Special Educational Needs and Disabilities (SEND) - Strategic Leadership in UK Schools - The Role of the SENCO in Implementing Change

SEND Webinar 2
Strategic Leadership in Schools
The Role of the SENCO in Implementing Change
Monday, 23rd June 2014 – 6pm
Presented by Lorraine Petersen OBE
http://www.axcis.co.uk/webinar_send

Where are we now?
 March 2014 – Children and Families Act 2014
 June 2014 – SEND Code of Practice
 June 2014 – SEND Regulations
 September 2014 – Implementation of Act
 September 2014 – Transitional arrangements

SEND Code of Practice
 Final document
 281 pages
 11 chapters plus Introduction
 Statutory Guidance on duties, policies and procedures relating to Part 3 of
Children and Families Act
 The Special Educational Needs and Disability Regulations 2014
 Transitional and Saving Provisions

Transitional Arrangements
 1st September 2014 - No new assessments for statements
 September 2014 – Local Offer must be published
 Spring 2015 – All SA and SA+ children transferred to SEN Support (census
data – January)
 September 2014 – September 2016 – All LDAs must be transferred to EHC
plans
 September 14 – April 2018 – All statements must be transferred to EHC plans

SEND – Whole School Issue
6.2 Every school is required to meet the SEN of the children or young people that
they support. Mainstream schools must:
 Use their best endeavours to make sure that a child with SEN gets the support
they need
 Ensure that children and young people with SEN engage in the activities of the
school alongside pupils who do not have SEN
 Designate a teacher to be responsible for co-ordinating SEN provision
 Inform parents when they are making special educational provision for a child
 Prepare a report on the implementation of their SEND policy

SEND Leadership
 Leadership Team
 Governing Body or equivalent
 SENCO
 Teaching Staff
 Support Staff

Governing Body (or equivalent)
 There should be a member of the governing body or sub-committee with
specific oversight of the school arrangements for SEN and disability
 Must ensure that there is a qualified teacher designated as SENCO for the
school.
 Understand how the school identifies children with SEN and what happens
once a pupil has been identified.
 Understand how SEN funding is allocated and spent including who is
responsible for the spending
 Must publish information on their websites about the implementation of their
policy for pupils with SEN - updated annually or when information changes
 Develop good relationships in the school especially with the head and the SEN
coordinator (SENCO)

SENCO
 The SENCO has an important role to play with the headteacher and governing
body, in determining the strategic development of SEN policy and provision in
the school
 The SENCO has day-to-day responsibility for the operation of SEN Policy and
co-ordination of specific provision made to support individual pupils with SEN
 The SENCO provides professional guidance to colleagues
 The SENCO, headteacher and governing body should establish a clear picture
of the resources that are available to the school
 The school should ensure the SENCO has sufficient time and resources to
carry out their functions

SENCO: Key Responsibilities
 Overseeing the day-to-day operation of the school’s SEN policy
 Coordinating provision for children with SEN
 Liaising with the relevant Designated Teacher where a looked after pupil has
SEN
 Advising a on graduated approach to providing SEN Support
 Advising on the deployment of the school’s delegated budget and other
resources to meet pupils’ needs effectively
 Liaising with parents of children with SEN
 Liaising with early years providers, other schools, educational psychologists
health and social care professionals, and independent or voluntary bodies

SENCO: Key Responsibilities
 Being a key point of contact with external agencies, especially the LA and LA
support services
 Liaising with potential next providers of education to ensure a young person
and their parents are informed about options and a smooth transition is planned
 Working with the headteacher and school governors so that the school meets
its responsibilities under the Equality Act (2010) with regard to reasonable
adjustments and access arrangements
 Ensuring that the school keeps the records of all pupils with SEN up to date

Role of 21st Century SENCO
 Strategic direction and development
 Supporting Teaching and Learning
 Line Management – Effective use of additional support
 Financial Management
 Whole School Professional Development

Strategic Direction & Development
 Ensuring that all pupils with special or additional needs receive their full educational
entitlement and have access to the whole curriculum.
 Managing staff – other teaching staff and non teaching staff - this includes
timetabling, delegation of tasks, advising, supporting and monitoring.
 Managing interventions and developing of alternative teaching strategies and
individual programmes where necessary.
 Strategic overview of SEN and Inclusion throughout the school including planning,
policy writing, advising and supporting other staff. Where used this would also
include writing of provision maps.
 Preparing and managing statutory assessment paperwork.
 Organising, attending, chairing and the administration of annual reviews (including
writing the school’s advice and the recommendation report).
 Meeting with parents and carers.

