Welcome Agenda Welcome Julia Durcan, AGO West Kent Guest - - PowerPoint PPT Presentation

Maidstone

District Governor Briefing

Summer 2016

Welcome

Agenda

• Welcome – Julia Durcan, AGO West Kent
• Guest Speaker – Diana Robinson- Special Educational Needs
• The Kent Governor Association updates – Jack Keeler and Phil Sayer
• Effective Recording – an external perspective – Julia Durcan
• In The News – Governor Discussion Points and Networking – KGA Reps

and Julia Durcan

• Close

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)

SEN

11h May 2016

Diana Robinson

Lead SEN Consultant

Governor Training SEN Briefing for District meetings 2015 - 2016

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
• ut 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
• ffer;
• 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

Jack Keeler Phil Sayer

Effective Recording

• An External Perspective

JULIA DURCAN Area Governance Officer West Kent

Summer 2016

Activity

PLEASE DO NOT WRITE ON THE HANDOUTS

• Each table group to choose a number between 1 & 9 (no duplicates

allowed amongst tables please !)

• Review the numbered example
• Discuss the following:

– What does the minute actually mean to you ? – Do you understand the discussion, what has happened, actions required? – How could the notation have been improved? – Is there sufficient evidence of challenge, support and impact ? – Are there any concerns / observations / questions you would need to clarify with the GB concerned?

• Be prepared to feedback to whole meeting

Things to Consider …

• Replicating this activity with your neighbouring GB / within your

collaboration – using each other’s minutes

• How could your clerk help you to be "sharper"?
• The language of impact:

– It means that … – It has enabled ,,, – This has ensured … – This has improved / resulted in / increased / decreased – This has provided strong evidence to suggest/support … – Comparisons to similar … / comparisons in time/place – The children/staff/parents/local residents said /have told us….” (record, listen to and respond to the people that matter ) – Statistics / data to show success/progress against criteria (including things like confidence, skills, knowledge, awareness, understanding, as well as hard data) and the difference it has made

In the News, Governor’s Discussion Points and Networking - 1

• Any feedback from Governors who have undergone recent Ofsted / HMI visits ?
• Ofsted (current) main areas of focus:

– Closing the gap for disadvantaged pupils; what is being done that is ‘extra’ for the disadvantaged pupils; proof that the school is “Going the Extra Mile” – Impact of Safeguarding policies & procedures on pupils’ understanding & awareness e.g. British Values, Radicalisation, through school council, assemblies, ethos – Quality of Governance; quality of Middle Leadership – Section 8 – “what constitutes ‘good evidence’ at the start of a Section 8 inspection to avoid it going to Section 5?”

• It is individual to each school, in that what is required will depend on your school’s data, school plan, areas of

strength & areas of improvement

• Do YOU & do your Governors know what these are – if you do, you will ‘automatically’ have provided evidence to

show you are addressing the issues

• A prescriptive list is not felt to be appropriate - it would seem prudent to ensure you have these documents

available - Data / SEF, Safeguarding, SIP, Middle Leader Action Plans, Governor Minutes, GB Self-Evaluation & Action Plans, Pupil Progress Meetings

• Links to Ofsted inspection clips:

https://www.youtube.com/watch?v=676mZrDrY9o - Questions https://www.youtube.com/watch?v=g6vySUUIPhs - During inspection

• https://www.youtube.com/watch?v=txehqOy-2TU Feedback
• https://www.compare-school-performance.service.gov.uk - Benchmark tool

Ofsted Feedback from local school

• Areas of focus for Governance:
• Pupil Premium spend and impact
• PE Premium spend and impact
• Appraisal and pay progression
• Progress and attainment data.
• Strengths and weaknesses of the school and an understanding of

what is being done to address these along with any impact.

• Safeguarding including Prevent training.
• SMSC and British Values
• EYFS Baseline assessment
• Governing Body self review

In the News, Governor’s Discussion Points and Networking - 2

• Governor & Clerk CPD – ensure feedback to GB from CPD activities

via verbal/written report to GB – Supports Governors’ appointment reviews/skills audits and 1 to 1 chats – Clerk’s annual appraisal – NGA Clerks' Pay and Employment Survey : https://www.surveymonkey.co.uk/r/ClerksPay

• Check CPD online is correct

In the News, Governor’s Discussion Points and Networking - 3

• DfE academy conversion guide and process
• https://www.gov.uk/guidance/convert-to-an-academy-

information-for-schools

• Church schools and academies: memoranda of understanding

– Formal agreements between the Department for Education (DfE) and the Church of England and the Catholic Church https://www.gov.uk/government/publications/church-schools- and-academies-memoranda-of-understanding

• Educational Excellence Everywhere - White Paper Briefings 4

sessions planned across the county - 17 to 26 May

• http://www.kelsi.org.uk/news-and-events/patrick-leesons-

update/10-may-2016-weekly-update

In the News, Governor’s Discussion Points and Networking - 3

• Archiving docs when moving to academy – KCC retention

schedule http://www.kelsi.org.uk/school-management/data- and-reporting/access-to-information/records-management

• LA maintained – All Governors are required to have DBS

checks by 01 September 2016 (Enhanced CRB check)

– All new Governors after 1 April 2016 – REQUIRED NOW

• NGA and TES Annual Survey of governors and trustees 2016

https://www.surveymonkey.co.uk/r/NGATES-2016

• Termly Briefing - sent to all on 6th May – have you received it?

Evaluations

• Please be sure that you have signed the

attendance register

• Evaluations will be available via email / online
• Remember to download your attendance

certificate and pass to Training & Development Governor Central Office contact – leadershipgovernancecentral@kent.gov.uk 03000 417979

Date of next meeting 26th September 2016 Venue Kings Hill School Combined with Tonbridge and Malling

Thank you for coming Are we MAD? Julia.durcan@kent.gov.uk 03000 410298