SENCo Newsletter

Autumn Term 2015

Special Education Needs and Disability Support Service(SEND Support Service)

Welcome to the Autumn Term

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SENCo Briefing

Welcome back to all SENCos across the City.

We particularly welcome those teachers who are taking up the SENCo role for the first time in our schools.

We hope that you all managed to have time to recharge your batteries- although we suspect that the summer seems quite a while away now!

14 of our City SENCos are just about to start on the National Award for SENCos. We wish them every success and I know that those of you that have completed the award will support them in any way that you can. As a service we will, of course, all be on hand to offer support and guidance.

Supporting SENCo Practice

Leicester City Draft Document on Personal Budgets can be found it at: 

http://schools.leicester.gov.uk/ls/removing-barriers/special-education-service/ehc-proformas-guidance/

 Please feedback your comments 

Ofsted and CQC launch consultation on SEND local area inspectionOfsted and the Care Quality Commission (CQC) have launched a consultation on their proposals for inspecting how local areas are meeting their responsibilities for children and young people with SEND. The consultation seeks views on a number of proposals for the new inspection arrangements, including how children and young people with SEN and disabilities and their parents can be

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involved and what information should be considered in the inspection process. The consultation will run for 3 months and will close on 4th January 2016. The consultation is online at

https://www.gov.uk/government/consultations/local-area-send-consultation

Latest Department for Education SEND newsletter out nowThe Department for Education's 0-25 Special Education Needs and Disability Unit has published its October newsletter. This edition talks about engaging communities with the Local Offer, EHC Plan FAQs and training offers. To view the Department for Education October newsletter

http://www.councilfordisabledchildren.org.uk/media/1063575/oct-2015-send-newsletter.pdf      

What do the SEN and disability reforms mean for schools?The Council for Disabled Children, Department for Education, SEN Leaders and NASEN have produced a briefing for schools on what the SEN and disability reforms mean for schools one year on from the introduction of the Children and Families Act. The briefing looks at who has responsibility for what and what type of support is available for schools. The briefing can be downloaded at:

http://www.councilfordisabledchildren.org.uk/media/1061292/schools-briefing-sep-15.pdf

A new resource for schools was published by the Council for Disabled Children (CDC) in partnership with the Department for Education, SEN Leaders and nasen and summarises in four pages what the SEND reforms mean for them. It includes sections on:

the principles which lie behind the reforms; statutory duties for schools; changes in assessment and planning; who has responsibility for what; and what support is available for schools.

The resource is available for download on CDC’s website at: http://www.councilfordisabledchildren.org.uk/resources/what-do-the-sen-and-disability-reforms-mean-for-schools

In summary as a SENCo what are you responsible for: to support the strategic development of SEN policy and provision in the

school the day-to-day responsibility for the operation of the school’s SEN policy the co-ordination of provision to provide professional guidance to colleagues and working closely with

staff, parents and other agencies

What are ALL teachers responsible and accountable for: the progress and development of all the pupils in their class

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high quality teaching differentiated for individual pupils meeting parents of pupils with SEN at least three times a year, supported

by the SENCO

SEN support MUST be based on a cycle of action: assess, plan, do, review

Dyspraxia Awareness

New research by the Dyspraxia Foundation has revealed a significant gap in the diagnosis – and therefore, treatment – of dyspraxia, amongst young women and girls.Once cruelly and incorrectly referred to as ‘clumsy child’ syndrome, dyspraxia; otherwise known as developmental co-ordination disorder (DCD), is a common disorder affecting fine and /or gross motor coordination, in both children and adults. Many individuals may also experience difficulties with memory, perception and processing, along with poor planning, organisation and sequencing skills which can have a significant, negative impact on everyday activities. Dyspraxia can also affect articulation and speech.A nationwide poll, commissioned by the Dyspraxia Foundation, reported that over half (53%) of all female respondents said that their primary school teachers were unaware of their difficulties (compared to just 39% of the males questioned). 47% of teenage girls reported the same situation in secondary school, as opposed to 32% of males. A useful website is at dyspraxia foundation where you can find some very useful classroom hints and tips:

http://www.dyspraxiafoundation.org.uk/wp-content/uploads/2013/10/classroomguidelines.pdf

Celebrat ions:

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Last year the following schools were awarded the dyslexia-friendly full status:

Overdale Junior

Beaumont Lodge

City of Leicester

Congra tu la t ions to themThere are currently 4 schools that are embarking on this journey. We wish them every success.Julia Everett and Jeanette Eddy (CLCI Team) will be supporting them.

