ISEND services overview and the expectations/ focus around - - PowerPoint PPT Presentation

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ISEND services overview and the expectations/ focus around - - PowerPoint PPT Presentation

Aug 21, 2023 343 likes •527 views

ISEND services overview and the expectations/ focus around exclusions and attendance Beth Armstrong Deputy Head of ISEND and Strategic Lead for Education Inclusion, Special Educational Needs and Disability Services (ISEND) Overview of 1.

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ISEND services overview and the expectations/ focus around exclusions and attendance

Beth Armstrong

Deputy Head of ISEND and Strategic Lead for Education

Inclusion, Special Educational Needs and Disability Services (ISEND)

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Overview of…

  • 1. Support for SEND:

– Graduated response to need in the universal offer – Additional Needs Plan – ISEND Front Door – ISEND Services – Assessment and Planning Process

  • 2. Inclusion focus – current work to reduce

exclusions

  • 3. Attendance – current work to improve attendance
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Graduated response to need in the universal offer

SEND Code of Practice, 2015

1.24 High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.

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Graduated response to need in the universal offer

Equality Act, 2010

4.2

The overriding principle of equality legislation is generally one of equal treatment

  • i.e. that you must treat a black person no less well than a white person, or a

man as favourably as a woman. However, the provisions relating to disability discrimination are different in that you may, and often must, treat a disabled person more favourably than a person who is not disabled and may have to make changes to your practices to ensure, as far as is reasonably possible, that a disabled person can benefit from what you offer to the same extent that a person without that disability can. So in a school setting the general principle is that you have to treat male and female, black and white, gay and straight pupils equally - but you may be required to treat disabled pupils differently. Discrimination is also defined rather differently in relation to disability. https://www.gov.uk/guidance/equality-act-2010-guidance

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Additional Needs Plan

CZONE ANP page

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Accessing support from services

ISEND Front Door CZONE ISEND Front Door page Contact: ISENDfrontdoor@eastsussex.gov.uk 01273 337660

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ISEND Services

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Highest areas of need in ES

  • Speech, language and

communication needs including autism

  • Social, emotional mental health

needs

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CLASS - specialisms

  • Communication (SLCN), Autism

(ASD/ASC),Specific Learning Disabilities (e.g. Dyslexia, dyscalculia, dyspraxia)

  • Assistive technology, Augmentative and

Alternative Communication

  • Literacy difficulties, Numeracy difficulties
  • Assessment in cognition, literacy, numeracy and

ICT

  • Social skills, Pupil Voice

CLASS@eastsussex.gov.uk 01273 336887

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EPS - specialisms

The Educational Psychology Service (EPS) focuses primarily on the learning, social and emotional problems encountered by children and young people. EPs apply psychology to the pupil’s presenting needs and behaviours and work across all areas of SEND as identified in the SEND Code of Practice. EPs are particularly effective when unpicking stuck, complex cases to find a way forward, for this reason they often chair multi-agency meetings for complex cases. Lewes: 01273 336720 Eastbourne: 01323 463636 Hastings: 01424 726100 eps@eastsussex.gov.uk

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ESBAS - specialisms

  • Attendance
  • Behaviour
  • Anti-bullying
  • Gypsy, Roma Traveller welfare
  • Nurture

esbas@eastsussex.gov.uk 01273 481967

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TLP - specialisms

Service for sick children

  • Absent from school due to medical reason (physical/mental health).

Clear evidence of reasonable adjustments

  • 15 days absence in 1 academic year (consecutive/ cumulative)
  • Medical evidence of referral or support at consultant level or

evidence of an ongoing chronic condition which results in protracted periods of absence

  • E learning (KS3/4) access to live lessons delivered by qualified
  • teachers. Available as a traded service.
  • Individual teaching /support (All Key stages) delivered in the home
  • r other suitable venue.
  • Small group teaching in one of three teaching centres

01273 336888

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Assessment and Planning

High Needs Block Review

East Sussex County Council worked in partnership with its schools to find solutions that enable the highest number of pupils with SEN to participate and thrive in their local mainstream school. Not only is this the vision set out in the SEND Code of Practice 2014, but data tells us that this is where the significant majority of our pupils achieve best, both academically and in preparation for adulthood.

