tag:blogger.com,1999:blog-63416009793034970052024-02-08T01:53:52.905-08:00IPSEA on SEN ReformsThis blog answers frequently asked questions about the SEN Law Reforms.Julia @ IPSEAhttp://www.blogger.com/profile/01965515045243018634noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-6341600979303497005.post-81119902422775067232014-05-02T09:59:00.001-07:002014-05-02T11:48:04.050-07:00The revised draft Code of Practice: basis of IPSEA's submission to the DfE<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">So that parents and others can see what we will be submitting to the DfE, we are publishing this in advance of Tuesday's submission deadline.</span></span><br />
<h2>
<span style="font-size: large;"> </span></h2>
<h2>
<span style="font-size: x-large;">Thresholds: misleading guidance</span></h2>
<h3>
<span style="font-size: large;">Initial identification of SEN</span></h3>
<span style="font-size: large;">6.12 “Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole-class provision tend to be more cost effective and sustainable.”</span><br />
<span style="font-size: large;"><br />May be read to imply that if schools retain their existing numbers of pupils with SEN, their teachers and their leadership are poor. This is a perverse incentive to remove the label and support from needy pupils.</span><br />
<br />
<span style="font-size: large;">6.34 “High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.” As above, but it is against the precautionary principle to make this always the first step (see next point). The precautionary principle would require immediate response to a newly encountered difficulty by immediately adopting appropriate strategies/resources, sometimes this will entail more than high quality teaching. This paragraph provides a perverse incentive to delay/avoid identification of SEN. It also conflicts with the anticipatory duty placed on schools by the Equality Act 2010.</span><br />
<br />
<span style="font-size: large;">The first sentence of 6.18, "Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN", damages the impact of the rest of the paragraph, as it seems to require that problem behaviour is both persistent and disruptive before assessment for SEN. Any abrupt change in behaviour, including silence and withdrawal, may be a reason to immediately screen for SEN. This paragraph needs to allow for such situations.<br />Similarly 6.19: “Where there are persistent long lasting difficulties schools should consider whether the child will benefit from being assessed for SEN.” That difficulties must be “persistent [and] long lasting” is not the trigger in law even for statutory assessment, let alone initial identification of SEN. We see this as part of an unhelpful pattern of emphasising delay before basic identification of SEN, let alone moving to involving external specialists or statutory assessment. There is no advice in these two paragraphs on how schools or individual teachers should react to sudden changes in behaviour that may call for all three types of screening, SEN, health and social services. Compare and contrast the precautionary principle at 5.17: “where there are concerns, there should be an assessment to determine whether there are any causal factors such as an underlying learning or communication difficulty.” There are many potential causes of changes in behaviour which need prompt response to prevent difficulties becoming persistent and long-lasting (as well as bullying and bereavement which are mentioned), e.g. onset of hearing or sight impairment, brain damage, epilepsy, diabetes, domestic violence, family breakup, eviction, etc. A better approach would be to advise comprehensive screening at the point of concern. </span><br />
<h3>
<span style="font-size: large;">Trigger for external help</span></h3>
<span style="font-size: large;">The early years chapter is contradictory. 5.33 stresses the paramount importance of no delay in making SEP, but 5.43 requires “little or no progress over a sustained period” in spite of the setting’s “purposeful action“, before it can even consider involving specialists. This is especially counter-productive advice where very young children are concerned. A better approach would be proactive, for example, “Early years providers should seek external advice when …”</span><br />
<h3>
<span style="font-size: large;">Statutory assessment for EHC Plan</span></h3>
<span style="font-size: large;">5.44 requires the setting to have “taken relevant and purposeful action to identify, assess and meet the special educational needs of the child” and the child to then fail to make good progress before it can consider requesting an EHC assessment. Again, this conflicts with the precautionary principle and ability to take prompt action, see also settings’ duty to anticipate and act proactively under the Equality Act. A better, simpler approach would be, for example, “Early years providers should request a statutory assessment when …”</span><br />
<br />
<span style="font-size: large;">9.139 “A local authority should conduct EHC needs assessments for children under compulsory school age when it considers that the special educational provision required to meet the child’s needs cannot reasonably be provided from within the resources normally available to their early education provider or school ..." <br />Please delete “reasonably” and “normally”. These are likely to confuse and do not stem from the law.</span><br />
<blockquote class="tr_bq">
<span style="font-size: large;">“… or when it seems likely that the child will need an EHC plan in school.”</span></blockquote>
<span style="font-size: large;">Where this condition applies, the LA must conduct an EHC needs assessment, s36(8).</span><br />
<br />
<span style="font-size: large;">9.144 …” Where a child’s educational needs appear to be sufficiently severe or complex as to require attention for much of the child’s school life, or the evidence points to the need for specialist early intervention, then the local authority is likely to conclude that an EHC plan is necessary.” <br />This is wrong (and is wrong in the current Code). Severity and longevity of need are not what is in play in law, just the nature and amount of SEP required and whether it is necessary for the LA to secure it.</span><br />
<h3>
<span style="font-size: large;"><br />Decision to issue a Plan</span></h3>
<span style="font-size: large;">There is a serious legal error in the Code’s guidance on what the LA should take into account in making this decision, at 9.53: </span><br />
<blockquote>
<span style="font-size: large;">“the local authority should take into account:</span><br />
<ul>
<li><span style="font-size: large;">whether the special educational provision required to meet the child or young person’s needs can reasonably be provided from within the resources normally available to mainstream early years providers, schools and post-16 institutions…”
</span></li>
</ul>
</blockquote>
<span style="font-size: large;">The problem here is that the decision must be made on the facts of the individual child or young person’s case, not on blanket provision or policies. The only relevant facts are what is actually available for the child or young person in the setting they are in or the intended setting (if mainstream: the child/young person must have a Plan to be placed in special schools/colleges). We believe that a confusion has arisen between the definition of special educational provision (“provision that is additional to, or different from, that made generally for others of the same age in [mainstream]”, s21, which of course is provision for children/young people with SEN whether or not they have Plans), and the decision on whether a Plan is necessary. That necessity must be judged on the child/young person’s facts, not a national funding formula or local policy of resourcing.</span><br />
<h3>
<span style="font-size: large;">Trigger for cease to maintain </span></h3>
<span style="font-size: large;">9.148 “There is no entitlement to continued support or an expectation that those with an EHC plan at age 18 must be allowed to remain in education or training from age 19 to 25. However, a local authority should continue to maintain an EHC plan for a 19-25 year old where all of the following conditions apply”. </span><br />
<span style="font-size: large;"><br />The test in law for maintaining a Plan is its necessity as determined by LA. Paragraph 9.148’s opening sentence appears to conflict with the intentions of the policy initiative and the legislation on extending rights and entitlement to the age of 25. It renders doubtful the security of Plans and therefore education and training for over 18s. <b>We regard it as a most serious problem and ask that it is amended.</b></span><br />
<h2>
<span style="font-size: x-large;">Omissions</span></h2>
<h3>
<span style="font-size: large;">Exclusions and other emergencies</span></h3>
<span style="font-size: large;">What is open to LAs and providers in an emergency is referred to obliquely in Chapter 1 on principles at 1.29 (not where we would expect to find detailed guidance) but does not appear elsewhere. The ability to place a child or young person in a special school for assessment or as an emergency placement is vital for e.g. avoiding permanent exclusion or their being withdrawn from school. It is essential that guidance on what settings do in such situations appears in the relevant chapters on early years, schools and FE: exclusions are of course a major problem for children/young people with SEN/disabilities. This guidance should include moving to immediate statutory assessment and making provision immediately available, and should link to exclusions guidance.</span><br />
<h3>
<span style="font-size: large;">LAs’ s22 duty to identify</span></h3>
<span style="font-size: large;">How to carry out this with regard to children and young people with SEN is still not explained, and only referred to at 1.14–18. Health bodies and early years settings are obliged and advised to inform the LA of their identification of a child with SEN, but there is no such advice that schools and FE do so. 10.30 states “Local authorities do not have a duty under section 22 of the Children and Families Act 2014 to assess every home educated child to see whether or not they have SEN”, so how do LAs identify such children? <br />However, what the LA then does with such information is also unclear in the Code. Given an onerous legal duty arises from this awareness at s36(3), that must be clear. There must be guidance that an LA goes from identification under s22, therefore becoming responsible for the child/young person under s24, to making the decision as to whether a Plan may be necessary under s36(3). The LA must consult the parent or young person in making the decision and must inform them of appeal rights if they refuse to assess for a Plan.</span><br />
<span style="font-size: large;">Local Offer: seems to omit arrangements for identifying children/young people with disabilities but no SEN, 4.30, 4.32. </span><br />
<h3>
<span style="font-size: large;">Catering for young people over compulsory school age with the greatest needs</span></h3>
<span style="font-size: large;">There is little about how the education system will cater for young people who need to learn self-help and independence skills over compulsory school age. These do get a mention, but the focus is very weighted towards attaining academic qualifications which will not be appropriate for all.<br />This, coupled with documents relating to the funding of FE (e.g. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/282549/HNS_Market_Entry_Process_V7.pdf in which courses are all aimed at qualifications or employment) raises fears that the commitment to young people over compulsory school age will not cater for those with the greatest needs.<br />Chapter 8 similarly is very qualification focused although para 8.32 of the draft does also allow for “independent living, being healthy adults and participating in society”. So there are mixed messages.</span><br />
<span style="font-size: large;">The work/qualifications ethos continues into Chapter 9:</span><br />
<blockquote>
<span style="font-size: large;">9.63 – “the EHC plan should continue to be maintained where the young person wants to remain in education and clear evidence shows that special educational provision is needed to enable them to achieve the education and training outcomes required for a course or programme that moves them closer to employment. For example, by accessing a supported internship or apprenticeship.”</span></blockquote>
<h3>
<span style="font-size: large;">Other omissions</span></h3>
<span style="font-size: large;">Chapters on joint commissioning and local offer should also advise on how all bodies involved perform their <b>Public Sector Equality Duty</b> within these new functions, with the requirement for progressive development by all partners prominent in them. In the local offer chapter it appears only with reference to early years at 4.37. It should be a purpose in 4.2.</span><br />
<span style="font-size: large;">The Local Offer is not clearly required to explain to parents/young people <b>levels of provision in schools, and their relationship to national funding</b>:</span><br />
<ul>
<li><span style="font-size: large;">normal = AWPU (= “core offer”?)
</span></li>
<li><span style="font-size: large;">SEN funding received by schools for all SEN pupils without Plans
</span></li>
<li><span style="font-size: large;">Funding for Plans + high needs block
</span></li>
</ul>
<span style="font-size: large;">The information the Local Offer is required to give on these levels is less clear than the current requirements in the SEN information regulations.</span><br />
<span style="font-size: large;">The legislation list at the start of Chapter 5 might usefully refer to Section 63 which holds out the possibility of <b>top-up funding for SEN in private nurseries/EY settings</b> which may otherwise not be able to cater for SEN/D.</span><br />
<h2>
<span style="font-size: x-large;">Legal errors</span></h2>
<h3>
<span style="font-size: large;">Schools’ duties: special schools</span></h3>
<span style="font-size: large;">Chapter 6 is entitled “Schools” but states it covers only mainstream schools. However, it seems to omit mainstream schools’ duties to pupils with EHC Plans (no reference to annual reviews for instance).</span><br />
<span style="font-size: large;">Chapter 6 lists duties within its legislation list that are also owed by special schools:</span><br />
<ul>
<li><span style="font-size: large;">to children with no plan (s34)
</span></li>
<li><span style="font-size: large;">on informing parents, SEN information report, duty to pupils with medical conditions (s68, s69, s100)
</span></li>
<li><span style="font-size: large;">and the duty to identify and respond to need via a graduated approach, with meetings with parents etc.