Early Years Support Team (EYST) October 2015Please see below a new, hopefully slightly more user friendly Early Years Element 3 form for schools and settings to be used for children in the Foundation stage or younger.  This form can be now found on the website together with the form for reapplication and some guidance on completing the form.

http://schools.leicester.gov.uk/ls/removing-barriers/special-education-service/element-3-funding-application-form/

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Autumn 2015 Social, Emotional and Mental Health Team UpdateThe SEMH Team leader (Amanda Hart) no longer line manages the primary pupil referral unit, (Phoenix and ARC). There is currently an interim head teacher, Euth Forrester at the primary PRU. The SEMH team and PRU continue to work very closely together, over the children who access education at the PRU, and link regularly with the children’s mainstream schools and families.

Changes in staff in the SEMH team include Shelley Piercy (teacher) is on maternity leave. Ruth Jones (teacher) is working 4 days a week to cover maternity leave and has taken on the role of SEMH link teacher in schools predominantly in the west. Paul Carr (teacher) joined the SEMH team in June and shadowed Shelley King until July and is now supporting the schools in the Highfields /central area. Recently Paul has become a Team Teach instructors in the SEMH team on a regular basis.

A main project for the SEMH team this academic year is Restorative Practices. This is led by Sophie Maltby (senior teachers SEMH) and Rosie Neville (SEMH practitioner). Projects have been agreed in 4 schools which include staff awareness raising and training peer mediators.

The SEMH team have delivered citywide attachment training for 3 years in June at New Parks House. School based 6 hour training has also been delivered in 9 schools. The SEMH team contributed to the attachment conference on 3rd November. We are now developing a network Attachment Matters for those who have accessed at least the equivalent of one day training and want to meet to share practices, support one another and develop knowledge further. The first meeting will be on 26 th November 2.30pm to 4pm (please email sarahmartin@leicester.gov.uk) if you are interested in attending. We hope to facilitate network meetings on a half termly basis.

The SEMH team are developing and delivering two new central city wide training events for school staff:

Mindfulness in Schools – some of these ideas/approaches have been trialled at the SENCO day in the Summer term, and a few schools have already accessed this training. The pilot of the one day training will be on 23rd March at New Parks House.

The Power of Connections is a new course being developed for one day training at New Parks House. The training will be relationship based, particularly for school support staff working with children with SEMH needs. This course will be launched in April 2016.

Changes to Audiology – Hearing Support TeamSince September the Audiology Clinic at New Parks House has closed. Hearing assessments now take place at Hearing Services, Leicester Royal Infirmary. Specialist Teachers from the Hearing Support Team will continue to support hearing impaired students in the same way.However, any faults or lost hearing aids should be reported by parents/carers directly to the hospital. Teachers of the deaf are encouraging them to be pro-active in this.We all need to support families and encourage them to contact Kaylee Ford at the hospital on 07950889139.

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Vision Support Team (VST) October 2015Please find below the present information regarding the 2016 SATs arrangements. Can I remind you that it is the responsibility of schools to enter children and young people with a visual impairment for modified test papers? My team will, however, help out and advise as necessary. The number for the Modified Test Agency is 01733 375385 if you need to seek advice directly from the agency.

Arrangements (such as applying for early opening, use of scribe/readers etc.) are the same as the last few years

The assessing and reporting arrangements booklet is not yet available online and at present, there is no definite date for availability

The format of the tests has changed. Standard versions of sample tests are available online to download or for school to order

Braille and MLP versions of the new format tests are still being made but schools will be able to order them for practise in the near future

MLP versions of the papers will only be available in print size 18

A timetable of dates relating to access arrangements for the 2016 tests is not yet available. Below is a rough guide based on previous years’ timings.

