SEND Code of Practice 2015 PDF

EQUALITY ACT 2010 For SEND children, the act mandates schools and local authorities to take proactive steps to remove or reduce barriers in educational learning to ensure they can participate and succeed fully. The act highlights protected characteristics that make it a requirement for institution...

EQUALITY ACT 2010 For SEND children, the act mandates schools and local authorities to take proactive steps to remove or reduce barriers in educational learning to ensure they can participate and succeed fully. The act highlights protected characteristics that make it a requirement for institutions to make sure SEND children have equal access to education (May need assistive technology, accessible environments etc.) and be protected from direct or indirect discrimination. CHILDREN AND FAMILIES ACT 2014 Building on the code of practice, the act strengthens the rights of parents and young people to have support and information to practice their right of having a say in decisions. It includes provisions to ensure young people aged 16-25 have more control over their support. The Act outlines 4 key principles that local authorities have to follow: 1. Consider the views, wishes and feelings of the child, young person and their parents. 2. Involve the child, young person and their parents in decisions that affect them. 3. Give the child, young person and their parents the information and support they need to be involved in decision making. 4. Support the child, young person and their parents to achieve the best possible outcomes. SPECIAL EDUCATIONAL NEEDS AND DISABILITY CODE OF PRACTICE 2015 The Department of Education and the Department of Health\'s guidance provides strategies for supporting children and young people with Special Educational Needs and Disabilities (SEND). It emphasises a collaborative, multi-agency approach in developing Education, Health and Care Plans (EHCPs) for those needing more than standard support. Schools are encouraged to use a **\'graduated approach\'** to monitor and adapt assistance for students with SEND. This guidance applies to individuals aged 0 to 25, with some mandatory and some advisory elements. All professionals supporting young people with SEND must follow this document. KEY TERMS: +-----------------------------------+-----------------------------------+ | SEND CHILDREN | A child or young person has SEN | | | if they have a learning | | | difficulty or disability and | | | calls for special educational | | | provision to be made for him or | | | her. | | | | | | 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. | +===================================+===================================+ | IDENTIFICATION OF SEND | SEND can affect a child's: | | | | | | -*Behaviour and ability to | | | socialise.* | | | | | | *-Reading/Writing.* | | | | | | *-Ability to understanding | | | things.* | | | | | | *-Concentration levels.* | | | | | | *-Physical ability.* | | | | | | Often, the identification of SEND | | | is made by comparison to the | | | typical development patterns. For | | | example, a child may not be | | | meeting the learning milestones, | | | or their behaviour differs | | | significantly of that of their | | | peers. | | | | | | All guidance's currently | | | encourage early identification to | | | ensure a child is not left | | | without support. | | | | | | Parents are also involved, often | | | the first to notice differences | | | in their child's behaviour. These | | | can be referred in a number of | | | ways (doctors, health visitors | | | and children's clinics). Can also | | | be reported to SENCOs if they | | | child is of school age. | +-----------------------------------+-----------------------------------+ | INCLUSIVE EDUCATION | Includes everyone, with | | | non-disabled and Disabled people | | | (including those with "special | | | educational needs") learning | | | together in mainstream schools, | | | colleges and universities. | +-----------------------------------+-----------------------------------+ | SENCO/SEND DEPARTMENT | Special Educational Needs | | | Co-ordinator: responsible for | | | assessing, planning and | | | monitoring the progress of | | | children with special educational | | | needs and disabilities in | | | schools. | | | | | | Special Needs and Disability | | | Department: The department has | | | the responsibility to act upon | | | referrals and where needed begin | | | the assessment | | | | | | process. | +-----------------------------------+-----------------------------------+ | AUTISM | A neurological difference in | | | brain structure. It impacts | | | social interaction, communication | | | and behaviour. | | | | | | Autism assessments should involve | | | members of the autism team | | | talking with the parent and | | | talking with and observing the | | | child and finding out about: | | | | | | *-How the child gets on at home, | | | school or in care, the child's | | | past and present health and that | | | of the family, their behaviour | | | and development.* | | | | | | *-There should be someone | | | available who is able to assess | | | children and young people who | | | have visual or hearing | | | impairments, conditions both | | | mental and physical.* | | | | | | *-Physical examination* | | | | | | *-Advice from other healthcare | | | professionals who should liaise | | | with each other.* | +-----------------------------------+-----------------------------------+ | EDUCATION AND HEALTH CARE PLANS | The EHC Plan sets out all of the | | (EHCP) | needs of the individual and | | | includes assessment from all | | | aspects of the child's life. | | | | | | Anyone can request an assessment | | | (including a young person if they | | | are | | | | | | aged between 16 and 25) | | | | | | The assessment may include | | | reports from: | | | | | | School | | | | | | GPs | | | | | | Social Care Professionals | | | | | | CAMHS | +-----------------------------------+-----------------------------------+ | GRADUATED APPROACH | The Graduated Approach refers to | | | the system of SEN support within | | | mainstream settings. | | | | | | It is the system by which schools | | | should assess the needs of | | | children and young people and | | | then provide appropriate support. | | | | | | The system should follow four | | | stages, often referred to as a | | | 'cycle': Assess, Plan, Do, | | | Review. | +-----------------------------------+-----------------------------------+ | LOCAL OFFERS | Duty of the local authorities to | | | provide clear and accessible | | | information about support to | | | families and children with needs. | +-----------------------------------+-----------------------------------+ SEND PROCESS: