Easier said than done: Implementing the SEND Code of Practice

Ann Stacey, head of Aldermoor Farm Primary School, explains the detailed steps she has taken to make the Code of Practice ideal come alive in her school.

The latest SEND Code of Practice is full of high hopes and good intentions. Some of these have been translated into good practice within our schools, but others have proved to be more problematic. This is how we, as a school, have attempted to fulfil these ideals. But first, a little about our context.

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      string(379) "... that all children experience an education that will open doors to the world, regardless of their background.References1.  Department for Education (2015) Special Educational Needs and Disabilities Code of Practice 0-25. [online] Available at: gov.uk/government/publications/send-code-of-practice-0-to-25 [Accessed 6 October 2016]."
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      string(4503) "to find their own solutions to disputes. There are also indoor areas available for those who want to stay in and draw, or play with Hama beads or board games. Staff run a number of lunchtime clubs for target children to help develop social skills.These activities have resulted in a dramatic drop in playground incidents and a calmer, quicker start to afternoon lessons.The heart of the communityAn annual feature of our academic year is Aspirations week, where we invite a number of speakers into the school to talk about their profession and the path they took to get there. This year, 45 speakers came into school, including a hairdresser, a biomedical scientist, an anaesthetist and an engineer. The speakers talk to children throughout the school, but we always target our Year 5 and 6 children to show them the wealth of opportunities available for all of them. A Year 6 boy with an EHC plan struggles with literacy and numeracy but is a fantastic artist. We made sure that we had an artist visit his class to reinforce our message that he can have a career in art in later life. Speakers are prompted and given our key messages before talking to the class. It is amazing how an outside speaker, giving the same message as a teacher, will be believed!Aldermoor Farm Primary School is at the heart of the community and is proud to support the families within the area during challenging times. Within the last two years, the school has built up a wealth of experience in supporting families. This has been achieved by assisting families to flee domestic violence, offering money, housing and immigration advice through our trained Citizens Advice pastoral team, and issuing food bank vouchers to families known to the school and in the wider community. In building working relationships with external agencies, the school has also been able to offer numerous parent workshops on child sexual exploitation, female genital mutilation, smoking cessation and HIV awareness.The children at the school are supported with their non-educational needs through intervention groups that focus on counselling, art therapy, mental health and bereavement counselling. Many of our staff are trained in these areas and are able to carry out these sessions on a one-to-one basis. Our school also actively encourages children to partake in visits to theatres, museums and art galleries. We believe that it is important that children at Aldermoor Farm have the same opportunities and experiences as a child within a more affluent area.A growing tensionThe Code of Practice states that there should be a ‘stronger focus on high aspirations and on improving outcomes for children’ and that ‘all children are entitled to an education that is appropriate to their needs, promotes high standards and enables them to fulfil their potential’.1 We believe that we promote inclusion and work tirelessly to ensure that children with SEND take part in the activities of the school alongside children who do not have SEND and make good progress. However, a child may make good progress from their individual starting point, but this will not match the expected progress as determined by the Department for Education. Inclusive schools attract children with additional needs, because parents know that we can see beyond a label—that we will tailor support to the needs of an individual. There is, then, a growing tension between giving children with complex needs access to a mainstream education and trying to ensure our Key Stage 2 data reaches the government’s floor targets. That is what keeps me awake at night! I do not have all the answers and am sure that our school is not unique in how we support children and their families to remove barriers to learning. I do feel that it is imperative that for inclusion to be truly successful there needs to be a change in how the ‘success’ of a school is measured. It is far more than the scores achieved by children in Year 6.Ann Stacey has been headteacher at Aldermoor Farm Primary School in Coventry since 2012. She is passionate that all children experience an education that will open doors to the world, regardless of their background.References1.  Department for Education (2015) Special Educational Needs and Disabilities Code of Practice 0-25. [online] Available at: gov.uk/government/publications/send-code-of-practice-0-to-25 [Accessed 6 October 2016]."
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Inclusion and Pupil Premium