Important dates for schools

Date Activity

End September

‘Test orders’ section of NCA tools opens for schools to order standard and modified versions of the levels 3-5 national curriculum tests.

End November

Deadline for schools to order standard and modified versions of the national curriculum tests. If you wish to place an order for modified national curriculum tests or change an existing modified test order after this date you should contact STA’s modified test helpline on 0300 303 3019.

Beg February

‘Access arrangements’ section of NCA tools opens for schools to make applications for additional time, early opening and compensatory marks.

Beg  MarchDeadline for schools to submit applications for early opening and compensatory marks.

Mid-AprilAll schools that have applied for early opening will have been notified of the outcome of their application via NCA tools.

End April Deadline for schools to submit applications for additional time.

Your vision support teacher will contact you in due course with regard to individual pupils’ requirements. Please contact the team on 4544682 with any direct enquiries.

Martine Hudson

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The Braunstone hub of schools meets regularly to discuss concerns and share good practice.

We decided to celebrate this year’s Dyslexia Awareness Week’s theme of ‘Making Sense of Dyslexia' by talking about dyslexia to children and teachers and by celebrating the achievements of people with dyslexia.

Queensmead Academy held a special assembly for all of their pupils. Two dyslexic children operated the power point using colour coded writing to help them follow the script. Individual difference in brain function was simply explained using the idea of lit pathways for different activities e.g. reading using one pathway; artistic activities using a different path. The strengths of the dyslexic brain were illustrated by reference to many very successful dyslexic people such as Thomas Edison, Steve Jobs and Walt Disney. In addition slides were shown of Lego models and art work created by dyslexic children in school.

Alison Turner said the assembly went down very well with all of the children as did the announcement of a ‘No-Write Creative Write’ day planned for late October. The pupils were very excited at the prospect of using pictures, music, recordings or video to tell a story rather than writing.

Over at Fullhurst Community College the main emphasis for the week was on raising staff awareness of dyslexia and the impact this has on pupil learning. All staff were given resources from the BDA website to share with their form groups. Caroline Bilbie invited all staff to attend a drop-in session so they could talk about their dyslexic learners and share their ideas for differentiation in their subjects. Pupil achievement did not go unnoticed as the

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Braunstone Hub Celebrates

Dyslexia Awareness Week

5-11 October 2015

school celebrated the personal success of one dyslexic learner who was appointed editor of the school newsletter.

 Fran Palmer led a special assembly and ran a school quiz at Caldecote Community Primary. Fran explained to the children that although dyslexia can cause a delay in learning to read and spell this learning difference can also bring many advantages. Following the assembly the children took

part in a picture quiz. Photographs of famous dyslexics including actors, scientists and artists were placed around the hall and the pupils were asked to name them all. The most successful quizzers were awarded books by the dyslexic author Roald Dahl.

Here are a few of the famous faces from the Caldecote quiz: how many can you name? Answers are at the foot of the page.

"It is not surprising that

many high achieving celebrities and well known faces are dyslexic. Although dyslexia affects an individual's ability to master skills such as reading, spelling and writing, many compensate for this with outstanding creative or oral skills and innovative thinking."                                                                             The British Dyslexia Association

 

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Answers: Orlando Bloom. Darcy Bussell. Florence Welch. Alan Sugar. John Lennon. Stephen Spielberg. 

This programme, supported by the Department for Education, offers nationally delivered face-to-face training for professionals working across all education settings for pupils aged 5 – 16 years through the training hubs.The programme will form an essential part of your Continuing Professional Development.

The training uses a range of teaching tools including video, case studies, problem-solving scenarios, presentations, practical resources and activities.

Training is delivered by the Complex Learning, Communication and Interaction Team on behalf of the Leicestershire Hub. The programme has been developed by the Autism Centre for Education and Research in consultation with a range of partners commissioned to develop the AET schools autism standards and schools autism competency framework.

