Special educational needs and disabilities (SEND)
On this page:
- Local offer
- SEND support (to follow)
- SEND and Ofsted
- Provision mapping
- ERSA forms and guidance
- Statutory assessments and education health and care (EHC)
- Assessment under SEN
- SEN decision making grids
- Funding allocations and EHC banding levels
- Annual review of statements/ EHC plans
- Provision in Ealing
- SEND resources
- Code of practice
By 1 September 2014 all local authorities are required to publish a 'local offer' and assess all new requests for statutory assessment under the new framework, i.e. education health and care plans will replace statements and learning difficulty assessments (LDAs).
More information on the Ealing local offer is available on the children and families directory: SEND local offer
On 27 April 2016 Ofsted and CQC released the framework and guidance for inspecting the effectiveness of local areas fulfilling their new duties for supporting children and young people with SEND:
Local area SEND inspection: framework- April 2016 (GOV.UK website)
Local area SEND inspection: guidance for inspectors - April 2016 (GOV.UK website)
DfE workshop on area inspections
Inclusion provision map (excel)
Provision map fields (excel)
You need an EGfL user account to access the document below. If you need a new EGfL user name/password or reminder please email firstname.lastname@example.org with your name, school, and role within the school.
Important note: to request a statutory assessment, schools should read the guidance on completing an ERSA prior to completing the form - especially with regards to eligibility criteria.
Eligibility: EHC assessment is restricted to a small minority of children and young people who can be described as those experiencing severe, complex, profound and long-term educational difficulties. For more information read below guidance document:
Guidance on completing an ERSA (pdf) September 2016
Read prior to completing and submitting ERSA form.
Guidelines for statutory assessment for schools and early years settings in Ealing (word)
Guidance on requesting statutory assessment for all areas of need.
For more information on statements being converted to EHC plans, please read the following:
EHC assessment guidance (pdf)
EHCP template (word)
From 1 September 2014 all new requests for statutory assessment will be considered under the new SEND code of practice legislation.
No further statements will be issued after this time, where required EHC plans will be issued.
Existing statements will be converted to EHC plans by April 2018 and for LDAs by September 2016.
P scales guidance July 2014 (GOV.UK)
The P scales are a set of descriptors for recording the achievement of pupils with SEN who are working towards the national curriculum. This statutory guidance applies to maintained schools, academies and free schools.
Progression guidance (GOV.UK)
This guidance was developed by the National Strategies to support an understanding of progression for pupils with SEN in English, mathematics and science.
Guidance to using the SEN decision making grids (pdf)
Read this guidance before using the grids.
Please use the grids as a tool for discussion when trying to decide on the best course of action for a child:
- Highlight the key strengths and weaknesses
- Discuss the provision that has already worked (or not)
- Work together to decide on supportive interventions and provision needed to ensure access to the curriculum and progress.
- Behaviour, social and emotional needs grid (pdf)
- Cognition and learning grid (pdf)
- Communication and interaction grid (pdf)
- Hearing impairment grid (pdf)
- Physical disabilities grid (pdf)
- Visual impairment grid (pdf)
You can use the grids to highlight different levels of need and try a "best fit" for the type and level of SEN.
Further information about assessment, universal and specialist provision, EHC plans, preparing for adulthood and support services for families is available on the children and families directory: SEND local offer.
The funding allocation model consists of the following: After an EHC needs assessment has been completed, an Ealing panel of professionals alongside a school representative will discuss the outcomes of the assessment and advise whether an SEN support plan or an EHC plan is appropriate. If an EHC plan is advised then a level of funding that will enable the child / young person to achieve their outcomes is recommended. The LA will then decide an appropriate plan and level of funding based on the panel’s recommendations.
Schedules containing individual pupil details relating to top-up funding for pupils with a statement or education, health and care plan are available on your individual EGfL school page under financial year 2015/16 - funding. Find your school page on the schools contact database. Note that you need a EGfL user account with the appropriate permission to access the reports. Email email@example.com if you have a question about your user account.
Where statements / EHC plans are issued, reviews must be conducted at least annually. This review considers the pupil’s progress and whether any amendments are necessary.
These documents are currently under review and can be used for reference purposes and for children and young people requiring an annual review under the old statementing system and the new EHC process.
The above two documents will be replaced soon with the first document in the list below.
A SEN transition plan* (word) should be completed for each annual review from year nine until the pupil leaves school.
An overview of specialist education provision in Ealing 2015 and an indicator of the types and levels of special educational needs catered for in special schools, additionally resourced provisons (ARPs) and units.
Further information on special educational provision can be found on Ealing’s local offer as well as through individual school’s local offers and websites.
EHCP Journeys - April 2016
Website features findings from ASK Research, which looked into families' experiences of the EHCP process.
Challenging behaviour a unified approach April 2016 (pdf) - April 2016
British Psychological Society and Royal College of Psychiatry.
SEND reforms and health (pdf) - February 2016
Alison Markwell presentation - West London Alliance.
SENCO network presentation (pdf) - October 2015
Helen Green presentation, includes referral pathways, Ealing health visitor and school nurses contacts and SEN funding overview.
Terms of reference for SEND panel (pdf) - 2016
Paving the Way works (Paving the Way website)
Information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities.
Education health and care plan workshops (SEND pathfinder website)
Resources from the early spring 2016 workshops - set up to support local areas with producing quality education, health and care (EHC) plans.
Council for Disabled Children (CDC) - spring 2016 digest (CDC website)
Information on SEND CPD for education settings 0-25, case law from recent SENDIS tribunals and schools funding and impact on SEND.
CDC mini digest - 28 April 2016 (CDC website)
SEND code of practice: 0-25 years (GOV.UK)
In March 2011 the Department for Education (DfE) published a green paper setting out a new approach to SEN and disability, the key changes to current process were proposed:
- Person centred approach and principles underpin all work with parents/carers and children/young people
- New legislation extends the age range to 25
- Much greater focus on outcomes and preparation for adult life from an early age
- Education, health and care plans replace statements of SEN and LDAs
- Collaboration between education, health and social care and participation of children, their parents and young people underpin strategic developments, planning and review of services.
By February 2013 the children and families bill received its first reading in parliament and in March 2014 the bill received royal assent and became an Act.
The DfE have consulted twice on revisions to the SEN code of practice, and the final version was published in June 2014.
Funding in schools is not impacted by the SEND reforms and thresholds are not changing.
In addition, children and young people with existing statements and LDAs will continue to hold them until they are transferred to an education health and care plan.