News and Updates

News and Updates

 

Bradford Matrix of Need V1

Following a review of the Range Guidance, the new Matrix of Need has been published.

This replaces any previous range guidance.

The Matrix of Need can be found here


Notional SEN Funding 2019 - 20

 

Please see attached for:

Secondary Notional SEN funding 2019 - 20

Primary Notional SEN Funding 2019 - 20


Best Practice in using External Professional Advice for Children with SEND

There has been a lack of clarity about the role of external professionals in relation working with children with SEND and making requests for EHCA. This briefing has been agreed with Senior Managers within SEN and Inclusion and aims to provide a definitive guide to ensure a shared understanding of the role of external professionals in relation to children with SEND.

  1. The aim of involving an external professional is to clarify the nature of a young person’s needs and to access specialist advice on evidence based interventions and strategies that can be put in place to improve outcomes. This can take place at any stage, but is advised at Range 3.  

 

  1. Any agreed plan should then be implemented and reviewed by school based staff over an agreed period of time. The review should highlight progress towards the identified outcomes and any amendments or extensions to the identified intervention. The review will sometimes involve the professional involved but this is not essential.

 

  1. My Support Plan is a highly effective way of bringing all of this together and the expectation is that schools use this as a model of intervention through at least two cycles prior to any request for additional support via an Education Health and Care Plan.

 

  1. In making a decision as to whether to progress a request for an Education Health and Care Assessment the SEND panel will interrogate evidence in relation to two legal tests: might the CYP have SEND and do the identified SEN require provision over and above that normally available in school ie beyond R3.

 

  1. In making a request for an EHCA, it is incumbent on the referrer to ensure they provide sufficient evidence in relation to both of those tests. The Bradford Revised Range Guidance indicates the types of evidence that should be provided for example:

 

  1. School Core Offer detailing Quality First Teaching
  2. Information from health regarding diagnosis
  3. Bradford Engagement Tool
  4. EYFS / NC / 16+ levels / Developmental Journal Levels
  5. SEN Progress Grid
  6. SEN Support Grid
  7. Evidence of involvement from external professionals;
  8. My Support Plan document

 

  1. Evidence of involvement from external professionals can take many forms including handwritten notes from a meeting, contribution to a My Support Plan, follow up notes from the professional or a formal written report.  This evidence should be no more than 18 months old.

 

  1. It is not a requirement for the external professional to confirm or otherwise whether the CYP is at the range identified by school. The evidence sources listed above should be robust enough to do this.

 

  1. It is not a requirement for the external professional to confirm or otherwise whether the CYP requires provision at a certain range. The evidence provided by school in their SEN Support Grid should detail what provision is being put in place.

 

  1. Requests for change of placement should only be made following an annual or interim review of an EHCP. The evidence provided by school should be drawn from the same sources listed previously and is not contingent on a report from an external support agency, stating that needs cannot be met.

 

 

Ruth Dennis / Ronnie Hartley / Anne Lomas / Simon Ramsden

04.03.19


Revised Range Guidance

 

Range Guidance Review

 

Why are we updating the Range Guidance?

•Since the previous version of the Range Guidance was produced, there have been significant changes within both SEN and Education. The new Code of Practice for SEND, Fair Funding and Assessment without Levels have all led to the Range Guidance becoming outdated and misleading.

•In addition, issues relating to school funding and pressure on the High Needs Block mean it is more important than ever that schools and LA have a shared view of their individual responsibilities.

•The Revised Range Guidance attempts to address all of these issues and provide clear consistence advice. It is based on existing models of good practice eg the Wigan Inclusive Quality First Teaching Audit and existing Bradford tools such as the SEN Progress Grids and SEN Support Grid.

 

Introducing the Revised Range Guidance

The Guidance has three parts:

Bradford Special Educational Needs Descriptors

•This document describes the complexity of the young person’s need where Range 1 is the lowest level of need and Range 5 the most complex. This is established using the Bradford SEN Progress Grids, alongside the SEND Descriptors and other assessment tools. 

 

Bradford SEND Graduated Approach Summary

•Graduated Approach: ie the type and magnitude of intervention that should be put in place for the young person, in accordance with their identified SEN Range and  based on the SEND Interventions Grid.

• SEN Support Offer: this clarifies where the support should take place and the source of funding for this.

• Evidence: This indicates the documentation that schools should be able to provide to evidence their judgement regarding Range / Graduated approach.

 

Bradford SEND Graduated Approach Detailed

• This document gives a more in depth view based in the key areas of need identified in the Code of Practice (2014), including:

• Graduated Approach: ie the type and magnitude of intervention that should be put in place for the young person, in accordance with their identified SEN Range and  based on the SEND Interventions Grid.

• Examples of Strategies and Resources: these are taken from the Bradford Quality First Teaching and SEND Provision spread sheet and serve as examples. The full spread sheet can be found here:

• SEN Support Offer: this clarifies where the support should take place and the source of funding for this.

 

Revised Range Guidance Early Years / 16 - 25

EY and 16 - 25 versions are currently under construction and will be added as soon as they are available.

 

Revised Range Guidance Roll Out

 

•We aim to trial this Range Guidance between January and March 2019 and implement a revised version from April 2019. 

Please take time to look through the Revised Range Guidance and use it to explore and shape your provision within school.

 

Revised Range Guidance (Draft)

Bradford's Revised Range Model Excel Spreadsheet

Revised Range Guidance Feedback

 

•Complete the Revised Range Guidance Feedback sheet and return to : RangeGuidanceReview@bradford.gov.uk

 


Feedback from Statutory Panel January 2019

Feedback here

 


 

Slides from the 'Reviewing the School Based SEND Review' mini conference, 17th July 2018


Notional SEN Funding

This is the funding identified in a school's budget for school based SEN support and the school's contribution towards any  EHCPs.

2018 - 9

2017- 18


Feedback from Single Panel (EHCP)

Data 08.05.18

My Support Plan    
Total Requests   55
Agreed     34
Declined     21
       
Reasons for declining MSP's  
Unclear Requests   1
R3 MSP     10
Insufficient evidence   2
Not Range 4   5
Seek additional information 3
       
Requests for Assessment  
Total Requests   211
Agreed     172
Declined     39
       
Reasons for declining Assessment  
Needs can be met in school  5
Not Range 4   13
R3 MSP 8
Insufficient Information   11
Incomplete referrals   2
       
       
Requests to Issue EHCP    
Total Requests   196
Agreed     150
Declined     46
       
Reasons for declining to Issue EHCP
Not Range 4   2
Insufficient evidence   4
Issue Non funded MSP   16
No evidence EHCP will deliver on aspirations 1
Explore options for provision in Bradford and OLA and return to panel 1
Plan incomplete 7
Deferred for more information 11
Period of assessment required in provision 1
Unclear on pathway 1
Discussion required around meeting needs 1
Refer to Complex Care Panel 1
   
       

 

 


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