Making sense of autism

Basic autism awareness training for teaching or non-teaching staff within any education setting who need an understanding of autism in their role (including office staff; governors; caretakers; drivers and escorts).

Developing good autism practice

Practical knowledge, hands-on tools and techniques for all staff working directly with children on the autism spectrum (including teaching assistants; lunchtime staff; 

teachers).

Building on existing knowledge and taking a lead in autism

For all staff who need further knowledge on autism and/or who may wish to pursue a training role (including lead practitioners for autism; SENCos; inclusion managers).

For further information on upcoming training:

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The National Autistic Society have produced a range of free resources for schools which can be accessed via My World.  It takes a matter of seconds to sign up and the you will receive regular updates and resources appropriate for both primary and secondary.

Autism Awareness Week 14 th to 16 th March 2016

As part of the run up to World Autism Awareness Week 2016, we're launching our first ever Schools' Autism Awareness Week (14–18 March 2016) and we would love you and your school to be a part of it!

It’ll be a great opportunity to learn more about autism and raise awareness about the complex condition by taking part in fun educational and fundraising activities.

Why should my school take part?

We know that indifference, intolerance and hostility towards people with autism and their families leads to extreme social isolation, mental illness and profoundly unhappy lives.

But, we also know that helping young people – as well as teachers – to understand autism as they grow up will equip a new generation of adults with the knowledge to accept and empathise with people living with the condition.

By taking part in Schools' Autism Awareness Week 2016, you'll also be joining something bigger – our major new public-facing campaign launching next year which aims to change perceptions of autism among the general public.

What will the week involve?We're currently working on a bumper pack of free materials for you to use during Schools' Autism Awareness week to help you:

learn about autism and in fun, imaginative lessons, activities and assemblies 

plan and take part in amazing fundraising activities  help spread the word about why it’s so important to understand and 

accept autism; 

During the Easter holidays, we’ll be continuing the buzz around autism with World Autism Awareness Week (2–8 April 2016), a national and global campaign to improve understanding of autism , which includes World Autism Awareness Day on 2 April.

Update on EHC assessment and plan processes for SENCo network newsletter

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Running a Joint Planning Meeting (JPM)(produced by Helen Webb Spring 2015).

PLANNING MEETING AGENDAThe main purpose of a Joint Planning Meeting [JPM] is to:

Sort out workload for the coming cycle and organise diaries What work is needed? When will the work take place?

Share information on pupils causing concern or needing some input during the cycle To have a professional dialogue about who is best to support any particular pupil

Who will be involved / lead on the work?

It is not the venue for having in-depth discussions about any specific pupil or giving advice

In general, it is advised that any discussion on a specific pupil lasting more than 5 minutes will need to be continued in a separate planned meeting

As a guideline, an effectively planned JPM will take between 1 ½ and 2 hours and no longer than 2 ½ hours to run.

The following offers advice about areas that the SENCo/school may wish to refer to/ have information for key staff to see and take away.

1. The school context

It is recommended that the initial part of the joint planning meeting (JPM) should focus on giving a SEN strategic overview of what is happening in the school and highlighting training/support required by the school during the coming cycle [linked to SEN audit/ SEN monitoring and action plan/ SDP].

School issues: support for the school improvement plan, issues to do with learning and achievement (eg progress of SEN/LDD as a cohort with regards to age related expectations and/or 2 sub levels progress), behaviour etc

SEN systems: policy,  processes, SEN register numbers, priority areas of need, resources, skills, etc

Training needs identified (from SEN register needs analysis etc), including issues arising from previously delivered training / project work.

Inclusion, disability, mental health, emergency planning, accessibility plan issues etc Interventions/projects (e.g. WIT, Let’s Talk, Play Interaction) Partnership development:  parents/ pupils

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2. Casework planning

SENCos will need to have prepared a handout with key pupil information, so this can be referred to but does not need to be discussed in detail.

