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 11 h 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 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 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
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