A SEND in Peterborough conference has been planned for 19 February 2018.
This will be a working-day conference looking at the national, regional and local developments of special educational needs and disabilities. The conference is primarily aimed at education professionals but invitations are extended to colleagues in health and social care services, as well as parent representatives.
A working group is being convened to help with the planning of the conference with representatives from a variety of backgrounds including the Peterborough SENCO Network and Family Voice Peterborough.
Keep checking back here fore further information in January, including how to book a place
Ofsted and the Care Quality Commission inspect how well local areas fulfill their 'Special educational needs and disability code of practice' duties. Local area Inspections began in May 2016 and 152 inspections will be undertaken over 5 years. Ofsted and the Care Quality Commission have produced and published a report outlining the findings of their first year of inspections.
This briefing (see right) provides links to useful resources, toolkits and websites relevant to suicide prevention and the Prevention Concordat.
It will be updated as new resources are developed and published.
The SEND newsletters are packed full of news features, training events, new resources and interviews with colleagues. They are aimed at those involved with the support of children and young people with special educational needs and disabilities, and their families, across the education, health and social care services, and the voluntary / charity sector. They are produced in partnership with the Inclusion Services of Peterborough City Council, the Peterborough SENCO Network, the Specialist Hub Network and Family Voice Peterborough. If you like the newsletter, or have suggestions for future articles, let us know by emailing firstname.lastname@example.org.
The latest Autumn and summer 2017 newsletters can be viewed below.
Children are exposed to news in many ways, and what they see can worry them.
- listen carefully to a child’s fears and worries
- offer reassurance and comfort
- avoid complicated and worrying explanations that could be frightening and confusing
- help them find advice and support to understand distressing events and feelings
- children can always contact Childline free and confidentially on the phone and online.
- More information can be found on the NSPCC website and by clicking on the pdf link below - Talking about terrorism: tips for parents and professionals
The National Sensory Impairment Partnership (NatSIP) have produced a document called 'Ensuing equal access to public examinations for candidates with sensory impairment'
The guide is intended to help teachers of children and young people with hearing impairment (H), visual impairment (VI) and multi-sensory impairment (MSI) to understand the key principles underpinning reasonable adjustments for public examinations and the main access arrangements that may be appropriate for candidates with sensory impairment. It also includes examples of specialist reports written to support applications for access arrangements.
Following on from the Peterborough SENCO Network event in December 2016 and co-production with the Preparing for Adulthood Group, the new Transition Information Pack (TIP) is being piloted.
The purpose of the pack is to gather a comprehensive overview about a child/young person for education settings and services they will be moving to.
If you would like to use the TIP please email email@example.com
If you sign up to use the TIP we will be in touch by November/December to get your feedback. This will help improve the form, ready to launch a revised version at the start of 2018.
It is proposed that the current arrangements and demand for children with the most severe vision impairment in the city, will be rationalised.
The aim is to make provision consistent across the primary and secondary phase, as well as responding to recent changes in the patterns of demand.
The Government has published its response to three consultations which we thought would be of particular interest to you.
High Needs Funding
The Government’s response to the schools and high needs national funding formulae consultations can be found within the publication section on the gov.uk website. The various documents that have been published explain the detail of the national funding formula, and how allocations of schools and high needs funding to local authorities are being calculated, including how the additional £1.3 billion announced in July is being distributed. This is a significant landmark, as there is now a much better basis for funding schools and children and young people with high needs. Many areas that have been underfunded for years will see increases of up to 3% per year.
The Secretary of State’s statement to Parliament can be found within the speeches section on gov.uk website.
Individual local authorities’ allocations for 18-19 can be found in the ‘NFF summary table’ within the publications section of the gov.uk website (see the second tab called ’18-19 allocations’). This contains all the information LAs need to know about their funding for next year across schools, high needs and the central school services block. Other tabs in the spreadsheet will set out how those allocations have been calculated and provide illustrative figures for future years.
Primary assessment consultations, including on the Rochford Review
The government’s response to the ‘Primary assessment in England’ public consultation can be found within the consultations section on the gov.uk website. Details are set out in a statement made to Parliament by the Secretary of State for Education, Justine Greening, that can be found within the speeches section of the gov.uk website. The response confirms the government’s intention to establish a settled, trusted primary assessment system for the long term, and specifically to:
- move to a more flexible approach of assessing English writing from the 2017 to 2018 academic year onwards;
- change the starting point for primary school progress measures to the reception year - with a new statutory assessment to be introduced in reception from 2020;
- remove statutory end of key stage 1 assessments once the reception baseline assessment has become fully established, from 2023;
- remove the duty for teachers to assess pupils against statutory reading and mathematics frameworks at the end of key stage 2 from the 2018 to 2019 academic year onwards;
- improve the early years foundation stage profile by clarifying the descriptors underpinning the Early Learning Goals and reviewing supporting guidance;
- introduce an online multiplication tables check to be taken by pupils at the end of year 4 from the 2019 to 2020 academic year.
The government has also published its response to the parallel consultation on the recommendations of the Rochford Review of assessment arrangements for pupils working below the standard of national curriculum tests. The response, that can be found within the consultations section of the gov.uk website, confirms the following:
- From the 2018 to 2019 academic year onwards, we will remove the requirement to assess pupils who are working below the standard of national curriculum tests but are engaged in subject-specific learning using P scales. Instead, the pre-key stage standards will be extended to be used for the statutory assessment of these pupils.
- We will pilot the Review’s recommended approach to assessing pupils who are not engaged in subject-specific learning in the 2017 to 2018 academic year, before determining future statutory assessment arrangements for these pupils. We will be seeking to identify a number of schools to participate in this pilot. Further details will be made available in due course.
This downloadable resource tool has been jointly developed by the Cochlear Implant Team at the Royal National Throat, Nose and Ear Hospital in London and Phonak UK. It is available for professionals free of charge and has been designed as a not for profit resource.
This resource is intended for use by Teachers of the Deaf or relevant professionals to make sure children are ready to use an FM system. It is expected to be particularly helpful with cochlear impant users. The resource is also useful to help children develop the skills and language needed to judge and describe sound quality.