The following areas of work can be discussed: That relating to pupils with Statements of Special Educational Needs/ EHCs- pupils doing 

okay, those causing concerns.Some very complex pupils may need a separate meeting to discuss fully, as stated above. This needs to be booked in with the relevant key team

Work relating to children who are the subject of a SEN Disability tribunal Children undergoing/ will undergo statutory assessment during this cycle Post statement planning meetings where there are concerns about the provision needed 

to meet the pupil’s SEN Annual review attendance and casework, as appropriate, for statemented/ EHC plans/  

Looked After Children including for those where there is an anticipated change of SEN requiring new and/or different SEN provisionIdentification of which team member will take the lead on each

Support for transition Pupils who are/ have been  on a part-time timetable or those working in year group 

below their peers Multi-agency work for pupils who are in danger of exclusion(including Pastoral Support 

Programme meeting and case work, as appropriate) Any other pupils causing concern where consistent intervention at early years/SEN 

Support has been reviewed in school and they continue to make little or no progress.

3. Forward planning

Set a date for the next JPM  Set date for ‘Review of SEN Pupils Progress’ meeting Review of progress of pupils assessed/ discussed in earlier cycle

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Update on EHC assessment and plan processes for SENCo network newsletter

EHC assessment and plan guidance and proformas Statutory assessment criteria Special school capacity IAMs and Introductory Visits Resource Allocation Panel Personal budgets Person centred annual reviews SEND transport Transfer reviews Implementation plan meetings Element 3 Funding

EHC assessment and plan guidance and proformas

All our EHC assessment and plan guidance and proformas are available from the following web link:

www.leicester.gov.uk/schools-and-learning/special-educational-needs-sen

Statutory assessment criteria

Please refer to these as part of any discussion with parents and professionals when considering a statutory assessment. The statutory assessment request will be scrutinised against each criteria and element and it will be important for you to consider at SEN support whether the school has this information and evidence as part of its current work at SEN support before you decide to proceed to a statutory assessment. Please don’t forget the other options that are available to you such as school contract, Early Help and Element 3 funding.

Parents should also be made aware that if they make the request for a statutory assessment, this information will then be sought from the school in order to determine whether a statutory assessment is appropriate.

Criteria Elements

1. The child or young person’s academic attainment (or developmental milestones for younger children) and rate of progress.

Developmental milestones at or below:

Foundation Stage 1 18 - 24 monthsFoundation Stage 2 24 - 30 months

National Curriculum attainment (within the past 3 months) in core subjects at or below:

Key Stage 1 P4 - P5Key Stage 2 P5 - P6Key Stage 3 P6 - P8Key Stage 4 P8 - 1A

Academic/vocational attainment at or below:

16+ Entry level 2

and a rate of progress less than the equivalent of 2 National Curriculum sublevels over a previous 12 month period (KS 1 and above)

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2. The nature, extent and context of the Child or young person’s SEN and/or physical, emotional and social development and heath needs

An assessment of need including:

- school assessments/information gathering- assessment by appropriate outside agencies- information supplied by the CYP- information supplied by the parents/carers

3. Action already being taken and progress achieved

Interventions normally for at least 2 terms in line with mainstream school/setting SEND provision expectations and which:

- are matched to need- are based on evidence of effectiveness (i.e. research and/or school evaluations)- are planned with the child or young person and their parents- implement advice provided by appropriate outside agencies- are delivered by staff with appropriate skills and knowledge- are reviewed and adjusted accordingly

and where review, despite continuing concerns, indicates progress towards realistic but appropriate targets.

Each request is considered in terms of the child or young person’s individual needs and circumstances. However, it would normally be expected that each element of criteria 1 to 3 will need to be satisfied for a statutory assessment where the primary need is cognition and learning. For other areas of need, while criteria 1 will still be relevant, each element of criteria 2 and 3 will need to be satisfied.