Strategic Direction & Development
 Preparing referrals and attending meetings with other outside agencies.
 Teaching – in some cases whole classes but in many cases small groups or one-to-
one.
 Managing the transition process.
 Tracking pupil progress using all available data and evidence.
 Initiating and carrying out assessments.
 Managing budget and resources including where appropriate – Pupil Premium.
 Special arrangements for end of key stage tests and external examinations.
 Leading CPD for all staff, governors and parents. In some instances also providing
training for other SENCOs within cluster or local authority.
 Contributing to and writing Personalised Plans where necessary.

Supporting Teaching & Learning
 Acting as a role model for quality first teaching for all pupils.
 Supporting staff in the differentiation of curriculum to ensure full access for all
pupils - this includes working with colleagues on curriculum policies to ensure
differentiation for each year group.
 Implementing a variety of teaching styles to support the learning styles of
individual pupils.
 Providing support and training for all staff.
 Monitoring class teachers, advising on and supporting their teaching and
curriculum delivery for those pupils with special educational needs.
 Supporting a positive school ethos and celebrating achievement for all.
 Supporting colleagues with behaviour issues through training, in class support
and strategies for classroom management.

Line Management
 All teachers are teachers of pupils with special educational needs. Teaching
such students is therefore a whole school responsibility, requiring a whole
school response.
 It is the SENCO’s responsibility to ensure that resources and support are
allocated and maintained to all those individual pupils who may need additional
provision. Staff need to feel part of a team, be given the opportunity to
communicate with each other and feel that their contributions are worthwhile.
 The work of other adults needs to be reviewed regularly. In reviewing pupil
progress and tracking achievement, SENCOs should review targeted support
on a regular basis.

Line Management
 All staff should have very clear job descriptions and an annual review process
of their work and role within the school.
 All staff should be trained and supported to ensure that they are providing the
best quality support for all pupils. This may mean allowing planning and
preparation time for all staff to discuss the best ways of working together within
a classroom.
 It is very important that parents are kept informed of any provision that is being
made for their child. This can be effectively managed by ensuring that all staff
who will be supporting the individual pupil meets with the parents and discusses
the support they will be giving to their son/daughter.

Financial Management
 Notional SEN Budget
 Pupil Premium
 “Top-up” funding
 Full cost provision management
 Human resources
 Classroom resources
 Interventions

Effective use of SEN Funding
 Quality First Teaching
 Whole school provision map of interventions
 High Quality Professional Development
 Equality Duty
 LA support and guidance
 Commissioning external support
 Thinking outside the box!

SENCO Guide to SEND CPD
 Audit the skills and expertise of the current school workforce.
 Audit the whole school professional development needs for SEN based on the current cohorts of
children and young people.
 Using the information from the two audits develop a CPD programme using internal staff to deliver
wherever possible.
 Offer opportunities for teachers to observe each other, teach alongside each other, visit other
classrooms and visit other schools.
 Make opportunities for you to meet with other SENCOs to share good practice across a number of
schools.
 Offer opportunities for staff to reflect on their practice and feel comfortable in sharing both the positive
and the negative moments.
 Organise at least one training day per year to support SEN and Inclusion – One-in-five for One-in-five!
 Establish an ethos that values everyone’s expertise including how children and young people might be
able to contribute to training sessions.
 Use free on-line resources that are readily available to support workforce development -
http://www.nasen.org.uk/onlinesendcpd/
 Offer every member of staff access to high quality professional development that meets their needs
and enables them to deliver outstanding teaching to every pupil every day.