</span></li>
</ul>
<span style="font-size: large;">There is no guidance elsewhere on special schools’ duties to their pupils, or to the parents of those pupils.</span><br />
<span style="font-size: large;">Either this chapter should include special schools and be clear on the duties to pupils with EHC plans in both types of school, or the Code should include new material on these two aspects elsewhere.</span><br />
<span style="font-size: large;">1.30 (on children/young people without EHC Plans being admitted to special academies) does not explain the basis of their funding/support for SEN once there, nor does anything elsewhere in the Code do this. Are these pupils funded as mainstream pupils? In which case what is the advantage of such a placement to the pupil or the academy? Are there still duties to “assess, plan. do, review” for these pupils, and a duty to request assessment where needed? </span><br />
<h3>
<span style="font-size: large;">Early years settings’ duties confused
</span></h3>
<br />
<span style="font-size: large;">5.11 – “All early years providers are required to have arrangements to identify and support children …”<br />This sentence follows para 3.67 of the EYFS, about SEN. But EYFS para.3.67 version does not include the words “identify and”. So it is not correct to suggest that there is a general requirement in the EYFS that settings have “arrangements to identify”, outside of the age two check and the EYFSP.<br />In the new version of the EYFS for September 2014, paragraph 3.67 (formerly called Equal Opportunities) no longer refers to equality of opportunity or requires providers to have a policy about equal opportunities. It refers instead to the Code – which is now referring back to the EYFS. <b>This seems to be a drafting error</b>.<br /><br />NB the DfE’s response to the Consultation on the Primary Accountability Strategy has indicated that the EYFSP is to become non-statutory from 2016.</span><br />
<span style="font-size: large;">5.14 – When the health body gives parents the opportunity to discuss the opinion of the health body, it seems that this discussion will include educational advice and intervention and we are not sure how this or the specialist educational provision described in para 5.15 will be organised by the health body. </span><br />
<span style="font-size: large;">5.21 –“practitioners should develop a targeted plan to support the child, involving other professionals…”<br />This is not in the EYFS. The difficulty of this will be that EY settings do not have a delegated budget for SEN and the Free Entitlement funding is famously inadequate for core provision so additional needs are problematic for EY settings. </span><br />
<span style="font-size: large;">5.24 – is confusing in its reference to the EYFSP. It says it is “usually completed … in the final term …”.The correct position is that its completion, and the timing of this, are currently statutory. So it must be completed at present. It is proposed that it will cease to be statutory in 2016.</span><br />
<span style="font-size: large;">5.27 – refers to use of an early help assessment. We hear rumours that the CAF, which is currently used for early help assessments, may be withdrawn. If so, there may be a danger of the Code here becoming out of date quickly. Subject to that, it might be helpful to footnote a reference to Working Together, where early help assessments are explained.</span><br />
<span style="font-size: large;">5.28 – explains that where a child requires SEP, the setting should make that provision. Again we anticipate that this will be beyond the resources of many EY settings, . </span><br />
<span style="font-size: large;">5.30 – the need to plan for the four areas of need, and have specialist equipment or software, may likewise be problematic without a SEN budget.</span><br />
<span style="font-size: large;">5.54 – We note the comments concerning funding. It is not clear whether settings are expected to apply on an ad hoc basis for SEN top-up funding in relation to individual children or what is envisaged here.</span><br />
<h3>
<span style="font-size: large;">Schools’ duties exaggerated or confused:</span></h3>
<span style="font-size: large;">6.2 “Every school is required to meet the SEN of the children or young people that they support.” <br />Schools have only a “best endeavours” requirement. The absolute obligation to meet needs is that of an LA once a child/ young person has a Plan.</span><br />
<span style="font-size: large;">6.6’s reference to Local Offer requirements does not make clear that LAs are responsible in law for identifying pupils with SEN, not schools. Query does assessment here mean statutory assessment?</span><br />
<h3>
<span style="font-size: large;">LA duties
</span></h3>
<span style="font-size: large;">1.1 does not paraphrase the law correctly. Section 19 contains no reference to SEN or disability and refers to singular children and young people and their parents, so the duty is owed to the individual, not the mass.</span><br />
<span style="font-size: large;">3.19: the diagram says an EHC Plan must include “any education, health or care provision reasonably required to meet a child/young person’s needs related to a disability or SEN”. There is no “reasonably” in law qualifying any required education provision, and part of social care provision, see Plan obligations in s37(2)(c) and (e).</span><br />
<span style="font-size: large;">What Plans <b>must </b>do is overstated: “EHC plans <b>must </b>specify how services will be delivered as part of a whole package and explain how together the services will deliver improved outcomes across education, health and social care for the child or young person.” This is not a duty that appears in the C&F Act or in draft Regulations. It is in any case a complex requirement which will be difficult to enforce. However, we support initiatives to encourage joining up.<br />9. 62 “EHC plans <b>must </b>be focused on education and training, health and care outcomes that will enable children and young people to progress in their learning and, as they get older, to be well prepared for adulthood.” Plans must by s37(2)(b) of the C&F Act contain a section on outcomes, but we cannot find any legal requirement that Plans must be focused on these outcomes, nor that they are restricted to “education and training, health and care outcomes”. The paragraph goes on to say that “plans can also include wider outcomes such as positive social relationships and emotional resilience and stability”, which is welcome, but we do not see the need for the mandatory restriction in the previous sentence to “education and training, health and care”. If Plans are to cater for the full range of likely outcomes for the full range of SEN and disability, then they must not privilege normative outcomes. Ambition is one thing, allowing for difference is another.<br />9.67 “In all cases, EHC plans <b>must </b>set out clearly the special educational provision that will enable the outcomes to be achieved.” This sentence is correct in law up until the relative clause. There is no requirement in the statute that the special educational provision must match outcomes. If long established case law on statements continues to apply here, provision must match needs, not outcomes.</span><br />
<span style="font-size: large;">Format of Plans: “as a statutory minimum, EHC plans <b>must </b>include the following sections, which <b>must </b>be separately labelled from each other using the letters below” (para. 9.60): These sections are not a “statutory” requirement. That requirement may be in the unseen Regulations. However, as we said above, we are supportive of this section of the Code.</span><br />
<span style="font-size: large;">9.75 "The local authority must send the draft EHC plan (including the appendices containing the advice and information gathered during the EHC needs assessment) to the child’s parents or young person and give them at least 15 calendar days to give views and make representations on the content." <br />Delete “at least”. Law is maximum not minimum 15 days.</span><br />
<span style="font-size: large;">9.211 “Transport costs may be provided as part of a Personal Budget where one is agreed and included in the EHC plan as part of the special educational provision.” <br />Transport is not SEP, cannot go into that section in Plan or be part of a special educational provision personal budget.</span><br />
<h3>
<span style="font-size: large;">Inclusion</span></h3>
<span style="font-size: large;">Confusion may arise from 1.27 which advises mainstream schools that they may not refuse admission of children and young people without Plans because schools do not feel able to meet needs, versus the same schools’ ‘offer’ of what support they can provide. 1.27 does not explain the case of children and young people with Plans: the operation of parent/young person’s right to mainstream regardless of need, with the expectation that LAs will supply any extra help via the Plan (case law). This section needs to link also to para 9.77 and possibly both should be located in the Schools chapter so that they can be clear about their duties to admit children with SEN, with and without plans.</span><br />
<h3>
<span style="font-size: large;">Disclosure of EHC Plans</span></h3>
<span style="font-size: large;">9.205: fifth bullet point: “disclosure to Ofsted inspection teams as part of their inspections of schools and local authorities”: does not mention Ofsted inspections of EY and FE providers, can these settings share Plans with Ofsted?</span><br />
<h2>
<span style="font-size: x-large;">Confusion arising from terminology and jargon</span></h2>
<span style="font-size: large;">“Assess” and “plan” in chapters on support for chidren and young people without EHC Plans. At e.g. 6.41, the school’s assessment should be distinguished from EHC assessment at 6.58.</span><br />
<span style="font-size: large;">If the “assess, plan, do, review” cycle applies to chidren and young people with EHC Plans, how often does the cycle happen within the 12 months max between Annual Reviews? As a minimum? Also surely for accountability of potentially large sums of public money notionally expended on resources owed by the LA to the individual child, better advice on record keeping is needed. Use of provision maps for such individuals is not appropriate.</span><br />
<h3>
<span style="font-size: large;">Use of jargon</span></h3>
<ul>
<li><span style="font-size: large;">“Eligible child” not explained at 4.49.
</span></li>
<li><span style="font-size: large;">“Core offer” at 6.37.
</span></li>
<li><span style="font-size: large;">6.64 “Meetings should, wherever possible, be aligned with the normal cycle of discussions with parents of all pupils”. What does “aligned with” mean?
</span></li>
</ul>
<h2>
<span style="font-size: x-large;">Material in the wrong place</span></h2>
<span style="font-size: large;">Detail on schools’ inclusion duties, especially admissions, in chapter on principles, 1.27, rather than in ‘Schools’.</span><br />
<span style="font-size: large;">Training duties on schools are in 4.32 and need repetition in the providers’ chapters.</span><br />
<span style="font-size: large;">9.139–145 Assessment judgements for children under 5 are not in the assessment section of Chapter 9, but follows the section on finalising and maintaining Plans. Should be earlier in Chapter 9 or in the early years chapter or both.</span><br />
<span style="font-size: large;">Chapter 9 is far too long, and could usefully be broken up into statutory assessment, drafting and finalising Plans, and maintenance of Plans.</span><br />
<h2>
<span style="font-size: x-large;">Switch of rights at 16+</span></h2>
<span style="font-size: large;">1.8 “LAs should normally engage directly with the young person rather than their parent … Most young people will continue to want, or need, the parents … to remain involved in discussions and decisions” <br />This is confused but very important: who do LAs engage with/write to? How do they determine this?</span>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com1tag:blogger.com,1999:blog-6341600979303497005.post-44182162774309171782014-04-25T03:03:00.000-07:002014-04-25T03:16:08.070-07:00Preliminary thoughts on the draft Code of Practice<!--[if gte mso 9]><xml>
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<h4 class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 12.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">“Bound upon a wheel of fire<span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">[1]</span></b></span></span></span>”-
IPSEA questions the “Assess, plan, do, review” cycle</span></b></h4>
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<span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Preparation of IPSEA's full response to
the consultation on a new SEN Code of Practice is underway. Meanwhile, here
are our preliminary thoughts:</span><br />
<br /></div>
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<span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: Arial; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Inadequate consultation:</span></b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"> While we welcome the further public consultation, at 12
working days the consultation period is wholly inadequate and unreasonable for
the length, complexity and importance of the Code. This is exacerbated by the
brevity of the previous consultation (which was 9 weeks rather than the usual
12 weeks). It is also unreasonable, in our view, for this very brief second consultation
to coincide largely with school holidays. It is difficult for parents to
respond when they are providing full time care for their children. We are
unable to confer with many education colleagues about how realistic these
proposals are because they are not working. Coupled with the issue of timing,
the draft regulations have not been re-released publicly for further
consultation alongside the draft Code. Without a published response from the
government to the previous consultation on the draft regulations, it is
impossible to tell how far they address concerns raised by parents and young
people and the organisations which represent them. In short this does not feel
like a <u>bona fide</u><i style="mso-bidi-font-style: normal;"> </i>consultation
- this is not “co-production.”</span></div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: Arial; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">The draft SEN Code remains unfit
for purpose:</span></b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"> Despite extensive re-writing of
the draft, the Code does not accurately reflect the underlying law as set out
in the Children and Families Act 2014 (C & F Act). Most notably, thresholds
for accessing statutory assessments and EHC plans are hard to pinpoint. To the
extent that they can be identified, they are set higher in the Code than in the
law. This is misleading for both parents and providers – what are their
respective legal entitlements and responsibilities? We hope that this is an
accidental oversight.</span></div>
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<br /></div>
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<span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">The majority of children with SEN
but without a plan are still worse off:</span></b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"> We support efforts to increase capacity of schools to
cater for the needs of all pupils. We particularly support the focus on
equipping staff with better training in relation to special educational needs (SEN)
and the emphasis on high quality teaching for all pupils. We support regular
reviews of school resources and provision for SEN. There are however some
serious issues: </span><br />
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<ul>
<li><span style="color: #404040; font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">A never-ending circle: The new
so-called “graduated approach” essentially sets up an eternal cycle of trial
and error. This is officially termed “assess, plan, do, review”. There is no clear
sign-posting of an exit by which pupils and staff can escape the loop to access
additional help (see 2 above in relation to exaggerated thresholds). </span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"></span></li>
</ul>
<br />
<ul>
<li><span style="color: #404040; font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Accountability and transparency:
The duties on schools/colleges to keep individual and separate records for
those children being given “SEN Support” are not made clearly enough. The
requirement to meet with parents at least termly to discuss and agree the
provision to be put into place for their child has been watered down and
translated into 3 times per year. These meetings could all be held in the same
week! Last, the requirement in Chapter 6 only applies to those in mainstream
school and not those in special school.</span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"></span></li>
</ul>
<br />
<ul>
<li><span style="color: #404040; font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Unsustainable workloads for
schools: </span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">These proposals to push greater responsibility down to
schools come at a time when teaching unions are already planning strike action in
response to unsustainable workloads, amongst other things. This draft Code
fails to make clear where school/college duties to a child end and where the
absolute legal duties on a Local Authority (LA) under the C & F Act take
over. The Department for Education (DfE) “Teachers’ workload diary survey”
published in February 2014 indicates that teachers are already working over 50
hours per week (and head teachers over 60 hours per week). We have concerns
over their capacity to assume new onerous responsibilities for children with
SEN and disability.</span></li>
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<br />
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<li><span style="color: #404040; font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Perverse incentives NOT to
identify children with SEN: The potential benefit of the positive focus on
“high quality teaching” is undermined by the threat of “performance management”</span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">.This
risks incentivising teachers <u>not</u> to identify pupils with SEN <span style="mso-spacerun: yes;"> </span>- to do so may equate to identifying
themselves as poor teachers (with negative employment consequences). This
approach risks engendering a culture of fear in schools, with staff reluctant
to seek the support needed at the initial level. This will leave the needs of children
unidentified and poorly supported. </span></li>
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<br /></div>
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<span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Children with SEN will also lose protections against
being placed inappropriately in special schools:</span></b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"> <span style="mso-spacerun: yes;"> </span>This concern (which
we expressed in relation to the previous draft) has not been remedied. It will
still be legal for a child to be placed permanently in a special school without
having their needs assessed by a LA or having the right educational provision
to support them identified, and without adequate safeguards. In addition, much
of the current guidance on the right to inclusive schooling is still not in this
draft Code. We remain concerned that the DfE may be in breach of international
treaty obligations and UK equalities legislation by failing to advance an
inclusive education system. </span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"></span></div>
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<span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">The issue of mental capacity has not been adequately
resolved</span></b><span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">. As drafted, legal rights to
engage and challenge LAs will automatically transfer from parents to the young
person at 16 years old. The draft Code is inconsistent about the effect of this.
