Housekeeping
Early Years SENCo Network 19.2.19 • Welcome and session overview • CPD Inclusive Practice • Group Problem Solving Approach • SENCo Buddy • Early Years Inclusion Funding Updates • Early Years SENCO Partnership role • SEYST updates and training • Date for next SENCo Network • Evaluation of Session
Inclusive practice
Levelling the playing field, 2015 • How much of their free childcare offer are parents with disabled children accessing? • 60% receive (then) full free entitlement, 15 hours per week for 38 weeks • 15% receive some of the free entitlement, but less than 15 hours per week • 25% receive none of the free entitlement
Levelling the playing field, 2015 • Why are parents with disabled children not accessing any of the free childcare offer? • 38% do not think provision can care for child safely • 30% do not think staff are adequately trained • 28% do not think provision is inclusive and supports their child to participate in activities alongside their peers • 25% say the nursery/child carer refused a place or excluded their child because of their disability or SEN
Levelling the playing field, 2015 • Why are disabled children being excluded from early years childcare settings? • 49% say setting cannot meet child’s needs • 47% say their child needs one-to-one care (or other additional support) which is not available/affordable • 34% say setting cannot manage child’s behaviour
Exclusion of young children from school • Increases in the exclusion of young children from school: • The data draws only on exclusions from schools • The figures are drawn from DfE statistics up to 2016-17 • Taking into account numbers and percentages
Number & percentage of young children with fixed term exclusions from schools in England, 2010/11- 2016/17 8,000 1.20 7,000 1.00 6,000 0.80 5,000 4,000 0.60 3,000 0.40 2,000 0.20 1,000 0 0.00 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 4 years & under 5 years 4 years & under (% rate) 5 years (% rate)
Number & percentage of young children with 1 or more fixed term exclusion from schools in England, 2010/11-2016/17 3,000 0.45 0.40 2,500 0.35 2,000 0.30 0.25 1,500 0.20 1,000 0.15 0.10 500 0.05 0 0.00 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 4 & under 5 4 years & under (% rate) 5 years (% rate)
Links Levelling the playing field: • https://councilfordisabledchildren.org.uk/news-opinion/news/new-research-levelling- • playing-field-campaign Identified SEN: • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach • ment_data/file/709496/Special_educational_needs_Publication_May18.pdf Take up of EY entitlement, children with special educational needs: • https://www.gov.uk/government/statistics/education-provision-children-under-5- • years-of-age-january-2018 EYFSP outcomes: • https://www.gov.uk/government/statistics/early-years-foundation-stage-profile- • results-2016-to-2017 Exclusions data: • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach • ment_data/file/726741/text_exc1617.pdf *Please note, not all the DfE data is broken down by region and by LA • *Some of the compendia of data provide links to more specific datasets •
Exclusion The Department for Education suggests that 6,685 pupils were permanently excluded from schools in England alone in 2015/16. An increase of 40 per cent over the past three years Institute for Public Policy Research (IPPR) : “Excluded children are the most vulnerable: • twice as likely to be in the care of the state • four times more likely to have grown-up in poverty • seven times more likely to have a special educational need • 10 times more likely to suffer recognised mental health problems.”
Exclusion Institute for Public Policy Research : “Too often this path leads them straight from school exclusion to social exclusion. Excluded young people are more likely to be unemployed, develop severe mental health problems and go to prison.” In fact, figures suggest that more than half of UK prisoners were excluded from school.
Statutory Documents Relating to SEN • Disability Equality Duty • Equality Act (2010) • Children & Families Act (2014) • Revised SEN Code of Practice 2014
Duties under the Equality Act 2010 • The DDA 1995 set out two main duties. Under the DDA Part 3 these still apply to all providers – including early education providers . • The two key duties are: 1. Not to treat a disabled child ‘less favourably’ 2. To make ‘reasonable adjustments’ for disabled children. A failure to comply with these two duties may amount to unlawful discrimination.