Inclusion in action

20 Jun 2017

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Events like Bett are a great opportunity for teachers to keep upto date with the latest developments and learn how they can be usedto maximise educational benefits in schools.”http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comMorgan’s ministerial address will outline her vision across criticaleducational policy areas, the school curriculum, school improvementand the establishment of academies and free schools. How willreform in these areas be achieved or enhanced through educationtechnology?Her opening address will be given at Bett 2015 on Wednesday21 January 2015 at 11am, ExCeL London.Show HighlightsLearn Live theatresThere will be seminars, workshops and demonstrations on how toimplement technology in the classroom. Across four theatres; primary,secondary, primary and secondary and SEN; there will be practical‘How to…’ sessions providing top tips on how you can make adifference in your school. 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Digital Learning

BETT 2015

16 Dec 2014

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      string(5805) "12Vol 7.6School Leadership Todaywww.teachingtimes.comTrendsEvidenceineducationSEND Reforms –where are wenow?After years in the making, theSEND Reforms are now in theprocess of being embedded.It makes it a good time toreflect on what is involved inimplementing the new systemand the cultural shift that liesbehind it.There was considerable excitement when, in March 2011, Sarah Teather, the Minister for children and familiesat the time, launched the Green Paper, Support and aspiration: a new approach to special educationalneeds and disability. Not since the Warnock Report of 1978 had there been a thorough overhaul of SEN, soit was long overdue. It was also an opportunity for children and young people with SEND and their families,13Vol 7.6School Leadership Todaywww.teachingtimes.comTrendsEvidenceineducationto have their turn in the spotlight. In the event, it took another three years for thechanges to be incorporated into Part Three of the Children and Families Act 2014, withimplementation starting from September 2014.Codes of PracticeIt was known all along that a new Code of Practice would be needed to replace the onethat had been in use since 2001. What was unexpected was the convoluted journeyit took for the Code to be finalised. The various drafts that appeared cut into the timeschools and other settings should have been given to prepare for its implementation.In the end, what turned out to be almost the final version appeared in July 2014,just in time for school leaders and other interested parties to take it on holiday withthem. This was hardly the ideal preparation for beginning to implement the reformsat the beginning of the new school year 2014/15. To add to the confusion, anotherversion of the Code was published in January 2015, which was largely the same, butincorporated some late changes to the arrangements for young people with SEN whofind themselves in youth custody.Despite the confusion over the different Codes, two positive changes are flagged upin the title: Special educational needs and disability code of practice: 0-25 years.This incorporates both the extension of SEND from the ages of 0 to 25 and recogniseschildren and young people who come under the term ’disabled’. In fact, Sarah Teatherhad been keen from the start to make sure that those who were disabled were includedalongside learners with SEN and both were mentioned in the title of the Green Papermentioned previously. Although she seldom talks about it, the effect of illness duringher teenage years helped Teather to understand why changes were needed. In theTimes Educational Supplement (TES) in September 2010, she said:“‘I spent most of that time in a wheelchair, so I have direct personal experience with adisability. I have to say I think it is a prime example of how not to do education because Iended up with no education whatsoever during that period.” (17.10.15)She went on to give a graphic description of how her school was in an old buildingwith limited access for those who were physically disabled. This meant that she hadto drop out of education altogether for some time and only caught up later throughher determination and hard work. Yet, despite her efforts to make sure the needs ofdisabled young people were recognised, when the Children and Families Bill firstappeared before Parliament, Part 3 was headed, ‘Children and young people in Englandwith special educational needs.’ It was only after several amendments that the phrase‘or disabilities’ was added. This has meant the confusion that has existed since the2001 Special educational needs and disability Act (SENDA) brought the two termstogether, continues to rumble on. Children and young people with disabilities are partof the SEND reforms, but are not covered by all the changes. As the overlap betweenthe two terms is far greater than any difference between them, today it is generallysafer to use the term ‘SEND’ rather than ‘SEN’. Before the reforms had completed theirpassage through Parliament, and as a result of a government reshuffle, Sarah Teatherwas replaced by the present incumbent, Edward Timpson, whose own experience whilegrowing up, was being raised alongside two natural siblings, two adopted brothers andan extraordinary number of foster children.The SEN/ SEND Codes of PracticeSEN Code of Practice 2001 is still referred to in terms of statements, which are being phased out between nowand the end of March 2018.SEND Code of Practice 2014 was briefly in place between July 2014 and the end of March 2015.SEND Code of Practice 2015 was published in January and became operational from 1st April 2015.14Vol 7.6School Leadership Todaywww.teachingtimes.comTrendsEvidenceineducation A change in cultureAs well as considering the main changes brought about by the SEND Reforms, it isworth thinking about the change in culture that the government has said they aredesigned to bring about. 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Leadership