It states in the opening chapter that the views of the child aged over 16 will
prevail over those of their parents, while a new Annex at the back is more
accommodating of parental rights. <span style="mso-spacerun: yes;"> </span>The potential
for parents to be barred from continuing to act as advocates for their child remains
a live problem. The Code fails to address the very real issues which will face
parents, young people, schools/colleges and LAs, about who will be responsible
for assessing mental capacity and how such a decision can be challenged. It is
not good enough to say it is all in the Mental Capacity Act 2005. Practical guidance
is needed.</span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"></span></div>
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<span lang="EN" style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">Once IPSEA has finalised our full
response to this revised draft Code, we will make it available on our website
(<a href="http://www.ipsea.org.uk/">www.ipsea.org.uk</a>). Given the very tight deadline to respond and the fact that
the consultation period has included school holidays and bank holidays, we
suspect that we will not finish until very close to (or even on) the closing
date of May 6th. </span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"></span></div>
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<a href="https://www.blogger.com/blogger.g?blogID=6341600979303497005#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="color: #404040; font-size: 11.0pt; mso-bidi-font-size: 10.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span style="color: #404040; font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">[1]</span></span></span></span></span></a><span style="color: #404040; font-size: 11.0pt; mso-bidi-font-size: 10.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;"> </span><span style="color: #404040; font-family: "Arial","sans-serif"; font-size: 11.0pt; mso-bidi-font-size: 10.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #404040; mso-style-textfill-fill-colortransforms: "lumm=75000 lumo=25000"; mso-style-textfill-fill-themecolor: text1; mso-themecolor: text1; mso-themetint: 191;">A tribute to the 450<sup>th</sup> birthday this week of
greatest dyslexic of them all - Shakespeare!</span></div>
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Julia @ IPSEAhttp://www.blogger.com/profile/01965515045243018634noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-42671038990007286012014-04-17T04:38:00.000-07:002014-04-17T04:50:32.965-07:00The draft SEN & Disability Code of Practice<span style="font-family: Arial,Helvetica,sans-serif;">For parents and young people this Code is the most important
document of the three formal layers of the new system. It should lay
out the whole of the new process in one easy to read and understandable
document. A
public consultation on some of the draft Regulations and version of the
Code of Practice was held at the end of 2013. However this was before
the was finalised. The legislation changed quite radically during the Parliamentary
process.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Now that a revised
draft of the Code has (finally) been published, what should we all be looking for? IPSEA have
identified a number of '<b><span style="color: red;"><span style="background-color: white;">red lights</span></span></b>' - issues which, if not addressed, would mean
that the Code is unworkable and not fit for purpose. If any one of these
'<b><span style="color: red;"><span style="background-color: white;">red lights</span></span></b>' are triggered then the whole process should be stopped until
successfully resolved.</span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="color: red; font-size: large;">Red light 1</span><span style="font-size: large;">: Legal duties must be made clear and must be correctly quoted</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The draft Code contained many inconsistencies and errors in its interpretation of vital sections of the law. Examples include:</span><br />
<ul>
<li><span style="font-family: Arial,Helvetica,sans-serif;">The
legal thresholds – tests – an LA needs to apply when making decisions
must be correct. For example when considering whether a child or young
person should have a Statutory Assessment of their needs carried out, or
when an LA should issue an EHC Plan for a child or young person.</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">The
duty on an LA to provide support to families and young people in the SEN
system was described inconsistently in many
different sections – “advice and information” in some places then
“advice, information and support” in others. This leaves questions as to
whether an LA must provide support in, say, making appeals to the SEND
Tribunal.</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">The draft Code wrongly stated that you can make a
claim of disability discrimination against an LA to the SEND Tribunal.
You can’t. Such a claim has to be made to the county court. </span></li>
</ul>
<span style="font-family: Arial,Helvetica,sans-serif;">Such
fundamental errors do not instill confidence that the guidance being
given is correct.</span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: large;">What needs to happen:</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The draft Code needs careful legal checking so that those who will have to abide by it can help the
Government to identify areas that are still unclear or wrong.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Parents
and young people also need to be encouraged to give their view as to
whether the new system that the Code outlines makes sense - can they are able to see
how the pieces fit together to provide good, consistent support?</span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="color: red; font-size: large;">Red light 2</span><span style="font-size: large;">: Mental capacity</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
Children and Families Act 2014 transfers parental rights to young
people at the age of 16 years old. Parents will no longer have an
automatic right to be involved in decision-making about their child or
be able to challenge decisions made by an LA through the SEND tribunal.
However the age up to which parents are responsible for their child
remains 18 years old.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The potential for conflict created between
LAs, schools/ post 16 institutions, parents and young people between the
age of 16 to 18 years old is very high. The Code needs to provide clear
guidance on what should happen to avoid this for children and their
families during these two years. The public draft of the Code skirted
over the issue and advised LAs to resolve any conflict by prioritising
the views of the young people. This guidance does not address the issue
of parental responsibility.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The Code should also give clear guidance on the role
of parents for young people over the age of 18 years old up to the age
of 25 years old where they may not have mental capacity to make
decisions for themselves.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Nothing was included in the public draft
of the Code as to the test for establishing whether a young person has
mental capacity or who should apply it and how.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Guidance in the Code
should make very clear that parents should automatically be presumed to
be the advocate for their child if it is established that they do not
have mental capacity to make decisions for themselves. In any event, it
should be made clear that parents should always be central to
decision-making, be kept informed by LAs and their views given due
regard. Only in exceptional circumstances should they not be involved in
the process and their views not take precedence over professional
views.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">It needs to be clear that LAs need to be transparent in
such decision making. How will they be held accountable? At the time
of the first consultation on the Code, the draft regulations
on mental capacity had not been issued. Consultation responses relating
to mental capacity as an issue in the Code were very limited as many
parents’ groups were just not aware it was a potential issue. This meant that mental capacity issues were not been adequately
addressed. There still has not been any public consultation at all on the
Mental Capacity Regulations or the new wording proposed for the Code.
This is an important and complex legal area, which is therefore complex
in practice. It affects our most vulnerable young people. It is
therefore important that all those living, working with or advising in
relation to these issues have the opportunity to contribute to these
discussions and draft wording can only be considered fully when it is
seen in the context of the whole draft Code.</span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: large;">What needs to happen:</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">Mental Capacity is a burning issue for individual parents and should be
of major concern to those groups representing the views of children and
young people. This issue is so fundamental that it needs careful
addressing.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Is the wording right now?</span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="color: red; font-size: large;">Red light 3</span><span style="font-size: large;">: School accountability</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
duties on schools to identify a child’s SEN and put into place support
to meet those needs are still unclear. According to the Department for Education (DfE) statistics
released in October 2013, 1.3 million children will have their needs met only from
within schools’ or colleges’ resources - without having a formal
Statutory Assessment of needs and an EHC plan issued for them.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The
first draft of the Code laid out a single category to replace the
existing two stages of school support – currently called school action and school action
plus – to be called “SEN Support”. However it was confused and
inadequate with regard to how "SEN Support" should be put into practice.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The
Minister, Ed Timpson, recently used the phrase “Freedom within a
framework” to describe the Government’s approach to issuing Guidance to
schools. However the framework is not sufficiently clear in relation to
what parents can expect from class teachers, SENcos, school based
provision and LA intervention. The result is in fact “freedom to fail”. Schools and parents need to know: </span><br />
<ul>
<li><span style="font-family: Arial,Helvetica,sans-serif;">When does differentiation of the curriculum tip into SEN provision?</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">What
will the new cycle of planning (Assess, Plan, Do, Review) look like in
practice for a child? Is it a formal cycle or an informal process of
trial and error? How will it be documented, if at all?</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">What
interaction can parents expect by way of meetings, verbal or written
information about the interventions that have been put in place to
support their child, outcomes expected and progress being made? As
drafted, this is limited to an initial “note” on a school record of a
school and parent meeting to discuss a child being put on the SEN
register.</span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;">When should a school request and then an LA intervene
with an EHC Plan needs assessment? What or who triggers it on the basis of
what criteria? Where will they access this information?</span></li>
</ul>
<span style="font-family: Arial,Helvetica,sans-serif;">There
needs to be a clear process, based on the legislation, that everyone understands - right from initial teacher training on
identifying and supporting SEN to the duty on an LA to intervene.</span><br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;"> </span></h2>
<h2>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">What needs to happen:</span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
Code needs to be transparent as to the support children and young
people should expect to receive if they do not have an EHC Plan in
place.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The Code should also give clear guidance on how schools record an
individual’s needs, the support put into place, expected outcomes and
progress towards them.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">There needs to be structure around how schools are
accountable to parents and young people.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Does this draft of the Code describe a
system that works for everyone that will have to put it into action and those who
should benefit from it?</span><br />
<h2>
</h2>
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="color: red;"> </span></span></h2>
<h2>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;"><span style="color: red;">Red light 4</span>: The requirement for specification</span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">Although
the first draft of the Code stated the legal requirement that provision written into
an EHC Plan is ‘normally quantified’, it did not explain the full
extent of the legal requirement for LAs to specify provision in an EHC
Plan. This omission alone caused a breakdown in the previous Code’s
progress through Parliament back in 2001.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Guidance must make clear that
the duty on LAs to specify, means that provision is quantified and
qualified. It must
be clear to LAs, schools, parents and young people who needs to do
what, when, how often and when it should be reviewed.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">This is an
existing requirement that parents have relied on in dealings with LAs and at Tribunal in order to change vague descriptions of provision
into enforceable, specified provision.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Specification is essential
if schools and colleges are to be able to determine the correct level of
SEN funding that they should be receiving in order to put this
provision into place. The need to quantify derives from a clear line of
case law and must be included. The Government accepted that the
requirement on LAs to specify should remain in the Act - they abandoned the original wording they proposed which sought to change
this requirement to one of “setting-out” provision.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The Code needs to
reflect this very clearly.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="color: #38761d;"><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">What needs to happen:</span></b></span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The wording of the Code
needs to be made very clear. Does it clarify who needs to do
what, when, how often and when it should be reviewed? </span><br />
<h2>
</h2>
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="color: red; font-size: large;">Red light 5</span><span style="font-size: large;">: Right to an inclusive education in a mainstream school or college</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
Code needs to contain a full description of the right of children with
SEN/D to attend mainstream school. The legal test is that it is an
absolute right unless it is incompatible with the wishes of their
parents or the provision of efficient education for others.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The latter
exception can only be relied on when there are no reasonable steps which
could be taken by the LA to prevent this incompatibility.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">These
exceptions need to be explained clearly in the Code - just as they are in the current
guidance (Inclusive Schooling). Assurances that this would be done were
given to Lord Low among others pressing this issue as the C & F Act
progressed through Parliament. </span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: large;">What needs to happen:</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
wording in the Code needs to reflect the wider duty on LAs to ensure
mainstream school and college places are available to children and young
people when they want it except in the most extreme of exceptions.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Current statutory guidance “Inclusive schooling” does this clearly and
needs to be used in wording for the Code as it will be withdrawn when
the new system is implemented.</span><br />
<br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;">
<span style="color: red; font-size: large;">Red light 6</span><span style="font-size: large;">: Equality</span></span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
new Code is no longer just for children and young people with SEN - it
also now includes, in some sections, duties towards those with a
disability. The vast majority of children and young people with SEN will
also fall under the separate legal definition of being disabled.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">However,
there will always be a small group who will be identified as being
disabled but with no SEN or have SEN but no disability. The interface
between equality duties and SEN duties has changed within the new legal
framework. Guidance is needed as to how these two parallel areas of law
need to be put into practice.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">A very current example would be how
does the duty on schools to make reasonable adjustments for a disabled
child by providing auxiliary aids and services – maybe computer
equipment – work practically alongside the duty on an LA to make special
educational provision for a child with SEN specified in an EHC Plan?</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The
first is a duty to provide what is reasonable for that child –
potentially restrained by financial considerations – whilst the second
is an absolute duty to provide what is specified in the EHC Plan.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The
Code needs to make clear the similarities and important legal
differences between special educational provision and reasonable
adjustments. Failing to address this cross-over of legislation or
glossing over these issues will lead to confusion between LAs and
schools as to who must do what, when and how. The right support for
children and young people will be “lost” during the debate.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">These
duties towards disabled children and young people were only added after the draft Code was put out for public
consultation. </span><br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;"> </span></h2>
<h2>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">What needs to happen:</span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;">The
additional duties towards disabled children and young people need to
drafted into the Code. All interested groups can then consider and comment on
them. </span><br />
<h2>
<span style="font-family: Arial,Helvetica,sans-serif;"> </span></h2>
<h2>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">So where does this leave the SEN reforms?</span></h2>
<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: small;">Under the Children & Families Act 2014, the Secretary of State must
issue a Code of Practice – it is the final leg of the three legged
stool of the new SEN legal framework. Nothing can be implemented without
it. Also under the Act he has a clear duty to consult on this Code.
