meet child’s needs
  • 47% say their child needs one-to-one care (or
  • ther additional support) which is not

available/affordable

  • 34% say setting cannot manage child’s

behaviour

Levelling the playing field, 2015

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  • Increases in the exclusion of young

children from school:

  • The data draws only on exclusions from

schools

  • The figures are drawn from DfE statistics

up to 2016-17

  • Taking into account numbers and

percentages

Exclusion of young children from school

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0.00 0.20 0.40 0.60 0.80 1.00 1.20 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Number & percentage of young children with fixed term exclusions from schools in England, 2010/11- 2016/17

4 years & under 5 years 4 years & under (% rate) 5 years (% rate)

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0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45 500 1,000 1,500 2,000 2,500 3,000 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Number & percentage of young children with 1 or more fixed term exclusion from schools in England, 2010/11-2016/17

4 & under 5 4 years & under (% rate) 5 years (% rate)

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  • Levelling the playing field:
  • https://councilfordisabledchildren.org.uk/news-opinion/news/new-research-levelling-

playing-field-campaign

  • Identified SEN:
  • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach

ment_data/file/709496/Special_educational_needs_Publication_May18.pdf

  • Take up of EY entitlement, children with special educational needs:
  • https://www.gov.uk/government/statistics/education-provision-children-under-5-

years-of-age-january-2018

  • EYFSP outcomes:
  • https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-

results-2016-to-2017

  • Exclusions data:
  • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach

ment_data/file/726741/text_exc1617.pdf

  • *Please note, not all the DfE data is broken down by region and by LA
  • *Some of the compendia of data provide links to more specific datasets

Links

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The Department for Education suggests that 6,685 pupils were permanently excluded from schools in England alone in 2015/16. An increase of 40 per cent over the past three years Institute for Public Policy Research (IPPR) : “Excluded children are the most vulnerable:

  • twice as likely to be in the care of the state
  • four times more likely to have grown-up in poverty
  • seven times more likely to have a special educational need
  • 10 times more likely to suffer recognised mental health

problems.”

Exclusion

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Exclusion Institute for Public Policy Research : “Too often this path leads them straight from school exclusion to social exclusion. Excluded young people are more likely to be unemployed, develop severe mental health problems and go to prison.” In fact, figures suggest that more than half of UK prisoners were excluded from school.

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Statutory Documents Relating to SEN

  • Disability Equality Duty
  • Equality Act (2010)
  • Children & Families Act (2014)
  • Revised SEN Code of Practice 2014
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Duties under the Equality Act 2010

  • The DDA 1995 set out two main duties. Under the

DDA Part 3 these still apply to all providers – including early education providers .

  • The two key duties are:
  • 1. Not to treat a disabled child ‘less favourably’
  • 2. To make ‘reasonable adjustments’ for disabled

children. A failure to comply with these two duties may amount to unlawful discrimination.

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What are “Reasonable Adjustments”?

  • The Equality Act requires providers to make ‘reasonable

adjustments’ for disabled children.

  • Reasonable adjustment is not just about wheelchairs and
  • nly looking at the aspect of physical access, it can be a

number of things e.g. multicultural.

  • Other areas where adjustments can be made are e.g. a

warm welcoming atmosphere, resources for children with SEN that can be used by all, the use of signs and symbols in a setting.

  • From October 2004 making physical changes/removing

physical barriers came into force.

  • Remember what is required of all settings is ‘reasonable’

in all circumstances.

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Group discussion

Excerpt from NetMums discussion. Wondering if anyone could offer any advice. I have a lovely little boy who is not a perfect angel but does do as he is told and we do not have any tantrums. Sounds great heh! However then he goes to nursery. Whilst he is on site at the nursery I am told that he kicks the staff or other children and has been banned. A health visitor and SENCO have visited him at home and at nursery, neither times has he displayed this behaviour. The nursery accepted him back but are now saying I will need to collect him each time he kicks. Does anyone have any advice as I am quite desperate for help?

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Activity Disability Discrimination

  • Read through the descriptions given to your

group.

  • Answer the 3 questions:

– Would you consider this to be disability discrimination? – What would a reasonable adjustment be? – What would be good practice?

  • Feedback to the whole group
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Questions?