Each request should be signed by the parents (or those with parental responsibility) or the young person (16+)

Special school capacity

We are currently running at capacity across our special schools, particularly those with provision for children with learning and communication and interaction needs. SES meets regularly with special schools to confirm special school placements. At our last meeting in September, we had 53 children for 9 available spaces for whom SEN Management Reference Group had agreed that their needs could be met in a mainstream and/or special school. Consequently, we are having to go back to mainstream school to ask them to include more SEND children than they would normally expect to. We are also working with our special schools to reintegrate more children back into mainstreams schools where this is appropriate in order to free up capacity for children with a greater level of need.

Integrated Assessment Meetings (IAMs) and Introductory Meetings

SES will now be undertaking IAMs and Introductory meetings for statutory assessments

agreed after 1.10.15.

IAMs are a core element in the process that enables us to ensure that we co-produce a description of the child or young person’s education, health and care needs with parents/carers, children and young people and professionals.

These were temporarily suspended in March 2015 to enable SES to manage its statutory assessment workload and to improve our completion of assessments within statutory timelines. This has now been achieved by SES.

We wish to ensure that IAMs now have a greater focus on supporting parent/carers, children and young people’s participation. To this end, we wish to ensure that they are more person centred. We hope to do this by shortly introducing a new way of presenting the statutory assessment findings in a way that is more visual and interactive.

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SES will be contacting you at the beginning of October for the first IAM dates in mid to late November.

Resource Allocation Panel (RAP)

RAP is the meeting where decisions in relation to statutory Education, Health and Care (EHC) assessments and EHC plans are agreed. From Jan 2016, this will replace the SEN Management Reference Group. RAP will have responsibility for the following decisions:

Recommendations from Integrated Assessment Meetings (IAMs) for an EHC plan including the content of the plan, type of provision and funding including personal budgets and placement

Recommendations from annual reviews (including transfer reviews) for reassessment, ceasing to maintain, change of placement and/or variation of funding including personal budgets

Decisions in relation to plans for which parents/carers are undergoing mediation and/or appealing to SEND tribunal

Requests for supported statutory assessments Recommendations to SEND management regarding placement of pupils/students in non-

maintained schools/settings (placement decision is taken by SEND management).

RAP will also maintain a data base of the special educational and health and care needs and provision that is sought for children and young people so that this can inform SEND budget planning strategic commissioning across education, health and care.

RAP will meet on a fortnightly basis and is attended by:

Education (ie, Statutory SEND Service Manager), health and care commissioners for both children and adult services

Assessment and Plan Co-ordinators Representatives from schools/settings, SEN support services, parent groups

The agenda and panel membership will change during the course of the meeting as relevant to the following 4 groupings of children and young people:

0 - 5 years (Early Years providers and schools) 6 - 19 years (Schools) 16 – 25 years (Colleges and other FE providers) Joint agency (ie, children and young people who have or may have EHC plans which may

require funding by two or more agencies).

RAP will be chaired by the Statutory SEND Service Manager and the agenda and the minutes for the meeting will be administered by Special Education Service (SES).

School representation at RAP will be organised through Leicester Primary Partnership, Education Inclusion Partnership and City of Leicester Association of Special Schools.

However, SENCo colleagues are welcome to attend as observers where you feel that this would benefit your SENCo practice and understanding of LA SEND processes. If this would be helpful, please contact Paul Riddick: paul.riddick@leicester.gov.uk

Personal budgets

The Local authority is currently consulting on the following criteria by which personal budgets will be determined. In the main, these will be for children receiving existing social care direct payments and, for a very small number, children receiving existing personal health budgets. This information is currently on our guidance and proforma page and in the Local Offer. It would be helpful if you are aware of this information in order to answer any questions that parents/carers might have about this.

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Criteria

1. Above that which could reasonably be expected to be provided by all parents

2. Additional to normally available services and resources (ie, Local Offer)

3. Necessary to support the child/young person to achieve their outcomes

4. Clearly evidenced in terms of need (ie, professional report)

5. And/or assessed by the Disabled Children Service as eligible for additional and individual support at home, short breaks and/or specialist and occupational therapy services from the Disabled Children’s Service:

For example, children who require:

support to meet personal care needs in the home overnight short breaks to avoid family breakdown specialist equipment or adaptations to the family

property where there are significant concerns about the

child/young person’s welfare and safety

6. And/or assessed by the Health Service as eligible for continuing care, ie, a complex, long term and/or life limiting condition

For example, children:

who cannot breathe without support with severe epilepsy that is not controlled by

medication with a significant health need who require

continuous adult supervision

Person centred annual reviews

It is very pleasing to report that over 75% of SENCo colleagues have now attended the 2 day training on running person centred reviews. Please ensure that you are familiar with the annual review process and proforma which have been revised to support person centred approaches.