Once that has happened then both Houses of Parliament have to approve
the Code.</span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">If the Secretary of State has failed to consult on the
Code (or the consultation has been inadequate) he risks being judicially
challenged. If he consults and then fails to address the issues raised,
he risks political challenge.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Either would be a disaster for the current
implementation plan of September 2014 - which is already failing to give
schools the one clear term promised to them to prepare for new duties. Failing to adequately publicly consult on a Code is far more
dangerous for our children and young people with SEN and disabilities.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">We are in danger of ending up with a rushed and inadequate Code. Suggestions have been made that the “whole thing” should just be
put into place and then a new consultation be held in a year’s time. We
would gain the evidence as to where the holes are and new case law could
be developed which could then be reflected in a revised Code. Is that not what the £12.4 million given to Pathfinder LAs so
far was supposed to have done – gather evidence? The final report on the
Pathfinder pilots is not due until September 2014.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">This option
is just not acceptable. First, this Government cannot bind a potential
new Government into such a commitment. Second, why would you even
potentially let vulnerable children and young people knowingly fail for
at least a year and bad practice be established in LAs, schools and
other professionals.<b> </b>Parents would much rather get this right
for their children and young people than rush to meet the September 2014 deadline. </span>Julia @ IPSEAhttp://www.blogger.com/profile/01965515045243018634noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-38387995584453187542014-01-08T08:19:00.003-08:002014-01-09T07:48:32.887-08:00Are Pathfinder families happier than ever before?<h1>
</h1>
<span style="font-size: large;"><span style="color: #666666;"><span style="font-family: Arial,Helvetica,sans-serif;">I've just read the press release the Government issued just after Christmas. I'm in a Pathfinder and families I know aren't that happy with the new process. What does IPSEA think?</span></span>
</span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>IPSEA's answer: </b><span style="color: #444444;">We read this too. For those that didn’t, on the day after Boxing Day 2013, the Government’s Department for Education (the DfE) issued a <a href="https://www.gov.uk/government/news/families-happy-with-sen-reforms-and-70-million-for-councils">press release</a> about the special educational needs (SEN) Pathfinder programme. It said that:</span></span></span><br />
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span>
<br />
<blockquote>
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">‘Parents trialling the government’s new special educational needs (SEN) reforms are happier than ever with the support available’ </span></span></span></blockquote>
<span style="font-size: large;"><span style="color: #444444;">
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">Parents within the Pathfinder areas reacted on Twitter with incredulity, some even suggesting that the DfE/their local authorities must have cherry picked parents to arrive at this conclusion.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">We immediately asked three questions : </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<ul><span style="font-size: large;">
<li><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">What’s the evidence for this ‘happier than ever’ claim?
</span></span></li>
<li><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">If it’s true, is it sustainable and generalisable after and beyond the Pathfinder areas?
</span></span></li>
<li><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">Why is the press release talking about feelings, what about real outcomes for children, integration of health and social care with education, or the quality of the Plans versus statements?
</span></span></li>
</span></ul>
<span style="font-size: large;">
<span style="color: #444444;">
</span><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">Our answers are:</span></span></span><br />
<ul><span style="font-size: large;">
<li><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">The evidence is not there for such a bald assertion.
</span></span></li>
<li><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">Any positive impacts are probably not sustainable and generalisable.
</span></span></li>
<li><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">It’s probable that the press release is concentrating on feelings because the evidence for the Pathfinders fulfilling the other Green Paper aspirations just isn’t there.
</span></span></li>
</span></ul>
<span style="font-size: large;">
<span style="color: #444444;">
</span><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">Please see below for why we came to these conclusions and where we go from here.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<span style="font-size: large;"></span><br />
<h3>
<span style="font-size: large;">
<span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">What’s the evidence?</span></span></span></h3>
<span style="font-size: large;">
</span>
<span style="font-size: large;">
<span style="color: #444444;">
</span><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">The conclusion that families are happier than ever is apparently based on a key finding in the <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/246214/DFE-RR281.pdf">latest evaluation of the Pathfinders</a>, published in October.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">There is no finding about ‘happiness’ as such. The evaluation did find a weak positive impact on families’ feelings: ‘between 8 and 17 per cent more Pathfinder families “strongly agreed” with positive statements about the process than comparison families’. To be clear what this means: the researchers questioned two groups of families, the Pathfinder group and a group called the comparison families. There were 237 families in the first group and 226 in the second. It is not clear how the families in these groups were selected and why the survey was not carried out across all the families selected for Pathfinder piloting, over 2,000 across 31 local authorities.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></span><br />
<span style="font-size: large;"><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">The evidence of positive impact relies on an even smaller number of families. The highest increase in strong agreement with positive statements, 17 per cent, represents 40 families. (To put this in context, in January 2013, there were 229,390 pupils across all schools in England with statements of SEN.) The lowest, 7 per cent, represents 17 families. But families overall still aren’t very happy. For instance, the 17 per cent rise brings families saying they strongly agreed that their views were considered up from 32 per cent in the comparison group to 49 per cent in the Pathfinder group (still a minority then).</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;"><br />The researchers themselves say, ‘While positive, the overall level of change appears modest at this relatively early stage.’ </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">Further, as the comparison is with other families at one point in time, not families over time, we do not think the claim that families are happier ‘than ever’ can be made out unless the DfE has other data it has not disclosed. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">The evidence, then, is not there for such a bald assertion.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<h3>
<span style="font-size: large;">
<span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></span></h3>
<h3>
<span style="font-size: large;"><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">Is it sustainable and generalisable?</span></span></span></h3>
<span style="font-size: large;">
<span style="color: #444444;">
</span><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></span><br />
<span style="font-size: large;"><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">Many charities (including IPSEA) are worried that any positives for families in Pathfinder areas will not be sustainable when the Pathfinder funding ceases, or generalisable to the 121 local authorities outside the programme. The LAs that were selected as Pathfinders all volunteered to be part of the pilot scheme. They have been given substantial resources in the form of additional funding (on average £350,000 each) and specialist support from Mott McDonald and the DfE to develop practices over the past two years. This level of support and time will not be available to other LAs who are being expected to put the new practices into effect from September 2014.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">One example of how difficult they are going to be to sustain comes in the evaluation’s data on the length of time professionals spent just in formal meetings per case: the figure the researchers came up with is 14 hours of professional time. In Table 46 the time taken per month on a Pathfinder case versus a comparison case (statementing) is nearly double: 9 hours versus 5. Even though the Pathfinder process is meant to take about 4.6 months versus the 6 months for statements, the overall hours per case is 42 for Pathfinders versus 30 for statements. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">Non-Pathfinder LAs will not have the time or resources to put this intensive support into practice.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">The evaluation also points out that Pathfinder families’ happiness and involvement also depends heavily on the new role of the ‘key worker’. Key workers offered, for example, home visits – the importance of this sort of action to families’ experiences cannot be overestimated, yet may not be possible in actual implementation. The report states:</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<blockquote>
<span style="font-size: large;"><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">The average estimated delivery cost per family for the key working role was £924, or put another way the pathfinder approach used with the initial cohort of families required on average, 39 per cent more front-line delivery time than the SEN Statementing process. </span></span></span><br />
<span style="font-size: large;"><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">(page 111)</span></span></span></blockquote>
<span style="font-size: large;">
<span style="color: #444444;">
</span><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">Both resource for the new processes and trained and knowledgeable key workers may be unavailable for the legislation’s implementation in the longer term. Children and young people’s needs aren’t usually susceptible to quick political fixes. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">We think the answer to this question is, then, ‘Probably not.’</span></span></span>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<h3>
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></h3>
<h3>
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">What about improvement in real outcomes, integration of services, and the quality of Plans?</span></span></h3>
<span style="color: #444444; font-size: large;">
</span><span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">It’s probable that the press release is concentrating on feelings because the evidence for the Pathfinders fulfilling the other Green Paper aspirations just isn’t there. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><br />
<h4>
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Real outcomes</span></span></h4>
<span style="color: #444444; font-size: large;">
</span><span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">There aren’t any. Or, as the report says in a more convoluted way, ‘the survey found no consistent evidence to illustrate an improvement in outcomes had occurred’. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><br />
<h4>
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Integration of services</span></span></h4>
<span style="color: #444444; font-size: large;">
</span><span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">There has been some improvement (not quantified), but ‘substantial workforce development and cultural change were still reported to be required’. Integrated working was reported in July to be suffering from lack of health engagement. Given the stresses and changes within the NHS, this is hardly surprising. This area, however, was the main initial thrust of the reforms. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><br />
<h4>
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Quality of plans versus statements</span></span></h4>
<span style="color: #444444; font-size: large;">
</span><span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;">The evaluation has not looked at this, as it concentrated on how families felt and so on. IPSEA has looked at a lot of Pathfinder plans and think current ones aren’t fit for purpose and are likely to confuse rather than help with the relative responsibilities of the three different services for the child/young person. We hope the legislation and guidance will put this right but it is worrying that the evaluation is not looking at this central feature of the new system.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><br />
<h3>
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Conclusion</span></span></h3>
<span style="color: #444444; font-size: large;">
</span><span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<span style="color: #444444; font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">The feedback IPSEA is getting at this stage is that parents and advisers are not ‘happy’ about the reforms but are anxious, increasingly so after the universal thumbs down for the Government’s consultation drafts of the SEN Code of Practice and Regulations. There is a considerable way to go to realise the Green Paper’s aim of producing a streamlined, joined-up and simplified process for all services to support children and young people with SEN across the full range of their needs. IPSEA has highlighted problems to the DfE and will continue to do so, and is committed to working with the Government to find ways to address them. </span></span>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-63999595111410224652013-08-15T04:41:00.000-07:002013-08-15T06:24:21.970-07:00Should statements be replaced by EHC plans now?<!--[if gte mso 9]><xml>
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<![endif]--><span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;"><b>Question:</b> </span>I have a
daughter whose statement is out of date and I would like it updated as her needs have changed. The local authority (LA) are amenable to this as are the school. </span></span></span><br />
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">The LA has said as a
pathfinder authority they are writing all new statements in the form of the new
EHC plans (which I understand aren’t to come into law for at least
another year). They have said the
current law still applies so if I am unhappy with any aspects of their proposed document I still ultimately can appeal to the Tribunal. They have said if I prefer they could still write it in the old
statement style.</span></span></span></div>
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span style="font-size: large;"><span style="color: #444444;"><span style="font-family: Arial,Helvetica,sans-serif;">The question is, is their advice correct and is there any reason for me not to accept this advice?</span></span></span></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<span style="font-size: large;">
</span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>IPSEA’s answer:</b> <span style="color: #444444;">Unless the EHC plan follows the format and
content laid down in current law for a statement of special educational needs,
it will not be a statement, will not be appealable to the Tribunal and will not
oblige the LA to arrange the provision (until the law changes). We are not sure
what ‘old statement style’ means, but the document will only do what a statement
does if it follows the strict pattern of a statement, the model for which is
in the current SEN Regulations, with further advice on what it should
contain in the SEN Code of Practice, chapter 8.</span></span></span></div>
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<div class="MsoNormal">
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">This means that if your daughter’s statement is replaced by
a plan which does not follow this pattern, she will have at least a year with
no guarantee of provision, over which you will have no appeal right. It will mean that in effect she is going
back to school action plus. So we think there’s good reason for not
accepting this ‘advice’, and that the LA themselves may be misinformed as to the
law. </span></span></span></div>
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<div class="MsoNormal">
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">The law is not
changing until September 2014 at the earliest, which means that people in this
pathfinder authority will be in limbo for a year if they accept an EHC plan now.
