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Embedding the SEND reforms: keeping on the right side of Ofsted and the law

Tailored training

This course is only available on a consultancy basis where we come to you. 

Course description 

This course will cover the latest information on the SEND reforms and how to embed them in your early years, school or college setting.  As well as outlining the changes and the timetable for implementation, the legal implications will be covered along with how to meet the expectations of Ofsted.  The change of culture that the changes represent will be discussed and practical ideas are given for how to make sure the views, wishes and aspirations of children, young people and their families are placed at the centre of the decision-making process.  The various funding streams for SEND and how personal budgets are being used will be included and examples are given of effective and innovative practice.

The changes come at a time when pupil populations are becoming increasingly complex across all types of schools and the SEND code of practice 2015 has raised the profile of children and young people with medical conditions and mental health needs.  These will be covered in connection with the expectations being placed on schools and other settings.

Pre-course preparation 

Delegates need to familiarise themselves with the SEND code of practice (January 2015); be ready to share ideas on how they, or their settings, have changed their practice following the SEND reforms and have in mind any queries they wish to raise regarding the increased expectations on schools. 

Course facilitators 

Dr Rona Tutt OBE  and Lorraine Petersen OBE

Aim of this course

  • to bring delegates up-to-date with the changes, their implications and the change of culture they are designed to create
  • to help school leaders be confident in knowing the legal requirements and expectations of Ofsted
  • to examine how pupil populations are changing and what this means in terms of the responsibilities of schools and other settings

Objectives of this course

  • be clear about what else they need to do when updating their SEND practice, including what it means for every teacher to be a teacher of SEND; the implications of switching to SEND support; and their role as statements are replaced by EHC plans
  • be given practical illustrations of how to increase the involvement of children, young people and their families
  • have time to share any concerns about meeting the needs of those who have significant health needs, including mental health, in addition to those with SEND

This course is suitable for

Those in leadership positions across early years provision, all types of schools, and post-16 settings.

It will be useful for those working in local authorities, school governors and business leaders, as well as SENCos and those who have some responsibility for children and young people with SEND.