CZONE High Needs Block Review page SEND Strategy 2018-2021

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Inclusion

Expectation to work within national and local guidance around exclusions: ESCC Exclusions Guidance DfE Exclusions Guidance ESCC Fair Access Protocol

East Sussex County Council (Children’s Services) Fair Access Protocol (FAP)
  • 1. Introduction
1.1 Every Local Authority (LA) is required to have a FAP, developed through consultation with local schools and agreed by the majority. All schools must participate in the FAP to ensure unplaced children are allocated a place quickly. Processes for allocating FAP children must be transparent and may, if deemed appropriate, be subject to Local Agreement between a set of schools in an area, in consultation with the LA. 1.2 In this document, the term ‘school’ is understood to mean maintained schools, free schools and academies, unless otherwise specified. 1.3 The purpose of the FAP is to ensure that vulnerable and unplaced children are found a school place quickly and fairly, so that the amount of time any child is out of school is kept to a minimum. 1.4 The FAP aims to ensure that all schools take a shared responsibility for the admission of pupils with challenging educational needs with no school taking a disproportionate number
  • f vulnerable pupils.
1.5 It is important that the Local Authority (LA) is transparent and fair in the way placement decisions are made so that schools have confidence in the FAP and work collaboratively with the LA and each other to meet the needs of vulnerable pupils. FAP allocation lists will be supplied for secondary schools at their regular Behaviour and Attendance meetings, and infant, junior and primary schools will receive a list for the schools in their cluster area three times a year (normally at Christmas, Easter and late July). 1.6 In East Sussex there are established forums in which schools and the LA monitor the
  • peration of the FAP and ensure that there is, as far as possible, an equitable distribution
  • f challenging children.
1.7 Looked after children, previously looked after children and children with statements of special educational needs or Education Health and Care Plans (EHCP) are not included in the scope of the FAP, as the School Admissions Code requires that these children will be admitted to the parents’ (or corporate parent’s) preferred school. See Appendix 4. 1.8 The LA does not underestimate the flexibility and skills schools have continually developed in order to meet the ever-increasing complex needs of vulnerable children in the County. In accordance with the DfE statutory guidance around exclusions, including the SEND Code
  • f Practice , the LA’s expectation is that establishments will only use sanctions such as
exclusion when all other inclusive strategies have been exhausted, including school to school placements 1.9 It is rarely in the interests of a child, particularly one with challenging behaviour or who is vulnerable in other ways, to be forcibly moved between mainstream schools. The LA recognises its own role (alongside academy trust colleagues) to assist establishments in this regard, albeit within the resources available.
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Inclusion

Shared commitment in the Local Area to finding alternatives to exclusion:

  • Sharing best practice across school networks e.g.

alliances, EIPs, academy trusts

  • Work of the Secondary Behaviour and Attendance

Partnerships

  • Targeted projects:
  • SSIF
  • HPPP, EPPP
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Attendance and engagement

Expectation to work within national and local guidance around attendance: ESCC Attendance Guidance ESCC CME Policy ESCC Reduced timetable guidance

Reduced timetable guidance for schools, academies and settings in East Sussex Background and definition of a reduced timetable This guidance does not refer to the ‘staggered’ introduction of reception-aged pupils. All schools, academies and free schools have a statutory duty to provide full time education for all pupils. This guidance sets out the East Sussex County Council position in relation to the practice in schools of reducing the amount of time that a pupil spends in an education setting. In general, schools should not place pupils on a reduced timetable; however there are times when this may be appropriate and in the best interests of the pupil. In most cases, this is for one of two reasons: 1. As part of a reintegration approach for pupils who have not attended school for a period of time due to illness, disability, mental health issues, family circumstances, etc. It is accepted that a reduced timetable may be appropriate, as part of a planned reintegration for pupils who have not attended school for a period
  • f time, provided that the setting can demonstrate that the Best Practice Guidance
has been followed. 2. As a temporary method of managing pupils at risk of exclusion, where there is evidence that the pupil is unable to manage a full day in the school setting due to underlying additional needs that are being communicated through concerning
  • r challenging behaviour. It is accepted that a reduced timetable may be in the best
interests of the pupil, but ONLY for a limited period of time and as part of a package
  • f support around the pupil. As this ‘intervention’ is likely to have a significant impact
  • n the family, it may only be chosen, if at all, after all other strategies have been
implemented, reviewed and exhausted and the Best Practice guidance is adhered to. A part-time timetable must not be treated as a long-term solution. Any form of pastoral support programme (which in East Sussex should be recorded in an Additional Needs Plan) or other agreement must have a time limit by which point the pupil is expected to attend full-time or be provided with alternative provision. A reduced timetable means that, by agreement with the pupil, parent/carer and school, the number of hours spent in education are reduced for a time limited period
  • f no more than six weeks. Once a reduced timetable has been agreed, where no
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Attendance and engagement

Shared commitment in the Local Area to improving attendance:

  • Sharing best practice across school networks e.g.

alliances, EIPs, academy trusts

  • Work of the Secondary Behaviour and Attendance

Partnerships

  • Targeted projects:
  • SSIF
  • Hastings Opportunity Area – attendance strand
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Any questions?