SLT 7.6 SEND Reforms – where are we now?

13 Mar 2017

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Leadership Briefings 10.07(115)"
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      string(5712) "Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.ARE SEND REFORMS FULLY SUPPORTINGCHILDREN?KeywordsSEND Reforms,code ofpractice,children,young adults,specialeducationneeds,disabilities,transparency,autonomy,assessments,legalSummaryIn June 2014, a new special education needs (SEN) code of practice was introduced,implementing changes that hoped to improve education planning for children and youngadults with special education needs and disabilities (SEND). Samantha Hale, Education Lawspecialist at Maxwell Gillott, looks into current research on how the law is performing andavenues for legal redress.With 1 in 5 children now being identified as having SEN, it is vital to assess the adequacy andperformance of the provisions currently in place.The new guidance reforming the SEND rules contain bold statements of hoping to improve inclusion,remove barriers to learning and increase transparency and autonomy. Assessments so far of how thenew process is working are mixed.Are The Rules Adequate?Some of the changes implemented included:• Extending the coverage of provisions from 2 to 19 up to from birth to 25• Replacing Learning Difficulty Assessments (LDAs) with Education Health and Care Plans(EHCPs)• Inclusion of Health and Social Care into EHCPs• Introducing requirement that local authorities (LAs) must publish a “local offer” including thedetails of the support they have available.Many amendments, such as the extension of coverage up to the age of 25, are welcome. However, itbecame apparent early on that there were concerns about the practicalities of the changes.Special Needs Jungle, a non-profit organisation led by parents of children with SEN, disabilities andhealth conditions, liked the fact the guidance stated success is to be judged on the difference made toindividuals, but had some reservations (Article from June 17, 2014).For example, they were concerned with the sections stating that schools must only meet parents 3times a year and that disruptive behaviours don’t necessarily mean that a child has SEN. They alsobelieve that the removal of Individual Education Plans (IEPs) and the introduction of EHCPs may welljust be “change for changes sake.”Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.Mixed Responses as To the Success of New Policy in PracticeA recent study by education law specialists Maxwell Gillott received mixed responses. They spoketo parents, teachers, Ofsted and teachers unions the National Union of Teachers and NASUWTthe Teacher’s Union to ask; “Do you think the inclusion of children with SEN in mainstream schoolworks?”A secondary school teacher said; “My mainstream school is in partnership with the local SpecialistInclusive Learning Centre (SILC). This means students with SEN have a base within school wherethey are sometimes taught but they can also attend mainstream lesson when appropriate. This worksbrilliantly and has given SEN students supported access to expert subject teaching and exam courseswhich would have been much harder to provide in a SEN specialist site. However in order to be inSILC, students need to have been assessed as having a high level of difficulty/disability. We havemore problems catering for students who are fully in the mainstream school but who have some levelof SEN. Funding – even when a child has a statement – is very hard to come by and class sizes areon the increase.”Concerns that limited funding is letting down children with SEN were not isolated. An occupationaltherapist and senior children’s resource worker said; “In my opinion it should work and it should besupported. However, teachers don’t have the correct training, funding means schools can’t equipadequately and other ‘A’ typical children are not educated sufficiently on how not to discriminate”Furthermore, Christine Blower, General Secretary of the NUT, agreed; “Schools are often being lefton their own and with inadequate funding. It is imperative that school funding is increased, includingearly years and post-16 and local authorities properly resourced.”Further Studies Reveal Issues with Lack of Knowledge and Resource ProvisionA recent report by the Driver Youth Trust, “Joining the Dots” (Oct, 2015) also identified issues with alack of knowledge and resource provision.The report highlighted that the current system requires there to be an SEND Information Reportoutlining how the school spend their SEND funding.  An interviewee working with LAs and anotherwho is a deputy head teacher explained that these reports are not entirely new, as they are based on‘accessibility plans’ first introduced by the Disability Discrimination Act 2005.A major concern is that schools have little knowledge of these local offers which could undermine itsusefulness. One teacher in the study said; “what on earth do we put in our package to offer, what isour offer?” The report says this shows that; “schools lack the knowledge and expertise to provide theright support and signpost pupils for further intervention when required.”Despite positive results, it is still evident that there is a postcode lottery as far as being able to accessthe right support for people with SEN and disabilities. The"
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Leadership