The Regulations which will cover the new plans and the revised Code of Practice
are not yet even in consultative drafts, so that LAs do not know yet how to write plans. In effect they are experimenting with an untried and ungoverned system.</span></span></span></div>
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<div class="MsoNormal">
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">It’s questionable
whether in law LAs can do this until after the law changes. LAs must maintain statements until children no
longer need them, and they cannot simply ask parents to waive their child’s
rights. If statements are ceased then parents must be issued with a formal
notice of that decision.</span></span></span></div>
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span></span><br />
<div class="MsoNormal">
<span style="color: #444444;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">IPSEA can advise if
other parents are faced with this approach by LAs, and will be glad to do so!</span></span></span></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com1tag:blogger.com,1999:blog-6341600979303497005.post-30613800390325769832013-03-07T06:22:00.000-08:002013-03-07T08:27:21.440-08:00Changes to funding special needs via statements – bands not specificity?<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Question:</b> My local authority (LA), at a training event for parents yesterday (SEND Local Offer & Funding Training) told us that they will cease to quantify provision in statements of special educational need (SEN) in terms of hours but will instead refer to a 'banding'. Apparently this isn't their decision but is being forced upon them by the DfE via the way schools are funded from 1 Apr 13 and the Children and Families Bill.</span></span></span><br />
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">They will now include the following in all new statements made and amended statements from 1 April:</span></span></span><br />
<blockquote>
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">For statements with 12.5 hrs but no 'top-up' funding:</span></span></span>
<br />
<blockquote>
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">"Therefore, child’s needs will be met from the school's own resources and arrangements detailed in the Local Offer"</span></span></span></blockquote>
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">For statements that will attract 'top-up' funding:</span></span></span><br />
<blockquote>
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">"Therefore, child’s needs will be met from the school's own resources and arrangements detailed in the Local Offer. In addition, Children's Services will provide funding based on Band X pro rata for the balance of the financial year."</span></span></span></blockquote>
</blockquote>
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">I understand that under the current legislation LAs are required to clearly quantify provision in Part 3. Does the way schools are funded guidance and/or the new legislation allow LAs to refer to bands in statements?</span></span></span><br />
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">This a significant step backwards if this is the case!</span></span></span><br />
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>IPSEA's answer:</b> ISPEA are very clear that the changes to how SEN is funded do not change the law on SEN and therefore any move to remove specificity from a child’s statement is not legal unless based on good evidence that that particu<span style="font-size: large;">lar</span> child no longer needs it. We have gone back directly to the DfE on this to check that there has been no change of policy and have received this response:</span></span><br />
<blockquote>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">“You will recall that in 2010, in the guidance <i>“Improving the quality of statements of special educational needs – Good practice in writing statements”</i>, we stated that,
</span></span><br />
<blockquote>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">“11. Funding</span></span></blockquote>
<blockquote>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Resourcing levels or funding are not special educational provision per se, and are not a substitute for a detailed level of provision.</span></span></blockquote>
<blockquote>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">The LA has a statutory duty to secure special educational provision for children with statements (‘arrange that the special education provision specified in the statement is made’) and to outline how it ensures that the provision is made. The LA’s arrangements for funding statements should be subject to separate information, and the LA’s funding scheme should be clear about what levels and type of special provision is funded respectively by the school and by the LA. Such information is a statutory requirement (The Special Educational Needs (Provision of Information by Local Education Authorities) (England) Regulations 2001). If necessary, LAs should review and clarify with their schools the responsibilities of each for SEN provision, including what schools are routinely expected to fund. These arrangements should be reinforced through the ways in which provision is described in Part 3.</span></span></blockquote>
<blockquote>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">This position does not change as a result of the funding reforms. What we are saying is that the new funding system places even greater emphasis on LAs and schools being clear about the types of special educational provision each is responsible for providing.”</span></span></blockquote>
</blockquote>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">IPSEA would be very happy to follow up directly with any LA that has adopted this approach to specificity in statements. Please let us know.</span></span>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com3tag:blogger.com,1999:blog-6341600979303497005.post-19227538040098830772013-01-09T04:45:00.000-08:002013-01-09T04:45:01.348-08:00LA caseworker as key worker on single plan<!--[if gte mso 9]><xml>
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<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span><b>Question:</b> I have just been offered a
Local Authority case worker as a key worker for my son's Single Plan. Would
IPSEA consider a caseworker to be impartial in the planning/writing of a
Single Plan ?</span></span></span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="line-height: 115%;"><b>IPSEA’s
answer: </b>As we have said already on key workers and direct payments, IPSEA does
not believe that key workers who are not independent of LAs will able to give robust
advice to families and young people. In our experience LA caseworkers are well
aware of their LA’s policies and criteria for statementing and resourcing
provision, but not their legal basis. The law requires, for instance, Part 3 of
the statement to be written without regard to resources or placement, but we
frequently meet statements written the other way around, driven by what’s
available rather than what the child needs, and often with a band or matrix
position the only thing specified. It’s easy to see why LA caseworkers behave
like that, especially when LA budgets are reducing, but it means parents should
try to get independent knowledgeable advice. It will be useful to do the
same checks on the single plan as on a statement, especially on its
specification of provision.</span></span></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="line-height: 115%;">However, please
remember that even if you ensure that everything you<span style="font-size: large;">r child needs</span> is specified, anything in a ‘single plan’ is not currently legally binding on
an LA, and where there is any possibility that this may endanger a child’s provision,
parents can opt for a statement.</span></span></span></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-24528228107275361502012-12-10T13:10:00.000-08:002012-12-10T13:10:28.610-08:00SEN reforms: will we lose case law?<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
<span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Question:</b> When the new special educational needs law comes
in to place, will we lose all of the case law when appealing?</span></span></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>IPSEA’s answer:</b> Case law, or common law, in England makes
up much of the substantive law that governs our lives, and that includes the area
of special educational needs (SEN). Acts of Parliament set up broad frameworks,
and then judges tease out the detail of how the law applies to particular
cases, sometimes filling in gaps left by an Act’s drafters. Case law interprets
the statutes in Acts of Parliament, and tends to be very literal – that is,
judges look carefully at the meaning of words, often giving them their plain or
natural meaning, but sometimes considering them in terms of the general purpose
of the Act or the purpose of the Government as stated by a minister during Parliamentary
debates.</span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">So individual words can be very important, and judges may
assume a different approach is intended when words are changed, as we argued
for instance when it looked as though the duty to ‘specify’ special educational
provision in Part 3 of the statement of SEN would be replaced by the duty to
‘set out’ the provision.</span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">We are concerned that some areas are to be changed radically
and therefore we may lose the case law which interprets the current legislation.
An example is the definition of health provision in the proposed legislation,
where we foresee a danger that we could lose the current case law which says
that therapies can be educational provision (therefore enforceable) or health
(therefore not enforceable) depending on the facts of the individual case. The
draft legislation introduces such a broad definition of health provision that
it could be seen by judges to move anything provided by the NHS into the health
section of the Plan, and a local authority (LA) would not therefore have
responsibility to ensure it was delivered.</span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Where there are requirements that have been omitted, such as
the duty on LAs to respond within a time limit to a parent’s request for
statutory assessment, then all case law interpreting the omitted law will cease
to be relevant.</span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">So the answer is that it depends on how much the legislation
departs from current law. We are hoping that the Government, in keeping its
promise to ensure that parents’ and children’s legal protections are
maintained, will ensure that no rights based on case law are lost, given the
extensive list parents and their advisers draw on when negotiating with LAs or
appealing decisions.</span></span></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-4677156950706348522012-12-04T04:36:00.000-08:002013-01-03T01:59:12.107-08:00Can special academies admit children without EHC Plans?<!--[if gte mso 9]><xml>
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<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span style="color: #666666;">Question: </span> <span style="color: #666666;">I
recently heard Jane McConnell speak at a conference about the proposed SEN
reforms and I was really concerned about the point she made re</span><span style="color: #666666;"> special academies being able to admit pupils
permanently without their having been assessed or having an Eduation Health and Care <span style="font-size: large;">(</span>EHC) plan in place.
Can you explain it further?</span></span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">IPSEA’s answer: Yes,
this is a subject that Jane spoke about at the Westminster Forum recently and
it is of real concern to us at IPSEA. </span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The current law is very clear: section 316(2) says “If no
statement is maintained under section 324 for [a] child, he must be educated in
a mainstream school”. There are a few exceptions: children without statements can
be admitted to special schools for assessment, for instance, but the exceptions
are temporary and admission must be with the agreement of all concerned,
including parents. In the draft legislation,
provision 14(9) allows the permanent admission of children and young people with SEN but
no EHC plan to a special school or special post-16 institution that is an academy
if allowed for in their funding agreement, i.e. the contract between the
Secretary of State and the "governors" of an academy which sets them
up and defines how they should be run. Legally the term "academy" includes free
schools, studio schools and university technical colleges.</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">At this moment, as
far as we are aware, the funding agreements of the few special academies
that exist reflect the legal position on admission into maintained special
schools, i.e. that they cannot admit a child permanently until the child has
gone through the statutory assessment process to clearly define their special
educational needs and also identify the additional special educational
provision that they will need to be put in place to ensure that they are
adequately supported in order to access an appropriate education. If special
academies were able to opt out of this process we have the following concerns:</span></span></b></div>
<ol>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">It would mark a
real difference between the admission process to maintained special
schools and special academies. Both are paid for by taxpayers’ money to take
the same role within our education system but admission would be on
very different terms. It would create a two-tier system within special schools.
Special academies would not be under the same level of rigour to ensure a
child's needs were meet and then reviewed. Nor do academies have to deliver the
national curriculum or have qualified teachers.</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">If they have not
been through a statutory assessment process no one can fully know and
understand the extent of the child or young person’s needs and therefore would
not be sure that the right special educational provision would be made for them
in that school/institution. It would be easy to assume a child or young person had
a certain learning condition or profile without professionals having fully
explored the extent of their difficulties. Historically, many hearing-impaired
children were assumed to have learning difficulties because they were not
assessed properly. Many children were placed inappropriately in special
schools, and in the wrong sort of special school, because of inadequate
knowledge of their needs.</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Children and
young people could be "manoeuvred" into a special academy place without
realising that they could be entitled to have their needs fully assessed and a
Plan issued. Common examples would include where a child or young person
is under threat of permanent exclusion: "Would it not be better
to move your child to our special academy – you would not want a permanent
exclusion to go on their record?"; where a parent is told "your
child's needs are not great enough to warrant the Local Authority (LA) assessing them or putting
a EHC plan into place". If the child has no EHC Plan, the parent has no
qualified right to any maintained or non-maintained special school of their
choosing, so cannot use it to obtain an alternative mainstream or special
school.</span></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br />We are concerned
that this would disproportionately effect children and young people from ethnic
backgrounds where English is not their first language, where parents themselves
are vulnerable and may also have a learning difficulty or those families living
in poverty where access to information and advice is hard
to establish.</span></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"> </span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Special academies
could become a dumping ground for children failing within the education system
as by placing them in the special academy they would no longer be part of the
accountability and success recognition process for a mainstream school, i.e.
