Tunbridge Wells District Governor Briefing Spring 2016 Welcome
Agenda • Welcome Julia Durcan, Leadership & Governance • SEN Briefing for Governors Diana Robinson, Lead SEN Consultant • Kent Governor Association Deborah Bruce, Tunbridge Wells KGA Rep. • Governor Recruitment Julia Durcan, Leadership & Governance • In the News / Governors’ Discussion Points & Networking KGA Representatives / Julia Durcan, Leadership & Governance
Polite Reminders ! • Housekeeping • Paper free ! • Have you signed the register? • List two actions that you will complete following this discussion. • Please complete the online evaluations (direct to you via email)
Diana Robinson Lead SEN Consultant SEN briefing for Governors
Governor Training SEN Briefing for District meetings 2014 - 2015
Objectives: • To understand the GB duties in relation to SEN. • To understand changes to SEN & D legislation
Governing Body core functions Para 1.2 • a. Ensuring clarity of vision, ethos and strategic direction; • b. Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff; and • c. Overseeing the financial performance of the school and making sure its money is well spent.
Responsibilities of GB in relation to SEN 6.4.1 • GB have legal duties in relation to pupils with SEN • GB can delegate to a committee, an individual governor or to the HT: although the responsibility is still with the GB itself to ensure that the functions are carried out • GB must set up appropriate staffing and funding arrangements and oversee the work of the school • GBs under a duty to make reasonable adjustments to avoid substantial disadvantages experienced by disabled pupils
Legal duties • use best endeavours in exercising their functions to ensure that the necessary special education provision is made for any pupil who has SEN; • ensure that parents or young person are notified by the school when special educational provision is being made for their child, because it is considered that he or she has SEN ; • make sure that the responsible person makes all staff that are likely to teach the pupil aware of the pupil’s SEN;
• make sure that the teachers in the school are aware of the importance of identifying pupils who have SEN and of providing appropriate teaching ; • ensure that there is a qualified teacher designated as special educational needs coordinator (SENCO) for the school. A newly appointed SENCO must be a qualified teacher and, where they have not previously been the SENCO at that or any other relevant school for a total period of more than twelve months, they must achieve a National Award in Special Educational Needs Co-ordination within three years of appointment
• consult the LA and the governing bodies of other schools when it seems necessary to co-ordinate special educational teaching in the area ; • ensure that pupils with SEN join in the everyday activities of the school together with children without SEN, as far as is compatible with them receiving the necessary special educational provision; the provision of efficient education for all other pupils; and the efficient use of resources ;
• take account of the ‘SEN Code of Practice’ when carrying out their duties towards all pupils with SEN; • where an LA or the First -tier Tribunal (SEND) names a maintained school as the school the child will attend on an SEN statement or Education and Health Care Plan, the governing body must admit the child to the school. Before naming a maintained school on a statement, the LA must consult the governing body of the school (see below).
• cooperate with the local authority in developing the local offer; • ensure the school produce and publish online its School SEN Information Report in accordance with section 69 of the Children and Families Act 2014; and • ensure the school has arrangement in place to support children with medical conditions (section 100 Children and Families Act 2014)
Template SEN policy / Information report • http://www.kelsi.org.uk/inclusion-and-special- education-needs/special-educational-needs/sen- forms • 4 The name and contact details of the SEN Co-ordinator • The SENCO at name of school is name of SENCO, who is a qualified teacher and has been accredited by the National Award for SEN Co-ordination and also holds the following qualifications list of other qualifications.
