The Green Paper (PowerPoint download)

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					     The Green Paper
Support and Aspiration: A New Approach to
 Special Educational Needs and Disability’
(consultation paper – closing date 30th June
                  2011).‘
      Aim of the Green Paper
• For the current system to be less stressful for
  families, less costly to run. Promoting mediation
  and giving families more information about the
  services available locally. And more support to
  navigate the assessment system. For children
  who have complex on-going medical needs
  through to young people who are falling behind
  at school in order to improve better outcomes for
  children and young people who are disabled or
  have S.E.N.
    The Offer for consultation is:
•   The option of a personal budget
•   A new single assessment process
•   Giving parents a choice of school
•   Mediation
•   Funding for schools
•   Transition into adulthood
•   Services working together
      Early Identification and
           Assessment
     A New Single Assessment

A new plan is being proposed called ‘The
    Education, Health and Care Plan’. This will
    replace the S.E.N statutory assessment and
    statement process and would have the same
    statutory protection as a S.E.N statement.
The EHC plan would be transparent about funding
    for the package of support.
It is proposed to reduce the time limit for the
    statutory assessment process from 26 weeks to
    20 weeks and deciding to draw a statement be
    reduced to 3 weeks……
                  ….continued
There is a focus on early years early intervention. Parents
  have the right to request a statutory assessment and
  local authorities must not have a blanket policy not to
  statement children under 5.
This plan will rely on services working together
  (collaborative and innovative approaches) with the family
  to agree a 0-25 year plan for their child. It will explore
  how to make the assessment more independent as
  currently the local authority have a duty to arrange
  special education provision as well as having a duty to
  make the assessment.
The Local Authority and other services will set out a local
  offer of all the services available (what support is
  available and from whom).
      Early Identification and
           Assessment
  Education, Health and Care Plan
             questions:
• How can we strengthen the identification of SEN and impairments in
  the early years, and support for children with them?

• Do you agree with our proposal to replace the statement with a
  single statutory assessment bringing together education, health and
  social care?

• What role should the voluntary and community sector play in the
  single statutory assessment?

• How will the single statutory assessment give parents more
  confidence?
      Giving parents Control
  The Option of a personal budget
A proposal to ensure local authorities set out a local offer of
  support that will be available covering four key issues;
  curriculum, teaching, assessment and pastoral support.
There is a proposal for a requirement by schools to focus
  on school statutory responsibilities, the school approach
  to SEN, how this approach was consulted on and the
  provision normally available in the school for children
  with SEN.
There is an intention by 2014 that all families with the
  proposed EHC plan will be legally entitled to and have
  the choice of a personal budget which possibly would
  include funding for education and health support as well
  as social care. (Trained ‘key workers’ from the voluntary
  sector could be available to support and navigate).
Parent forums will be funded by DofE in order to influence
  local decision making with regards to provision.
      Giving Parents Control
  The Option of a Personal Budget
• What should the key components of a locally
  published offer of available support for parents?
• What information should schools be required to
  provide to parents of SEN?
• What do you think an optional personal budgets
  for families cover?
• How do you think a personal budget will get a
  package of support for your child that meets
  their needs?
        Giving Parents Control
              Mediation
There is a proposal that parents and local
 authorities should always try mediation
 before a parent can register an appeal
 with the Tribunal.
There could be a coordinated approach to
 mediation for parents across education,
 health and social care.
        Giving Parents Control
              Mediation
• Should mediation ALWAYS be attempted
  before parents register an appeal to the
  First Tier Tribunal (SEN and Disability)?
• Do you like the idea of mediation across
  education, health and social care?
• How might mediation best work?
         Giving Parents Control
      Giving Parents the Choice of
                 school
There is an intention to remove the bias to inclusion and to
  introduce legislation to ensure that parents of children
  with a statement of SEN or EHC plan have the rights to
  express a preference for a state-funded school,
  Academy or Free school. (It fails however to mention
  whether or not a parent will have the right to make
  representation of a non-maintained special school or
  independent school).
There will be an expectation on local authorities to consider
  whether home educated children who had been in
  receipt of school action plus at school to make provision
  out of school.
      Giving Parents Control
  Give parents a choice of school
• How can information about school choice
  be improved for parents of a
  statement/EHC plan?
        Learning and Achieving
      Funding for SEN in Schools
Additional funding will be available to providers to secure a
  greater number of teacher training placements for
  trainee teachers in special school settings.
The DofE to continue to fund new SENCO training
  2011/12.
Teaching Assistant time should never be a substitute for
  teaching from a qualified teacher. Too often, the most
  vulnerable pupils are supported almost exclusively by
  teaching assistants. This practice is not acceptable.
  Children with SEN need more, not less, time with
  school’s most skilled and qualified teachers. A launch of
  an additional scholarship fund to enable TA’s to build on
  their SEN services…..
                  …continued
Removal of school action and school action plus funding
  and introduce a school based single category. Schools’
  ring fencing on budgets and specific grants will be
  removed and added to the pupil premium giving schools
  greater flexibility to help all children progress.
A proposal to disseminate best practice, change statutory
  guidance on how SEN should be identified as too often
  the SEN label is given as an excuse to inaction of the
  slow progress by some children. And introduce new
  indicators in performance tables to provide information
  on the lowest attaining pupils.
           Learning and Achieving
          Funding for SEN in schools
•   How can SEN specialist skills at each tier of school management continue to be
    improved?