Are SEND Reforms Fully Supporting Children?

11 Feb 2016

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Leadership Briefing 10.05(113)"
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      string(2686) "to accessthe right support for people with SEN and disabilities. The report asked 28 LAs about dyslexia andliteracy	staffing	levels	in	2010-2015.	It	found	4	maintained	staffing,	9	decreased	and	only	5	increased	Legal BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.staffing.	This	shows	levels	of	support	staff	can	not	only	vary	according	to	area,	but	fluctuatefrequently.“Special Educational Needs Maze”A	main	concern	is	that	the	system	is	still	very	complex	and	difficult	for	individuals	to	navigate,and	that	the	reforms	even	worsened	this.	In	an	article	for	the	Guardian	(Feb,	2015)	John	Harrisdescribes	the	new	system	as	“The	new	special	educational	need	maze,	where	parents	go	backto	the	start.”Similarly, the overall conclusion of the Driver Youth Trust study was that individuals are nowfaced	with	navigating	a	“fragmented”	system.	In	the	study,	Diane	Partridge	from	Telford	andWrekin	Children’s	Services	said;	“I	think	what	we	did	is	picked	up	all	the	fragments,	droppedthem	on	the	floor	and	made	them	even	more	fragmented.”This is a major downfall, as children with SEN and disabilities may well be slipping through thenet if the system is too complicated for parents to work through.Legal Mechanisms to Ensure a Child is SupportedIt is perhaps because of this fragmentation and over-complication of the system that parentsoften seek legal advice to help them through this process. Parents often turn to lawyersspecialising in education law, such as Maxwell Gillott, for support throughout the whole breadthof the process.For example, if they are overwhelmed with the process of getting the right support for theirchild and seek help to get SEN Support or and EHCP. Other parents may only seek help whenthings go wrong and it appears that their child isn’t going to receive the right help. Legal adviceis important in situations where the LA refuses to carry out assessments or refuse to provide anEHCP,	in	these	cases	parents	often	have	to	appeal	and	this	can	be	difficult	to	do	alone.Samantha	concludes;	“It	is	evident	that	intentions	to	support	pupils	with	SEN	is	often	sacrificedto funding and resource cuts, and that the system can be too complex for many parents todeal with on their own. For now, our solicitors at Maxwell Gillott will continue to work hard insupporting	parents	so	that	children	with	SEN	can	get	the	education	they	are	entitled	to.”Samantha Hale, Education Law specialist at Maxwell GillottWEB LINKMaxwell Gillotthttp://www.maxwellgillott.com/"
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Leadership

Are SEND Reforms Fully Supporting Children?

26 Nov 2015

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