The document outlines the special educational needs (SEN) code of practice reforms at Cheney School, highlighting the current statistics of children on the SEN register and the need for improved support and outcomes. It emphasizes the importance of early identification, parental involvement, and a clear local offer for services along with the introduction of education, health, and care plans for children with complex needs. The document also details responsibilities for educators and the role of the Special Educational Needs Coordinator (SENCO) in enhancing learning support for students.

1. SEN/D Code of Practice- reforms

2. Cheney School
• At present there are ___ children on the Special Education
Needs register which is __% of the children on roll
including Sixth Form.
• In lower school there are ___ students on the register
which is __% of children on roll in key stages 3 and 4.
• This is 7.7%; above the national average of __._% for lower
school.

3. Cheney School
• At present there are 312 children on the Special Education
Needs register which is 23% of the children on roll
including Sixth Form.
• In lower school there are 299 students on the register
which is 26% of children on roll in key stages 3 and 4.
• This is 7.7%; above the national average of 18.3% for lower
school.

4. Cheney School
• SA __% of those on the register- (__.5% of whole school)
• SA+ __% of those on the register- _% with Statement.
(__._% of whole school)

5. Cheney School
• SA 45% of those on the register- (13.5% of whole school)
• SA+ 50% of those on the register- 5% with Statement.
(12.5% of whole school)

6. Cheney School
• On the register- boys (__%) and girls (__%)
• __% of children with SEND are also FSM/PP
• PP students are __._% of the school roll (__._%)

7. Cheney School
• On the register- boys (60%) and girls (40%)
• 57% of children with SEND are also FSM/PP
• PP students are 29.7% of the school roll (27.3%)

8. Case for change
• SA+ Un. absence is TWICE that of other students
• 16% of all exclusions in Oxf. Are students with statements
(11.7%)
• KS2- 9% of statemented students making expected
progress only. (14%)
• KS4- 10% of statemented students achieving 5 A*-C (10%)
We have 5.
• Oxf. Students three times as likely to be NEET

9. YOUNG PEOPLE
with
Special Educational Needs
From 0 – 25 years
1.What’s new? 2. A Family
Centred
System
3. Joint Planning
& Commissioning
4. The Local
Offer
5. Providers in
schools, colleges,
early years & others
6. Assessments
Education Health
& Care Plans
7. Resolving
Disputes
Draft code contents:
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10. Chapter 1: A NEW SYSTEM FOR SEN
• Children & YP to be at the heart of the system
• Early identification of children and young people with SEN- 0-25
• A clear & easy to understand local offer of education, health & social care
services (EHC)
• A clear focus on outcomes for EHC plans anticipating the support they need for
a clear pathway through education to adulthood, paid employment and
independent living
• Increased choice, opportunity & control for parents and young people and the
offer of a personal budget for those with an EHC plan
• A larger focus on parental involvement
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11. Chapter 1: Defining SEN
• Child must be shown to have SPECIAL EDUCATIONAL NEEDS
• Have a significantly greater difficult in learning that the majority of others
of the same age
• Disability – if they have a physical or mental impairment which has a substantial
and long term adverse effect on their ability to carry out normal day to day
activities.
• A child may be disabled and not have SEN
• A child may have SEN and not be disabled
• A child with significant care needs (requiring high levels of intervention) may or
may not have SEN.
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12. Chapter 4: THE LOCAL OFFER
• Local authorities must publish, in one place, information about provision
they expect to be available in their area for children and young people
from 0-25 who have SEN
• Should have two key purposes
– To provide clear, comprehensive information about support and opportunities
available
– To make provision more responsive to local needs and aspirations by directly
involving children & YP with SEN and parents & carers in its development
• The local offer should be:-
– Engaging
– Accessible
– Transparent & comprehensive
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13. Labelling...
– School Action
– School Action +
– Statements  Education Health Care Plans (ECHP)
• The majority will be seen as having Special Educational Needs
Support (SEN support) and be supported accordingly
• Vulnerable learners
SPECIAL EDUCATION
NEEDS SUPPORT

14. Chapter 5: PROVIDERS of education - Responsibilities
• Improving outcomes for all students
• High expectations for children and young people with SEN
• All teachers are teachers of children with SEN
• All children with SEN should have the choice of being included in
mainstream education
• Early identification of SEN is a priority
– From birth
– Early years
– Emergent conditions
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15. Chapter 5: PROVIDERS of education – Responsibilities
• We ALL have a responsibility to identify children & young
people who have SEN…..
• Children who need a more tailored approach to address a
specific SEN which is impacting on their ability to learn and
widening the gap between them and their peers
….and to provide them with Additional SEN
support after ensuring that this is not due to
poor teaching or poor attendance.
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16. There are 4 primary areas of SEN
1.Communication & Interaction (ASD/SLCN)
2.Cognition & learning (MLD/SpLD)
3.Emotional, social & behavioural development
(ADHD/BESD)
4.Sensory &/or physical (HI/VI/PD)

17. External support and guidance will be available from;
• Educational Psychologists ( EPS)
• Specialist support teachers or support services
(Inclusion Services)
• Child & Adolescent Mental Health Services (CAMHS)
• Behaviour Support Teams (BAS)
• Youth Offending Teams (YOT)
• Therapy Services (Speech & Language, Occupational &
Physiotherapists)

18. Chapter 5: New role of the SENCO
• Enabling and empowering teachers to meet the needs of students with
SEN
• Collaborating with heads of department so that learning for all children
is given equal priority
• Working alongside teachers on improving quality first teaching
• Liaising with teachers on progress and tracking
• The SENCO is responsible for ensuring that the school can track and
record the support plans and decisions for all children with SEN
• The majority of support from the Learning Support Department and
SENCO will be aimed at teaching and learning
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19. Chapter 6: ASSESSMENTS
Education Health & Care Plans
• For those with the most complex needs there will be a single zero-
twenty five Education Health Care Plan that will replace statements.
• ECHP will place much more emphasis on personal goals and will clearly
describe the support a child will receive across different services
including school to achieve these ambitions.
• If a child has an EHCP there is an option for parents to take control of
a personal budget to decide where the extra money for their provision
is sent.
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20. Summary
• Letter sent to all staff/parents
• Handout given to HODs
• PP will be emailed to all staff
• Further reading will be emailed
• Q&A oppurtunity with Learning Support Dept.
• Further info/INSET in September and throughout
the year

21. Don’t forget; planning...

22. Know your children well...

23. Thanks to Paramjeet Singh Bhogal
Educational Psychologist for his PP on the
Indicative Draft: The (0-25) Special Educational
Needs Code of Practice, 2013
I have used and adapted his information amongst various other sources.
www.cheneyagilitytoolkit.blogspot.com
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