SEND transport.

As part of the annual review, please ensure that you review SEND transport provision with parents/carers and the child and the young person where relevant. Please also include your views as part of educational advice where there is a SEND Transport need that meets the SEND Transport policy criteria.

Transfer reviews.

As you are aware, statements are being converted to plans over a 3 year period concluding in April 2018. This year, it is the turn of children and young people with statements in the following NCYs:

Foundation Stage 1 Foundation Stage 2 Year 1 Year 2 Year 6 Year 9 Years 11 – 14

You should also be aware of the support that is being provided to schools by our Seconded Sencos:

Primary Schools

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Elizabeth Honeyman ehoneyman@parks.leicester.sch.uk

Helen Smith hsmith@humberstone-inf.leicester.sch.uk

Secondary Schools

To be appointed

Special Schools

Sarah Sutherington SSutherington@westgate.leicester.sch.uk

Implementation plans

The EHC Plan implementation meeting is a planning meeting that follows the completion of the statutory EHC assessment and the production of an EHC Plan.

The purpose of the meeting is to plan:

the short term targets derived from the outcomes specified in the EHC Plan that will enable the plan to be reviewed within a 12 month time period (ie, the statutory annual review). For a child under 5, the short term targets should enable the plan to be reviewed within a 6 month period (ie, the statutory review requirements for children under the age of 5 years).

the support required to enable the child or young person to achieve their outcomes (ie, facilities, equipment, staffing/ curriculum arrangements, support from outside agencies and from family/community as specified in the EHC Plan)

a process for monitoring and reviewing the child or young person’s progress over the 12 month time period

any other actions agreed at the IAM

The implementation meeting should be held within 4 - 6 weeks (as a good practice requirement) of the date that the EHC Plan was issued or where the child or young person is starting at a new school, within 4 - 6 weeks of the date that they started.

The responsibility for organising and running the meeting should be undertaken by the school, college or setting which the child or young person attends.

This meeting should be incorporated into the school/setting’s existing SEN planning and review responsibilities for the child or young person. The school, college or setting should:

agree a date for the EHC Plan implementation meeting with parents/carers and the Independent Supporter (ie, the SENDIASS Officer or Independent Supporter)

invite all of the professionals who were involved in providing advice for the EHC Plan to attend in discussion with family, consider how best to enable their participation and that of the child or

young person host and facilitate the meeting ensuring that the family and child or young person are involved in

the discussion and implementation planning along with the professionals write up the EHC Plan implementation meeting proforma, circulate this to all meeting attendees

and then action this this as part of the school/setting’s normal planning processes

Professionals attending these meetings, from Leicester City Special Educational Needs Support Services, will be able to provide further advice and support as required.

Element 3 Funding

E3F is for needs above that which can normally be supported using normally available resources at element 1 and 2 but which are unlikely to be enduring, ie, unlikely to last beyond the current key stage. A

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general rule of thumb would be if you have applied twice and are believe a 3rd application is required – do you need to consider again whether this is an enduring need?

For 2014-15, 294 applications were received of which 83% were awarded a funding level. This represents an 88% spend within the existing Element 3 funding budget. These indicates that the E3F system is currently working well. A high level of applications are successful and the E3F spend is mostly allocated but within budget. The breakdown of applications by NCY indicates that the vast majority of this resource is being targeted to individual children in Early Years, Foundation and Key stage 1.

NCY Requests agreed

Pre F1 73

F1 38

F2 37

1 33

2 16

3 11

4 18

5 7

6 6

7

8 3

9 1

10 2

11

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