Key Message …
Every teacher is responsible and
accountable for all pupils in their class
wherever or with whoever the pupils are
working

What Next?
 Produce your SEN Information Report - Review of SEND Policy
 Decide how you will manage SEN Support in your school
 Review of SEN register and record keeping
 Review of school funding for SEN
 How effectively is your Pupil Premium being used?
 Are your parents aware of the new SEN legislation?
 Professional Development Audit and programme of CPD
 Review of interventions
 Are the governing body aware of the new SEN legislation?

SEN Information Report
 Schools have additional duties under the SEND Regulations 2014. Schools
must publish more detailed information about their arrangements for identifying,
assessing and making provision for pupils with SEN – CoP 6.79
 The governing bodies (or equivalent) must publish information on their websites
about the implementation of their policy for pupils with SEN
 Information updated annually and any changes updated as soon as possible
 Schools will also need to review and revise SEND Policy in light of the reforms

SEN Support
 Single category bringing together School Action and School Action Plus
 Needs to be finalised by January census 2015
 What will SEN Support look like in your school?
 Quality First Teaching
 Differentiation and personalisation
 Involve children and young people and their parents
 Assess, Plan, Do and Review – graduated approach
 Evidenced interventions
 Record keeping – register? IEPs?

Funding for SEN Support
 All mainstream schools are provided with resources that they can use to
support those with additional needs, including children and young people with
SEN and disabilities
 Schools have an amount identified within their overall budget, called the
notional SEN budget. This is not a ring-fenced amount, and it is for the school
to provide, high quality appropriate support from the whole of its budget
 Schools, as part of their normal budget planning should determine their
approach to using their resources to support the progress of pupils with SEN
 Schools are not expected to meet the costs of the more expensive support from
their core funding. They are expected to provide additional support which costs
up to a nationally prescribed threshold per pupil/student per year

Education, Health and Care Plans
 Each local authority may have a different format
 Outcomes focused – evidenced based
 Set out how services will work together to meet the C&YP needs
 Based on co-ordinated assessment and planning process – child or young
person at centre of decision making
 Describe positively what child or young person can do and has achieved
 Indicate how education, health and care provision will be integrated
 Forward looking

Transfer of Statements to Plans
 Local authority duty
 LA transitional arrangements
 Parents need to be kept informed
 Dual system up to April 2018
 No child or young person should “miss out”
 Current legislation in place until August 2014
 Personal budgets
 Young people post 16

Questions
 Please feel free to contact Lorraine should you have any questions.
o Twitter: @lorrainep1957
o Email: http://lpec.org/contact-2/ - use ‘Axcis Webinar 2’ as the reference in the
subject title.
 Alternatively; you can also email info@axcis.co.uk and your email will be
forwarded to Lorraine.

Other Axcis Events
We are looking forward to a number of other events throughout the year, including
 More Axcis SEND Webinars
 A series of ‘Ask an Expert’ Education Webchats with Network Autism which Axcis has
sponsored. Every month until Dec 2014, you get the opportunity to question an expert
directly on any education related topics free of charge. To join the Axcis Group – visit out
webpage: http://www.axcis.co.uk/axciswebchat
 Visit our Client Events page for the latest SEND conferences:
http://www.axcis.co.uk/clientevents
 Visit our Candidate Events page for the latest CPD short-courses, seminars etc. E.g.
Team Teach, Behaviour Managements, Autism Awareness, Makaton, PECs etc.:
http://www.axcis.co.uk/candidatetraining
 Visit our social media handles for the latest SEND news, events, jobs (@axcisjobs) etc.
www.axcis.co.uk/facebook
www.axcis.co.uk/twitter
http://www.linkedin.com/company/
axcis-education
www.axcis.co.uk/twitter
https://plus.google.com/u/0/+DeanAxcis/posts
http://www.slideshare.net/AxcisTeaching/

Special Educational Needs and Disabilities (SEND) - Strategic Leadership in UK Schools - The Role of the SENCO in Implementing Change

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