five GCSEs at grade C or above. We could see a situation where a academy chain
has a group of mainstream academies within an area and could set a special
academy up in which "difficult" children could be placed. We are not
saying this would be the norm but we want to ensure that all children and young
people with SEN who need it have their needs assessed and properly met.</span></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"> </span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Without a child
or young person having gone through statutory assessment of their
needs and obtaining an EHC plan, the special academy will not be
able to access the higher level of funding from a LA to make provision to meet
those needs. There will be a maximum of £10,000 which will be paid to
the special academy from the Educational Funding Agency with which to make the
provision for the child. This will act as an illegal "cap" on provision
and will be resource-driven rather than needs-lead as required by
law. There will be no incentive for a LA to assess the child and issue a EHC
plan as this would mean that they would be responsible for paying a top-up to
the special academy to make additional provision for the child.</span></span></b></li>
</ol>
<b><br /></b>
<br />
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Parliament’s
Education Select Committee has to date not questioned anyone about this,
including the Minister. The question that needs to be asked is, <span style="font-size: large;">"W</span>hat this
will do to promote the successful inclusion of children with SEN/d<span style="font-size: large;">i</span>sabilities in
mainstream schools?" This could lead to an erosion of the assumption that mainstream schools should be able to make provision for all children without a statement/Plan, and most of those with statements/Plans. It may well erode disabled children's
right to a mainstream education through the back<span style="font-size: large;"> </span>door.</span></span></b></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-46152100041285420362012-12-03T03:20:00.001-08:002012-12-05T02:15:16.068-08:00When will the new SEN law apply?<!--[if gte mso 9]><xml>
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</xml><![endif]--><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span style="color: #666666;">Question:</span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span style="color: #666666;"> </span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span style="color: #666666;">Please let
me know when the changes in SEN law start to apply. I was planning to
request an assessment for my daughter in May this year, however I delayed it on the
suggestion of the local pre-school liaison group. They have now
recommended that I take the decision to request assessment after a
multidisciplinary team reviews my daughter’s progress at the nursery. If
I request assessment by mid December 2012 or early Jan 2013 would
it be considered under the current legislation i.e. the changes would not
apply?</span></span></span></b><br />
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<b><br /></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">IPSEA’s answer: </span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">As things currently stand the proposed changes
will not be implemented as law until 1 September 2014</span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"> at the earliest</span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">. </span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><br /></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The time table is:</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><br /></b></div>
<ul>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">December 2012: Education
Select Committee complete its pre-legislative scrutiny of the draft legislation and
report their findings</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Early 2013: Children
& Families Bill issued including changes to SEN law - start of Parliamentary
process</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">During 2013: Consultations
on and finalisation of revised SEN Regulations and revised SEN Code of Practice</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Spring 2014: Children and
Families Bill receives Royal Assent and becomes an Act of Parliament</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">September 2014: Children
and Families Act enacted and starts to take effect</span></span></b></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><br /></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The transfer
arrangements for children in the current system moving into the new system have
not yet been confirmed - but if you have not already requested a Statutory
Assessment of your child's needs by that date, then providing the new
legislation has Royal Assent and is enacted from the 1 September 2014, you
will be starting assessment in the new system.</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><br /></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">IPSEA would not
recommend that any parent waits for the new system to come into
force before they request an assessment of their child's needs. If you have
evidence that they need more and/or different support than that provided by the
pre-school/school they currently or will soon attend, go ahead and ask now.</span></span></b></div>
<div class="MsoNormal">
<br /></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-18621010411454207642012-11-30T05:39:00.000-08:002012-12-03T05:00:46.097-08:00Why not just amend existing legislation?<!--[if gte mso 9]><xml>
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<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: #666666;"><span lang="EN-US">Question:
</span><span lang="EN-US">Do we actually need a new SEN Bill? If the draft </span>legislation<span lang="EN-US"> do</span>es<span lang="EN-US"> not give
us a combined assessment across education, health and social care </span>–<span lang="EN-US"> and just
give us another education only system </span>–<span lang="EN-US"> why do</span>esn’t<span lang="EN-US"> the
Government just amend existing legislation to include the things that are an
improvement? Surely it would be easier than re-</span>writing the current
system and <span lang="EN-US">losing</span> or confusing<span lang="EN-US"> bits unintentionally!</span></span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<b><br /></b></div>
<div class="MsoNormal" style="line-height: normal;">
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">IPSEA’s answer:</span><span lang="EN-US">
This is an option we have been considering here at IPSEA – a lot. </span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">As
currently drafted the SEN draft provisions are not fit for the purpose of
putting into practices the ideas and aspirations of the original SEN Green
Paper, including the combined assessment and single plan. We hope the actual
Bill (to be published early next year) is a major improvement on the draft
provisions. Even if all the existing rights of parents on behalf of
children have all been restored, the question remains of whether the potentail
benefits are worth a whole new bill and a complete overhaul of the system or if
amending the current legislation would be the most sensible idea. </span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">The
problem is that, once a Bill is published, the only options opponents have are either
to attempt to have amendments made through lobbying members of both Houses of
Parliament or to "kill" the Bill – and lose any improvements it did
contain. There is no option at this point to bring up a third way such as
amending current legislation. </span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">This
is why the report from the Education Select Committee as part of the
pre-legislative scrutiny process is so important. Once this is issued then
serious consideration needs to be given to the direction things need to take.</span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<br />
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">At
the moment the benefits of the proposals are the extension of the system to age
25 years for those who need a Plan, the bringing of academies into the
legislative framework, the piloting of a child's right of appeal to the SEND
Tribunal and the bringing of non-maintained schools under the same legal test
for admissions for those with a Plan as maintained schools.</span></span></span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">What
we clearly <span style="font-size: large;">do</span> not yet have is a proposed system which:</span></span></span></b></div>
<br />
<ol>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Ensures
that existing rights are protected </span><span lang="EN-US">including not adding
new barriers to existing rights, such as compulsory mediation, and allowing
special academies to admit children without a Plan, whose needs have not been
assessed and for whom the LA has no legal duty to arrange/secure provision. </span></span></span></b></li>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Duties
on health and social care </span><span lang="EN-US">to make this a combined
assessment across all areas which identifies provision needed to meet a child's
needs and to give a legally enforceable right to that provision. It is
still an education-only plan as currently proposed.</span></span></span></b></li>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Clearly
defined support for those children who have SEN but do not require a EHC plan</span><span lang="EN-US"> – potentially through the
Local Offer – but which again is enforceable if not delivered.</span></span></span></b></li>
</ol>
<b><br /></b>
<br />
<div class="MsoNormal" style="line-height: normal;">
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">If
the SEN part of the Children and Families Bill addresses these issues
satisfactorily and real improvements are made to the current system then a new
system – with all the upheaval, cost and uncertainty that will result –
will be worth it.<span style="font-size: large;"> </span>We
wait in anticipation.</span></span></span></b></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-54962578314469629132012-11-26T02:58:00.000-08:002013-01-03T01:57:17.543-08:00Is IPSEA now reassured by the Minister's letter about the draft SEN legislation?<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
<span style="color: #666666;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Question: Is IPSEA
now reassured by the Minister's letter about the draft SEN legislation?</b></span></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">IPSEA’S answer: We were really please<span style="font-size: large;">d</span> that the
Minister for special educational needs (SEN), Edward Timpson, has responded publicly
to some of the issues raised by the SEN lobby around the draft provisions. His letter is <a href="http://www.ipsea.org.uk/Apps/Content/News/?id=484">here</a><span style="font-size: large;">.</span></span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">He repeated the reassurance
that the protections in the current system would be carried forward into the SEN
Bill, and that is really welcome. We hope to work very closely with the DfE to
ensure that this happens and will again closely scrutinise the SEN Bill when it
is published. This will include making sure that all the rights of parents and
children that are currently included in the Education Act 1996 remain on the
face of the new Bill and not pushed into Regulations (which do not receive the
same Parliamentary scrutiny as the Bill) or a Code of Practice (currently the
Government intends no Parliamentary scrutiny for this at all).</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">In relation to the
specific points addressed by the Minister:</span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">1. Right to request
statutory assessment and duty of LA to respond within 6 weeks</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">It is good news
that the Minister has confirmed he will amend clauses to clarify the right of
parents to request assessment, but we seek further assurance that the LA’s duty
to respond is included. Again we would hope to work closely with the DfE to get
this right in the SEN Bill. We have already started to explore what these
amendments could be. They will also need to include a specific duty on LAs to
identify those children or young people who potentially need the level of
support provided by an EHC plan and a duty on a LA to respond to a request from
parents and school that they should be assessed to see if that is the case.</span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">2. No timescales</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">We are
clear that the SEN Bill must contain the time limits the current Act
contains and require other time scales be detailed
in the Regulations. Currently the Education Act 1996 requires Regulations
to include time scales, e.g. for serving notices to do with assessment;
decision to assess following a request by a parent or school; and completion of
stages for assessment and preparing and
finalising the statement. Again we hope to work closely with the DfE on
this.</span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">3. There is no duty
to make the provision in an EHC plan</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The Minister is
right that draft provision 21(1) contains an express duty on a LA to secure the
special educational provision in a EHC plan. What he has not mentioned is
that there is no duty on health or social care to make the provisions
specified in the EHC plan. As currently, only the LA will have a duty to ensure
that provision is made – and if the provision is not educational then they will
not have to secure it. It is the failure of this provision to extend across all
three areas that make the EHC plan remain an education only plan. </span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">4. Specify v set out</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">We applaud the
Minister for asking officials to ensure this remains as specify.</span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">5. Mediation</span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">As currently
drafted, parents must go through compulsory mediation before they can even
register an appeal at the SEND Tribunal. The Minister states that he means this
requirement not to delay appeals, but it must delay those parents who are
prepared and ready to appeal once they receive the decision letter from their
LA, who can currently appeal almost immediately. Mediation will
probably not take place for two or three weeks at the earliest, and therefore the
assertion that it will not cause delay is plainly wrong. In addition, the two<span style="font-size: large;">-</span>month time limit is a maximum, intended to allow parents to get advice and
prepare their arguments and evidence. The addition of the need to arrange and
attend mediation is a distraction from that necessary work. The requirement
will both delay and interfere with parents’ right to start a judicial
challenge to an LA’s decision. IPSEA strongly recommend that this provision is dropped,
or at the very least amended to require compulsory consideration of mediation
after a parent has successfully registered an appeal at the SEND Tribunal. This
is something already being piloted by the SEND Tribunal and would not delay
access to the appeal process. We have still not seen any evidence that
compulsory mediation is effective – and are aware of it being trialled and
dropped because of the administrative chaos it caused in another Tribunal’s
work.</span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Those five issues are the
ones the Minister addressed. We are glad that the Minister is giving parents
and professionals a "very clear" message that he is happy to go back
to consider drafting. If offered the opportunity, IPSEA are very willing to
work closely with him and the DfE to ensure that this happens. It is essential
that he talks to those who actually know and work daily with the law in this
area to get it right as early as possible.</span></span></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The extension of
Pathfinders is also to be welcomed and is essential as the scant evidence we
have available so far shows that pilots are nowhere as far along as had been
predicted. At this moment very little detail about what aspects of the new
proposals the Pathfinders are testing, how or with who. This is very
concerning. It is time for clarity and transparency about what the Pathfinder
pilots are doing. </span></span></b></div>
<div class="MsoNormal">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The Minister's
letter reflects steps in the right direction, but our key messages include
other omissions of current rights and protections:</span></span></b></div>
<b><br /></b>
<br />
<ul>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">as well as time limits, the Bill must contain requirements
for professional advice and <span style="font-size: large;">content of </span>notifications;</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">the right to mainstream where
special academies are concerned must be <span style="font-size: large;">restored</span>;</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">protections over the decision to cease to
maintain a Plan must be restored;</span></span></b></li>
<li><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">the Code of Practice must be consulted upon and subjected
to Parliamentary scrutiny before it is approved.</span></span></b></li>
</ul>
<b><br /></b>
<br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>We hope to move forward on these issues as well, but the
answer to your question is, as you can see, that we are somewhat reassured but
not totally!</b> </span></span></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-27997714164215194202012-11-22T07:24:00.000-08:002012-12-03T02:25:05.563-08:00Policing the SEN system<b><span style="color: #666666;"><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Question: What would you do to improve the existing
system? How can we improve LAs being held to account under the existing
legislation? </span></span></span></b><br />
<b><br /></b>
