Enfield Inclusion Handbook for Education Settings

School Standards and Support Service Enfield Inclusion Handbook for Education Settings 2017-2018 www.enfield.gov.uk CONTENTS Page 1 – 27 Rights, Roles and Responsibilities Page 28 – 36 Writing Your School’s SEND Policy Page 37 – 50 The SEND Information Report Page 51 – 56 Key Roles and Responsibilities Page 57 – 59 Funding and Resources Page 60 – 81 Identification, Assessment and Provision Page 82 – 88 Monitoring and Evaluation Page 89 – 93 Specialist Interventions Available in Enfield Page 94 – 106 All About the EHCP Page 107 – 117 Completing the Annual Review of an Education Health and Care Plan (EHCP/Plan) Page 118 – 129 Converting a Statement/LDA to an Education, Health and Care Plan (EHCP) Page 130 – 133 Education Health and Care Plan Myth Buster Page 134 – 136 Guidance for Placements and Visits to Maintained Special Schools in Enfield Page 137 – 139 Enfield SEND Information, Advice and Support Services Page 140 – 169 Preventing Exclusions Page 170 – 180 Permanent Exclusion Reviews Page 181 – 188 The Law and School Attendance Page 189 – 235 Single Point of Entry (SPOE) Page 236 – 245 Glossary of Acronyms Page 246 – 268 The Enfield SEND Key Professionals Directory 2017/18 Enfield Inclusion Handbook for Education Settings RIGHTS, ROLES AND RESPONSIBILITIES It is essential that all SENCo/INCos have a clear understanding of the guidance in the 2014 SEN Code of Practice. The definitions of special educational needs can be found in the Code of Practice. Section 313 of the Education Act 1996 states that the Secretary of State shall issue (and may from time to time revise) “a code of practice giving practical guidance to local authorities and the governing bodies of maintained schools of their functions under this Part” – i.e. functions relating to children with special educational needs as set out in Part IV of the Act. LAs and maintained school governing bodies, together with any other body or person exercising Part IV functions on behalf of an LA or governing body, must “have regard to the provisions of the code”. The SEN Code of Practice is the statutory guidance, setting out the Secretary of State’s views on the interpretation of the law, essentially dealing with matters, which, within the framework of the legislation, are not susceptible to hard and fast rules and where an element of judgment is required. It does not directly impose legal obligations but the duty to “have regard” is statutory. That means that anyone exercising functions under Part IV of the Act who does not comply with the guidance and whose actions are subsequently challenged on appeal to the First Tier Tribunal (SEN & Disability) SEND or through the courts would have to be able: to show that they had taken account of the code to provide a reasonable rationale for disregarding it Changes from the SEN Code of Practice (2001) The main changes from the SEN Code of Practice (2001) reflect the changes introduced by the Children and Families Act 2014. These are: The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN. 1 2017/18 Enfield Inclusion Handbook for Education Settings There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels. There is a stronger focus on high aspirations and on improving outcomes for children and young people. It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care. It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities. There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus). For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs). There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood. Information is provided on relevant duties under the Equality Act 2010. Information is provided on relevant provisions of the Mental Capacity Act 2005. Definition of Special Educational Needs and Disabilities (SEN) A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. 2 2017/18 Enfield Inclusion Handbook for Education Settings For a child under two years of age, special educational provision means educational provision of any kind. A child under compulsory school age has special educational needs if he or she is likely to fall within the definition when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014). Post-16 institutions often use the term learning difficulties and disabilities (LDD). The term SEN is used in this Code across the 0-25 age range but includes LDD. Disabled children and young people Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition. The SEN Code of Practice recognises four broad areas of need, in Enfield this is broken down into eleven areas of need as seen below each area: Broad areas of need 1. Communication and Interaction Speech, Language and Communication Needs-SCLN Autism Spectrum Disorder-ASD Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have 3 2017/18 Enfield Inclusion Handbook for Education Settings difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, including Asperger’s are likely to have particular difficulties with social interaction, language, communication and flexibility (imagination). This can impact on how they relate to others and their ability to adjust to change. In addition these children and young people may experience sensory difficulties for example intolerances to certain noises/lights. 2. Cognition and Learning Moderate Learning Difficulties-MLD Severe Learning Difficulties –SLD Profound and Multiple Learning Difficulties-PMLD Specific Learning Difficulties-SpLD Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dysgraphia, dyscalculia and dyspraxia. Social, Emotional and Mental Health Difficulties Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it 4 2017/18 Enfield Inclusion Handbook for Education Settings does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

Load more