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Inclusive Practice Case Study

Laura Sadler Bright Beginnings Day Nursery

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Problem Solving

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Group Problem Solving Approach / Technique

Someone (A) has an issue that they want to bring to the group Nominate a scribe/reflector back (B) A has 2 minutes to describe their ‘issue’ B has one minute to reflect back what the issue is The whole group has 2 minutes to ask any clarifying questions (no suggestions are allowed at this stage). The whole group then has 3 minutes to make suggestions. A is NOT allowed to comment on these at all at this stage. B makes notes of all the suggestions made B then summarises the complete list of suggestions made A then picks 2/3 things that he/she thinks might be worth trying

York Educational Psychology Service 2016

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SENCo Buddy

This Photo by Unknown Author is licensed under CC BY-SA-NC

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What could it bring?

Sharing ideas

Sharing

Sharing experiences

Sharing

Sharing knowledge

Sharing

Talking though ideas

Talking

Exploring other settings and their practice

Exploring

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What would it look like ?

  • A closed Facebook group?
  • An Instagram account?
  • A web forum?
  • A paired SENCO Buddy?
  • A SENCo Buddy allocated to an

area to work with the Partnership SENCo?

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Working together…

If you would like more information about the SENCo Buddy Initiative please do not hesitate to get in touch Rachel Elliott Email: manager@wheldrakeplaygroup.co.uk

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Early Years Inclusion Funding

Date for new applications/ Change of Circumstances Inclusion Funding Form: Deadline Date: 8th March 2019

Applications received after this date will not be processed

Panel date: 13th March 2019 Settings notified by: 22nd March 2019 Appeal date: 29th March 2019

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EYIF Summer Term

  • IF APPLYING FOR FUNDING TO CONTINUE FOR

SUMMER TERM ONLY, PLEASE PUT THIS IN WRITING (IDEALLY BY EMAIL) FAO: CHAIR OF EYIF PANEL.

  • No other forms are required.
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EYIF New applications

  • For this round of Inclusion Funding it is

possible to apply for three terms. Please indicate how many hours you are requesting for:

  • SUMMER 2019
  • AUTUMN 2019
  • SPRING 2020
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Change of Circumstance Form

  • CEASE FUNDING (Give reason and include a

copy of progress from baseline to now) State how EYIF has made a difference over time to outcomes for the child.

  • REDUCE FUNDING (Give reason and from

when)

  • INCREASE FUNDING (Give reason and which

term(s) applying for)

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EYIF

  • Please attach ALL documentation including Sessional Plan

(refer to checklist on application form)

  • Providers to contact seyst@york.gov.uk for secure

e-mail instructions

  • Applications must be sent electronically via secure email

to seyst@york.gov.uk

  • For all providers without email access please

post/deliver completed forms to

  • The Specialist Early Years Support Team,
  • The House, Hob Moor Children’s Centre,
  • Green Lane, Acomb,
  • York YO24 4PS.
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EYIF

  • Appeal Process
  • Monitoring process. Carried out by the Early

Years and Quality Improvement Team. Focussing

  • n progress the child is making and effective use
  • f funding as described in the application
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Updates on developments in Early Years and SEN in York

  • Invitation to join working party for the

development of Inclusion Standards Framework

  • Free CPD from EY SEND Partnership
  • Final call for SENCO refresher
  • Disability Access Fund (DAF) low take up rates in

locally and nationally.

Early Years and Childcare Service

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Updates within SEYST

  • Parent and Child Early Interaction Group at Westfield

Children’s Centre.

  • Consultation Thursdays.
  • Senior Portage Worker. New appointment following

Queenie McNally’s retirement, Mrs Shahenaz

  • Shaikh. She is a very experienced Senior and now

working with the team. She will be leading the team in developing the Portage Stamp of Approval for Early Years Settings.

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  • The SENCo course incorporating the Portage

Workshop Spring/Summer term 2019 over 5½ days.

  • Supporting Social and Emotional needs

Training

  • The revised Communication Toolbox training

will be in the Summer Term 2019. Dates to be confirmed.

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Date for next SENCo Network

May 21st 2019 9.30-11.30 a.m. 1.00-3.00 p.m. 6.30-8.30 p.m. York Sports Club

Helen Martin | Senior Teacher for the Deaf and Hearing Support Team

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Proposed future CPD Topics

  • Short Breaks
  • Mental Health in the Early Years
  • EY Bandings
  • MSP section 3 positive statements of

need.

  • Social stories in the Early Years
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Evaluation of Session

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