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">IPSEA's answer: <span style="font-size: large;"> </span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">One suggestion IPSEA has made is to give the Tribunal the power and duty to <span style="font-size: large;">comment both in individual judgements and to the Ministry of Jus<span style="font-size: large;">tice and the Department for Education</span> on 'frequent offenders' and/or on <span style="font-size: large;">clear legal breaches during assessment and statementing</span>.</span></span></span></b> Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-90403160029804736952012-11-20T08:40:00.000-08:002013-01-03T01:58:28.435-08:00Limiting statements / plans<!--[if gte mso 9]><xml>
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<![endif]--><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span style="color: #666666;">Question: Ofsted told our local authority that they issue too many statements which has resulted in children on lower banding not getting them. I've heard from an EP that those believed to be on Band D or less, which includes most children with Down’s syndrome, will no longer get a statement. How would that fit with the new system? </span><br /><br />IPSEA’s answer: The decision as to whether a child needs a statement must be based on the legal test as to whether they have special educational needs and whether those needs can be meet from the resources </span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">ordinar<span style="font-size: large;">il</span>y available </span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">in local schools. If bands are used by a LA then it must only be as an internal process for indicating the potential level of resources needed to meet the individual needs of that child. A band cannot in law be <span style="font-size: large;">the basis </span>of a blanket policy towards a category of children such as those with Down’s syndrome (the decision <i>must </i>be made about the child as an individual). Bands can never be used as an excuse not to provide individual support if there is evidence that the child needs it. It is unlawful in such decision<span style="font-size: large;">s</span> to take into account facts outside the child’s situation, such as how many other children in the LA have statements. There are no set limits – if a child has needs that have to be meet through a statement then they should get one. <br /><br />We would be very surprised if OFSTED actually said that and would be interested to see any report. An EP cannot say that any group of children will not get a statement or the proposed EHC Plan as that will depend only on whether as individuals they need it. <br /><br />In the proposed SEN reforms, we are concerned that the draft legislation’s legal test for triggering statutory assessment in order to get an EHC plan has been changed from what it is currently. The legal test for actually getting a EHC plan is also no longer clear. <br /><br />We also have evidence from some of the Pathfinder Pilot LAs that they do not think that they will be able to maintain the level of statements and learning disability assessments that they currently do. The costs are just too high and LAs are suffering cuts. The minister confirmed in front of the Select Committee that there would be no new </span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">FE money. Just the the money that is already in the system which from April 2012 has been delegated to LAs. So anything extra going into FE and anything spent in implementing a new system will be at the expense of school-age children.</span></span></b>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-40622691903247350822012-11-20T08:34:00.001-08:002012-12-03T02:26:10.200-08:00Will time scales be in the law?<!--[if gte mso 9]><xml>
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<![endif]--><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: #666666;">Question: Do you believe fixed time scales for processes will continue?</span><br /> </span></span></b><br />
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">IPSEA’s answer: Time scales ensure the SEN system works<span style="font-size: large;"> not just promptly but at all</span>. If LAs did not have time scales fixed by law to complete actions or make decisions, it would be at their discretion when (if at all) they did so. Currently when a LA ignores a time limit they can be forced into complying because it is the law. If time scales are not in place then this will be a serious erosion of existing parental rights. But at the moment the Minister hasn’t given any assurance on keeping time scales in the law.</span></span></b> Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-28026860784611836472012-11-20T08:31:00.000-08:002012-12-03T02:26:01.326-08:00LAs' behaviour is the biggest hurdle<b><span style="font-size: large;"><span style="color: #666666;"><span style="font-family: Arial,Helvetica,sans-serif;">Question: Does the Minister appreciate that the attitude/behaviour of LAs is the biggest hurdle for most parents? </span></span> <span style="font-family: Arial,Helvetica,sans-serif;"><br /><br />IPSEA’s answer: He should be becoming more aware! In defence of LAs, the fundamental, unaddressed issue comes from the fact that the current system (and the proposed new system) have underpinning it law which requires LAs to identify an individual child's SEN, identify where necessary the additional educational provision to meet those needs and then put it into place. <br /><br />The law does not allow the LA to refuse to put provision into place on the grounds of cost once they have evidence that it is needed. A lot of some LAs’ efforts are therefore put into avoiding children reaching the stage where a statutory assessment of their needs is triggered, for example telling parents, ‘We don't do statements in our LA<span style="font-size: large;">,</span>’ or, ‘You won't get a statement because he/she is not bad enough.’ Or once a statutory assessment of a child's needs is underway, LAs turn their attention to ensuring that the evidence that is produced is woolly and fails to specify clearly the additional provision that a child needs, so speech and language therapy (SALT) fail to quantify the hours of SALT support needed. If the evidence is not there then it cannot be included in the statement and therefore there is not a legal duty to provide it. <br /> </span></span></b><br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>However, the reality is that LA have fixed SEN budgets. If they did what they were supposed to do for each of the children in their area they would need far larger budgets - one large LA once estimated their budget would need to be eight times what they currently have. For most LA officers it is this balancing of the legal requirements with budgetary constraints which is at the core of their behaviour. To be seen by their employers as being good at their job they have to deliver a service within the LA budget. It explains why they refuse and block things at every level in some LAs. Only those children who have parents that are informed about their legal rights will win through and get what is needed. Too many children have parents who cannot engage with the system, are engaged but misinformed or don't have parents - it is a numbers game for LAs. Surely any new system being developed should be good for all children - not just those with active and informed parents? <br /><br />There are some real treasures amongst the LA SEN officers out there. People who have dedicated their work lives to getting the best support for children like ours. However, as with anything, there are some really horrid ones. </b></span></span>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com1tag:blogger.com,1999:blog-6341600979303497005.post-89655807551643871942012-11-20T08:23:00.000-08:002012-12-03T02:26:41.426-08:00Worried by loss of detail<!--[if gte mso 9]><xml>
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<br />
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: #666666;">Question: Timpson worried me because he seems to think putting all the details into guidance without any scrutiny will suffice. </span><br /><br />IPSEA’s answer: This worries IPSEA too for two reasons.<br />First, we seem to be in danger of losing protective detail from the Act itself and from consequent Regulations. The current Act, as you can see from our analysis, not only specifies time scales in the Act, but also has a schedule which requires Regulations to specify timescales for LAs to:</span></span></b><br />
<ul>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">serve notices to do with assessment and re-assessment, </span> </span></b></li>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">issue a decision after a notice to the parent of intention to assess/re-assess </span></span></b></li>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">issue a decision to assess/not to assess following request by parent </span></span></b></li>
<li><b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">and that ‘where a [local authority] are under a duty to make an assessment, the duty must be performed within the prescribed period’. </span></span></b></li>
</ul>
<b><br /></b>
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">This requirement does not appear in the draft legislation. In addition, the current Act requires statements to be ‘in such form and contain such information as may be prescribed’. The current Regulations are very detailed and comprehensive, with a model statement demonstrating the form and the content to be ‘specified’. The draft legislation allows for (but does not require) regulations about ‘preparation, content and maintenance’ of Plan: we have no idea what those may be.<br /><br />Secondly, to rely on any future Secretary of State to draft statutory guidance without Parliamentary scrutiny would mean that it could be initially drafted and then changed as and when the DfE wanted. Whether this is acceptable or not depends on your trust in the DfE to represent the best interests of disabled children as against implementing the policies of the political party in power. It is also a significant erosion of the current legal situation. We are told that this is needed to bring "flexibility" and that the current SEN Code of Practice is out of date. Certainly there are things that need to be changed in the current SEN Code of Practice since it was last revised over 10 years ago but there is very little in there which is no longer legally sound. Most changes reflect different policy directions, such as the role of Connexions, but the duty in law is still there and stays with the LA.</span></span></b>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-5039304706194948322012-11-16T09:39:00.000-08:002012-12-03T02:26:47.091-08:00Is IPSEA scaremongering?<!--[if gte mso 9]><xml>
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<span style="color: #666666;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Question: I went to a meeting organised by the Parent Carer
organisation with our local authority, which is a Pathfinder. When the topics turned to schools I raised
the point about the draft legislation removing rights to ask for assessment and
timeframes and was roundly shouted down – 'no that's not the case' and 'the Government's promised it'll be a better system, covering
health and social care too.’ I spoke
to the event chair at the end of the session to express my concern and to say
that I'd got my information from IPSEA. Although she hadn't read IPSEA's
information, her opinion was that there'd been 'a lot of scaremongering,
particularly by some education lawyers, who seemed to be jumping on the
bandwagon and preparing to make a lot of money from the changes.' Is IPSEA scaremongering?</b></span></span></span></div>
<div class="MsoNormal">
<br /></div>
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>IPSEA’s answer: Because of the early rumours that were
flying around the internet, IPSEA has been scrupulous not to scaremonger. We
have pointed out what in our view are the good points in the draft legislation,
but also have raised significant problems, based on intense and rigorous
comparison of the current law with the proposals. Our analyses are available on
our web site. No one has disputed our analyses, and indeed they were commended
to the Select Committee by several experts. It would of course be advisable for
this local group to read our documents before making up their minds. By the
way, IPSEA is a charity and we do not make money out of fighting legal cases,
nor do we think that is the motive behind any of our legal colleagues’ comments.</b></span></span><span style="mso-fareast-language: EN-GB;"></span></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-3748845190146586432012-11-16T08:03:00.001-08:002012-12-03T02:27:00.974-08:00Has the Minister reassured IPSEA?<!--[if gte mso 9]><xml>
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<span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-color: #666666;"><b><span style="font-size: large;"><span style="line-height: 115%;"><span style="background-color: white;"></span><span style="color: #666666;"><span style="background-color: white;">Question: </span></span></span><span style="color: #666666;"><span style="background-color: white;">I need to get up to speed very quickly on
the SEN bill. I've read all the info on IPSEA's site but that was written
before Edward Timpson spoke to the Select Committee. Does what he said change
things?</span></span><span style="background-color: #666666;"></span></span></b></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;"><span style="line-height: 115%;">IPSEA’s answer: </span>The information on the IPSEA website
is still up to date and very relevant – even after the new minister, Edward
Timpson, appeared at the Select Committee. His views do not change the position
as far as the draft SEN provisions are concern. </span></b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">There are four main issues: </span></b></span></div>
<br />
<ol>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">While he gave some assurance that existing legal
protections for our kids will stay in place he gave no details, preferring to
say he will revisit the drafting. As currently drafted, there are real
omissions to the system proposed. The <a href="http://www.ipsea.org.uk/AssetLibrary/News/IPSEA%20summary%20of%20draft%20SEN%20provisions.pdf">IPSEA
key message document</a> outlines major concerns, the first of which
he appeared to give a specific assurance on, that parents would have the right
to request assessment. However, if you read his words carefully, you will see
that this ‘right’ will not necessarily come with a matching duty on the local
authority to respond, and to respond within a time limit (currently six weeks).
Anybody can ask the local authority to do anything, of course. What makes it a
right for parents is the duty on local authorities to respond within six weeks
with a decision which, if a refusal, is appealable to the Tribunal. He refused
to offer an assurance that there would be any time limits at all in the
legislation. He also continues to support the introduction of compulsory
mediation before a parent can register an appeal re their child's EHC plan to
the SEND Tribunal, and refused to change his position on the lack of public and
Parliamentary scrutiny of the proposed new Code of Practice. Parents who
remember the tussle over the wording in the 2001 Code on specifying provision
will know how necessary such scrutiny is.</span></b></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">In the SEN Green Paper the Government committed to a
radical change which would result in a joined up system across education,
health and social care. This is not what the draft provisions give us. What is
being presented is still an education only system. Something we have
already. There are no enhanced legal duties on social care or health to make provision
for our children. We in fact fear that some existing provisions – speech and
language therapy, occupational therapy and physiotherapy – will be put in the
health section of the plan. Anything in that section is not enforceable –
health services could simply refuse to provide it because of resource
constraints.</span></b></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;"> The development of the new system is supposed to be based
on evidence of what works and what does not gathered from the Pathfinder Pilots
running in 31 local authorities. These are tasked with testing elements of the
proposed new system. Ed Timpson announced an extension of these pilots whilst
at the Select Committee and they will now report in September 2014. The issue
is that the Bill bringing the new system into place is due to be introduced to
Parliament in January (possibly March) 2013, becoming an Act of Parliament in
Spring 2014 and implemented by LAs from September 2014. The timing does not
make sense. This is not evidence-based legislation. The additional issue is
that we do not know any detail of what the Pathfinder pilots are testing, with
who and how, nor will we be able to judge long-term outcomes for the children
involved.</span></b></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">No one seems to have addressed the issue of cost. To
implement a whole new system will cost central government, local government,
schools and anyone involved in the process a lot of money. The Pathfinders are
receiving funds to implement the pilots, but there will be no new money for the
real thing, something the minister confirmed in his evidence to the select
committee. He spoke about "spreading the jam thinner". One of the
reasons that everyone wants statements/Plans extended to further education is
because FE provision is poor at the moment, but the minister said that there
will be no new FE money. So anything extra going into FE and anything spent in
implementing a new system will be at the expense of school-age children. Do we
want to do that for a system that does not give us real change? </span></b></span></li>
</ol>
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: large;">The proposed positives – including extension of system to
age 25 years and the bringing of Academies under the same legal obligations as
maintained schools – should not be lost but need to be balanced carefully
against these points. </span></b></span>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-67900658587337410362012-11-02T06:08:00.000-07:002012-11-05T02:36:41.187-08:00Pre-legislative scrutiny <!--[if gte mso 9]><xml>
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<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: #666666;">Question: What is this pre-legislative
process that the Education Select Committee is going through? Are they "getting it"?