Annual evaluation report • Data drawn from RAISEonline therefore publish in autumn term – Details of SENCO and SEN Governor – SEN register and need types, incidence compared to national – Funding – SEN notional fund, High Needs Funding – Pupil outcomes (based on KS-KS progress) – Attendance comparisons (SEN – not SEN) – Destinations – Exam concessions – Transitions to and beyond school – Interventions in use with evaluation – Whole school professional training for SEN in last 2 years – Equality Objective and improvement actions for next year
Supporting medical conditions http://www.kelsi.org.uk/inclusion-and-special- education-needs/special-educational-needs/sen- forms GB must • Ensure arrangements are made • Ensure a policy is developed and implemented • Ensure pupils are enabled to fullest participation possible in all aspects of the school • Ensure sufficient staff have had sufficient training • Ensure staff can access information and support
Children and Family Act 2014 SEN and D Code of Practice 0-25 years • No change in definition of SEN • Focus on parents and young people participation in decision-making • Focus on high aspirations, improved outcomes and good transition to adulthood • 0-25 guidance relating to disability and SEN
• Statement of SEN replaced with Education, Health and Care Plans • School action and school action plus replaced with SEN support • Parallel changes in Funding requires different mechanism for High Needs Funding • All current SSENs to transfer to EHCPs over next 3.5 years according to a timetable
High Needs Funding • http://www.kelsi.org.uk/inclusion-and-special- education-needs/special-educational-needs/high- needs-funding-for-schools • Application process for top-up funding beyond the first £6000 paid by the school • Available for pupils at SEN Support and EHCP in mainstream schools (but not in SRPs) • On-line application process
Significant workload for SENCOs • Transfer of SSEN to EHCP will be conducted through annual review • Ensuring all parents of pupils with SEN have 3 meetings a year to discuss provision plan • High Needs Funding Applications • New Statutory Assessment arrangements • Please ensure SENCO has capacity for extra workload
Everybody Included - Nasen • https://shareweb.kent.gov.uk/Documents/KELSI/su pporting-pupil- learning/SEN/SEN/Everybody%20Included%20- %20The%20SEND%20Code%20of%20Practice% 20Explained.pdf
Diana Robinson Diana.robinson@kent.gov.uk 01622 694299
Kent Governors Association Deborah Bruce Spring 2016
Governor Recruitment Julia Durcan GSDO West Kent Spring 2016
Governor Vacancies – South Kent CPD Online as at November 2015 Overall No of No. of No. of % Vacant Vacant Posts Posts Held Posts Posts Kent 4199 3316 878 20.90 South 1043 836 207 19.84 Ashford 382 288 94 24.60 Dover 354 291 63 17.79 Shepway 307 257 50 16.28
Governor Vacancies – East Kent CPD Online as at November 2015 Overall No of No. of No. of % Vacant Vacant Posts Posts Held Posts Posts Kent 4198 3316 877 20.89 East 914 716 197 21.55 Canterbury 331 259 72 21.75 Swale 304 251 52 17.10 Thanet 279 206 73 26.16
Governor Vacancies – North Kent CPD Online as at November 2015 Overall No of No. of No. of % Vacant Vacant Posts Posts Held Posts Posts Kent 4198 3316 877 20.89 North 900 700 186 20.66 Dartford 263 189 60 22.81 Gravesham 213 166 47 22.06 Sevenoaks 424 345 79 18.63
Governor Vacancies – West Kent CPD Online as at November 2015 Overall No of No. of No. of % Vacant Vacant Posts Posts Held Posts Posts Kent 4198 3316 877 20.89 West 1342 1064 288 21.46 Maidstone 489 375 114 23.31 Tonbridge and Malling 446 358 98 21.97 Tunbridge Wells 407 331 76 18.67
The Governance Handbook November 2015 – p22 https://www.gov.uk/government/publications/governance-handbook • Boards have a responsibility to fill governor vacancies as soon as possible. In filling vacancies, boards and others responsible for nominating or appointing governors should make use of all available channels to identify suitable governors – further details on the help available from Academy Ambassadors, SGOSS Governors for Schools, and the Education & Employers Taskforce as well as information about the Inspiring Governors Alliance can be found in Section 14.
Governor Recruitment Governors’ table discussion: • How many vacancies do you have on your GB? • Which category of Governor? • When was the GB’s last skills audit completed?
Recommend
More recommend