•   What is the potential impact of replacing School Action and school Action plus and
    their equivalents in the early years with a single category of SEN in early years
    settings and schools?

•   How could children with SEN be better identified by using a new category of funding?

•   How helpful is the current BESD funding?

•   Is BESD label overused?

•   What might be the impact of opening up a system to provide places for non-
    statemented children with SEN in special free schools?

•   What information would help parents etc (including OFSTED) assess how effectively
    schools support disabled children and children with SEN?
     Transition into Adulthood
Integrated supported and advice for young
  people as part of their education, health
  and care plan (0 to 25 years).
Better vocational and work-related learning
  options post-16.
Better support to get and keep a job such as
  work experience and internships.
Coordinated transition from children’s to
  adult health services.
        Transition into Adulthood
• What more can education and training providers do to ensure that
  disabled young people and young people with SEN are able to
  participate in education or training post-16?
• When disabled young people and young people with SEN choose to
  move directly from school or college into the world of work, how can
  we make sure this is well planned and who is best placed to support
  them?
• How do you think joint working across children’s and adult health
  services for young people aged 16-25 could be improved?
• How could the G.P play a greater role in managing a smooth
  transition for a disabled young person from children’s to adult health
  services?
• What do you think are the main areas to focus on in preparing
  disabled children or children with SEN in preparing for adulthood
  (broad range of learning opportunities, moving into employment,
  independent living, transition to health services, other)?
    Services Working Together for
              Families
Changing the role of the Local Authority to become
    stronger and more coordinated strategic planning and
    commissioning for ‘improved services’.
Simplifying statutory guidance for all professionals working
    with children and young people 0-25 with SEN and
    disabilities.
Review training (and role) of educational psychologists.
Development of collaborative, innovative and high quality
    support services.
Targeted funding for voluntary sector organisations with a
    strong track record in providing SEN service.
Revised and simpler statutory framework and guidance for
    SEN and disability.
     Services Working Together for
               Families
• How can central government enable and support local authorities to
  carry out their role effectively?
• What more do you think could be done to encourage and facilitate
  local services working together to improve support for children with
  SEN or who are disabled?
• How do you think SEN support services might be funded so that
  schools, academies, free schools and other education providers
  have access to high quality SEN support services?
• What are the areas where the voluntary and community sector could
  have the greatest positive impact on services?
• How do you think a national banded funding framework for children
  and young people with SEN or who are disabled could improve the
  transparency of funding decisions to parents while continuing to
  allow for local flexibility?
     The Government’s Vision
• These themes and proposals are based
  on a ‘vision’, arguing
• a radically different system is needed, that
• supports better life outcomes for young
  people
• gives parents more confidence by giving
  them more control
• transfers power to the front-line
  professionals and to local communities.
  Your chance to have your say
Closing date for submissions to the Green Paper is
  Thursday 30th June 2011. Individual responses can be
  completed online at www.dfe.gov.uk/consultations or
  emailed to send.greenpaper@education.gsi.gov.uk or by
  downloading a response form and send completed to:
Consultation Unit
DFE
Area 1C, Castle View House
East Lane
Runcorn
WA7 2GJ

				
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