Can they make the Government change its mind?</span></span></span></b></div>
<div class="MsoNormal" style="margin: 0pc 0pc 0.0001pt;">
<b><br /></b></div>
<b><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">IPSEA’s
answer: It’s become more common in recent years for the Government to issue
legislation as a draft. The practice allows examination and amendments to be
made to the text and made more easily before their formal introduction to
Parliament as part of a Bill. We hope the Committee is ‘getting it’ (they have been asking some good questions), but will
continue to work to try to ensure that it does! The Committee can make recommendations
for changes to the Government, but cannot enforce those changes. If the draft
goes through unchanged to the Bill stage, it will then be up to MPs and peers
to try to change it. Parents talking and writing to their MPs will be a big part of this.</span></span></b>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-80795948440172816012012-11-02T06:04:00.001-07:002012-11-05T02:38:46.771-08:00Will all children with statements get Plans?<!--[if gte mso 9]><xml>
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<b><span style="color: #666666;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Question: My LA (which is a Pathfinder) says
that based on what they have discovered so far they cannot afford to give all
children with a statement a new EHC plan. How will they decide who gets them
and who doesn't? </span></span></span></b></div>
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<br /></div>
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<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">IPSEA’s answer: We are
hearing similar things, although we are also being assured by the Government
that this is not their intention. What we’ve heard from local authorities
amounts to two different effects caused by the switch to Plans coupled with the
reductions in LAs’ budgets:</span></span></b></div>
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<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">1<span style="font-size: large;">.</span> To move all children currently with statements on to Plans
would mean reassessment, and they can’t afford that many reassessments (nor have they got the
staff to do it).</span></span></b></div>
<div class="MsoNormal" style="margin: 0pc 0pc 0.0001pt;">
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">2<span style="font-size: large;">. </span>They are considering their own local thresholds for Plans to
reduce the need for them because of the effects of the cuts.</span></span></b></div>
<b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The
second of these would mean that far fewer children are assessed for Plans in
the future. Together with the removal of the duty on LAs to respond to a parent’s<span style="font-size: large;"> </span>/ school’s
request for assessment, this may mean that far fewer children have their
difficulties identified properly and therefore many more will miss out on the
help they need.</span></span></b>Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com1tag:blogger.com,1999:blog-6341600979303497005.post-27561998750777718572012-11-02T05:58:00.001-07:002012-11-05T02:37:52.696-08:00"Set out" versus "specify": risk of vague unenforceable statements<!--[if gte mso 9]><xml>
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<b><span style="font-family: Arial,Helvetica,sans-serif; font-size: large;"><span style="color: #666666;">Question: What is the big issue re set-out vs
specify? Is it not just words?</span></span></b></div>
<div class="MsoNormal" style="margin: 0pc;">
<b><span style="font-size: large;"><br /></span></b></div>
<div class="MsoNormal" style="margin: 0pc;">
<b><span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">IPSEA’s answer: English law
is often about the meaning of individual words in statutes – and the word
“specify” is an example. It is fundamental to whether a statement works for a
child. If statements are unspecific, they do not have the effect Parliament
intended: that of guaranteeing that children receive the vital help they need.
Unless provision such
as hours of specialist input, e.g. from a speech therapist or a special aid such
as an adapted laptop, is specified on the statement, disabled youngsters and
their parents will have no way of ensuring they get the help they need. Vaguely
written statements are often worthless as help can be infrequent, intermittent
or cut back – especially if schools are free to spend any statement money as
they wish. Judges have interpreted the local
authority’s duty to ‘specify’ as meaning that the provision should normally be
quantified, e.g. in hours per week, and any departure from the norm should be
for the needs of the child, not those of a school, local authority or NHS
trust. There was a previous (2000) attempt to change ‘specify’ to ‘set out’ in
the SEN Regulations and the Code of Practice, which was defeated by lobbying by
parents’ groups. In that attempt, the change would have left the word in the
Education Act. This time the attempt is more dangerous as it would change the
Act itself, and remove the effect of years of judges’ interpretation of
‘specify’. And of course we do not yet know what will be in any Regulations or
in the Code.</span></b></div>
Chris Gravellhttp://www.blogger.com/profile/09503373660543222547noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-32901212609438807392012-10-24T01:44:00.002-07:002012-11-05T02:38:26.738-08:00Triggering statutory assessment of SEN<!--[if gte mso 9]><xml>
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<span style="color: #666666;"><span style="font-size: large;"><b><span style="font-family: "Arial","sans-serif";"><span style="font-family: "Arial","sans-serif";">Question:
I have read your very informative analysis of the draft SEN Bill but I still do
not understand about the loss of the right to request a Statutory Assessment.
Does it really mean that if my child has SEN and needs additional help at
school, neither the school or parents will be able to request an Assessment?!
If so, how will it be possible for a child get an assessment of their needs,
leading to an EHC Plan?</span></span></b></span></span><br />
<span style="font-size: large;"><b><span style="font-family: "Arial","sans-serif";"><br />
</span><span style="font-family: "Arial","sans-serif";"><b><span style="font-weight: normal;"><span style="font-family: "Arial","sans-serif";"><b>IPSEA<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">'s</span></span>
answer: The short answer is that anyone could request an assessment, but no
one would have the right to a reply.</b> </span></span></b><span style="font-family: "Arial","sans-serif";">First you
need to understand what we have at the moment. Only then can you understand
what is being lost. Currently the law says an LA has a proactive
duty to identify those children for whom they are responsible who have SEN, and
who may need the LA to determine the provision (the additional help) to meet
those needs via a statement of SEN – those are the children the LA must assess. In
short, LAs must identify children who probably need statements. In
addition, LAs must respond to requests made by parents or schools to assess a
child within a time limit - currently 6 weeks. After a parent or school
requests assessment, the LA must make a decision and communicate it to the
parent within six weeks of the request. LAs can respond to
requests for a child to be assessed</span><span style="font-family: "Arial","sans-serif";"> from
other professionals such as an educational psychologist or a health
professional but this is a power not a duty, (they can choose to ignore a
request from such people or agencies and many do). Only by being
required to respond to a request do some LAs actually make the decision and
notify parents, and they only make it promptly because there is a set time for
it. If it is a "yes" the assessment goes ahead. If it is a
"no" this triggers the parent’s right of appeal against that decision
to the SEND Tribunal.</span></span></b></span><br />
<span style="font-size: large;"><br /><b><span style="font-family: "Arial","sans-serif";">Now
to
what’s outlined in the draft provisions. LAs would have a new
general (and unenforceable) duty to identify all children with SEN,
including those children on School Action or School Action +. But
gone is the direct duty on an LA to identify those children who have SEN
and
probably need a statement/EHC plan, the first step in the LA deciding to
assess
those children. Without this duty it is not clear why a child would need
a Plan
and when, therefore, the LA must assess. Gone also is the direct
duty on a LA to respond to a request made by a parent or school to have a
child
assessed. Without this duty a parent, or indeed anyone, can write
to an LA making the case for a child's needs to be assessed but the LA
can
choose to ignore that request; they cannot be compelled to make a
decision or
to notify anyone of it. There is a right of appeal to the SEND Tribunal
to
appeal a decision not to assess made by a LA but in order to trigger it
the LA
has to have made that decision and communicated it to parents! Parents -
also
schools and anyone else that writes to the LA - will be left in limbo if
a LA
does not respond. If, in addition, the time limit for a response
is not included in the new legislation, there can be indefinite delay
without
remedy. This was the situation before the 1993 Education Act and we hope
to
ensure no return to the delays and prevarication of those days. </span></b></span>
<br />
<span style="font-size: large;"><br /><span style="font-family: "Arial","sans-serif";">Hopefully
this has answered your question – contact us again if it hasn’t!</span></span>
<br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><!--EndFragment--></span>Anonymoushttp://www.blogger.com/profile/07723317161895384252noreply@blogger.com0tag:blogger.com,1999:blog-6341600979303497005.post-63575982213506076092012-10-23T00:17:00.003-07:002012-10-23T00:17:28.399-07:00Therapy specified as part of educational provision?<!--[if gte mso 9]><xml>
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<span style="color: #666666; font-size: large;"><b><span style="font-family: "Arial","sans-serif";">Question:
What are the implications for SEN case law that has established that speech and
language therapy and occupational therapy is an educational provision because
some children need it to access education?</span></b></span><span style="font-family: "Arial","sans-serif"; font-size: large;"> <span style="color: #666666;"><b>Does it
also have implications for the case law that says that provision must be
specified and quantified?</b></span></span><span style="color: #666666; font-size: large;"><b><span style="font-family: "Arial","sans-serif";"><span style="color: black;"> </span></span></b></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><b><span style="font-family: "Arial","sans-serif";">IPSEA’s
answer: If the draft legislation’s apparent redefinition is enacted, making all
therapy health provision, then case law based on our current law will cease to
be applicable. It is only because of the current law’s wording that these
therapies can be defined as either educational provision or health provision,
depending on the child’s assessed needs. Speech and language therapy is
normally educational provision and physio and occupational therapy can be
educational provision when children need these therapies to access education. </span></b></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><b><span style="font-family: "Arial","sans-serif"; line-height: 115%;">The
draft legislation takes out the duty to specify provision which LAs now have in
relation to statements and replaces it with a new duty to "set out"
provision. This is a weaker duty. If this new wording is allowed to stay and is
introduced into final legislation then case law on specification will cease to
be applicable.</span></b><span style="font-family: "Arial","sans-serif"; line-height: 115%;"><br />
</span></span>
<br />
<span style="font-family: "Arial","sans-serif"; font-size: large; line-height: 115%;"><br />
</span><br />
Julia @ IPSEAhttp://www.blogger.com/profile/01965515045243018634noreply@blogger.com1tag:blogger.com,1999:blog-6341600979303497005.post-8291300584613624262012-10-22T10:01:00.000-07:002012-10-22T10:02:30.484-07:00 Post-16<br />
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</xml><![endif]--> <span style="font-size: large;"><b><span style="color: #666666;"><span style="font-family: "Arial","sans-serif";">Question:
How are the new SEN provisions going to affect post-16 education for statemented
children? At the moment I am getting a huge amount of pressure to send my
statemented child into a mainstream college even though the LA has not
proposed ceasing his statement. It is a complete nightmare as I am
the one that is told to look at the special needs provision offered in college
when I want him to carry on in 6th form with a statement</span></span></b></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><b><span style="color: #2a2a2a; font-family: "Arial","sans-serif";">I<span style="color: black;">PSEA’s answer: If these draft provisions are enacted, and your child
has an EHC plan in place that specifies the provision needed to meet their SEN,
then it should not matter whether they are placed in a school or Further Education setting.
The LA will remain responsible for ensuring that provision is made. You
would have a right of appeal if the LA amended the Plan to name a college
instead of a school and you did not agree with decision.</span></span></b></span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><b><span style="font-family: "Arial","sans-serif";">Under the current legislation, the LA must not cease to maintain
the statement against your wishes until they are sure that the college can make
the provision your child needs, or that the statement has run its course and he
no longer needs one. They should have done a learning difficulties assessment
or have had evidence from an annual review to be sure of either of these facts. </span></b></span><br />
<span style="font-size: large;"><b><span style="font-family: "Arial","sans-serif";">If they do not propose to cease the statement, and it specifies
a school in Part 4, then your child must stay at that school: the LA cannot
send him to a college while he has a statement naming a school or describing
school as the type of placement he should attend. Currently you can </span></b><b><span style="font-family: "Arial","sans-serif";">write
to
the LA stating that you want your child to remain in a school setting
post 16
and say where. The LA need to issue a cease to maintain notice to
send him to a college and this decision can be appealed at the SEND
Tribunal. If
you have to appeal to the Tribunal against the cease to maintain
decision, the
statement stays in place until the appeal is determined, so the LA must
continue to send him to the school named in the statement at least till
then. It is currently a good idea to get the decision from the LA in
good
time to allow any appeal to be decided before the end of the summer term
before
transfer and to tell the
Tribunal that it is a transfer appeal.</span></b></span><br />
<span style="font-size: large;"><b><span style="color: #666666;"><span style="font-family: "Arial","sans-serif";"></span></span></b></span><br />
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