What are “Reasonable Adjustments”? • The Equality Act requires providers to make ‘reasonable adjustments’ for disabled children. • Reasonable adjustment is not just about wheelchairs and only looking at the aspect of physical access, it can be a number of things e.g. multicultural. • Other areas where adjustments can be made are e.g. a warm welcoming atmosphere, resources for children with SEN that can be used by all, the use of signs and symbols in a setting. • From October 2004 making physical changes/removing physical barriers came into force. • Remember what is required of all settings is ‘reasonable’ in all circumstances.
Group discussion Excerpt from NetMums discussion. Wondering if anyone could offer any advice. I have a lovely little boy who is not a perfect angel but does do as he is told and we do not have any tantrums. Sounds great heh! However then he goes to nursery. Whilst he is on site at the nursery I am told that he kicks the staff or other children and has been banned. A health visitor and SENCO have visited him at home and at nursery, neither times has he displayed this behaviour. The nursery accepted him back but are now saying I will need to collect him each time he kicks. Does anyone have any advice as I am quite desperate for help?
Activity Disability Discrimination • Read through the descriptions given to your group. • Answer the 3 questions: – Would you consider this to be disability discrimination? – What would a reasonable adjustment be? – What would be good practice? • Feedback to the whole group
Questions?
Inclusive Practice Case Study Laura Sadler Bright Beginnings Day Nursery
Problem Solving
Group Problem Solving Approach / Technique Someone (A) has an issue that they want to bring to the group Nominate a scribe/reflector back (B) A has 2 minutes to describe their ‘issue’ B has one minute to reflect back what the issue is The whole group has 2 minutes to ask any clarifying questions (no suggestions are allowed at this stage). The whole group then has 3 minutes to make suggestions. A is NOT allowed to comment on these at all at this stage. B makes notes of all the suggestions made B then summarises the complete list of suggestions made A then picks 2/3 things that he/she thinks might be worth trying York Educational Psychology Service 2016
SENCo Buddy This Photo by Unknown Author is licensed under CC BY-SA-NC
Sharing Sharing ideas Sharing Sharing experiences What could it Sharing Sharing knowledge bring? Talking Talking though ideas Exploring Exploring other settings and their practice
• A closed Facebook group? • An Instagram account? • A web forum? What would • A paired SENCO Buddy? it look like ? • A SENCo Buddy allocated to an area to work with the Partnership SENCo?
If you would like more information about the SENCo Buddy Initiative please do not hesitate to get in touch Working together… Rachel Elliott Email: manager@wheldrakeplaygroup.co.uk
Early Years Inclusion Funding Date for new applications/ Change of Circumstances Inclusion Funding Form: Deadline Date: 8th March 2019 Applications received after this date will not be processed Panel date : 13 th March 2019 Settings notified by: 22 nd March 2019 Appeal date: 29 th March 2019
EYIF Summer Term • IF APPLYING FOR FUNDING TO CONTINUE FOR SUMMER TERM ONLY , PLEASE PUT THIS IN WRITING (IDEALLY BY EMAIL) FAO: CHAIR OF EYIF PANEL. • No other forms are required.
EYIF New applications • For this round of Inclusion Funding it is possible to apply for three terms. Please indicate how many hours you are requesting for: • SUMMER 2019 • AUTUMN 2019 • SPRING 2020
Change of Circumstance Form • CEASE FUNDING (Give reason and include a copy of progress from baseline to now) State how EYIF has made a difference over time to outcomes for the child. • REDUCE FUNDING (Give reason and from when) • INCREASE FUNDING (Give reason and which term(s) applying for)
EYIF • Please attach ALL documentation including Sessional Plan (refer to checklist on application form) • Providers to contact seyst@york.gov.uk for secure e-mail instructions • Applications must be sent electronically via secure email to seyst@york.gov.uk • For all providers without email access please post/deliver completed forms to • The Specialist Early Years Support Team, • The House, Hob Moor Children’s Centre, • Green Lane, Acomb, • York YO24 4PS.
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