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The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has now been released, aiming to deliver a better system for children and young people with SEND. For more information on what the SEND and AP improvement plan includes and how it might affect your practice, take a look at our article here<\/a>. <\/p>\n\n\n\n Here is a brief look at some of the main proposals:<\/p>\n\n\n\n Currently we have a \u2018postcode lottery\u2019 with different local authorities offering different support and provision to children with SEND. The SEND green paper suggests that there is a need for greater consistency and proposes:<\/p>\n A more inclusive system ensures that children and young people with SEND are set up to thrive, and are prepared for employment and higher education. The proposals are for:<\/p>\n Alternative Provision should be focused on children\u2019s needs. Their purpose is to support children whose behaviour or other needs present a barrier to learning. The green paper proposes these barriers are addressed by:<\/p>\n Poor outcomes and high costs in the current system could be improved by aligning system incentives and accountabilities. Ensuring clarity in roles and responsibilities should enable local systems to work more effectively together. Proposals for this include:<\/p>\n Finally, children and young people need systems in place to ensure they are able to thrive and succeed. Parents and carers are frustrated at having to navigate a complex system. Improving and stabilising, through evidence based delivery, and effective feedback will help inform best practice within the system. Proposals to support this include:<\/p>\n Our SEND in the Classroom course<\/a> will teach you about your legal responsibilities, and best practice with regards to supporting children with SEND. It looks at applying the Graduated Approach, explores each of the four main areas of need, and offers a range of practical strategies to help you provide effective support to children and young people with SEND in your setting. \n<\/div>\n<\/p>\n\n\n\n In England, there are 1.4 million school-aged pupils with SEND or learning differences, which is approximately four pupils in every class. These children are often unable to reach their personal potential. Families often face barriers in getting the best support available for their children. <\/p>\n\n\n\n The SEND Green Paper is a consultation with the proposals the government intends to put into practice. Some of the proposals may change – we all have the chance to influence the final policy. The consultation can be found here<\/a>.<\/p>\n\n\n\n Completing the consultation will help to give children with SEND and their families a voice, it provides the \u2018opportunity to shape how a new system will work in the future\u2019 helping to guide policy to ensure we have the best system with the right support. <\/p>\n\n\n It might be some time before the proposals from the green paper become policy – there are no fixed dates for implementation. As individuals, many of the proposals are out of our control. However, there are a few statements we\u2019ve picked out from the review which you can work towards implementing now to improve the opportunities for children with SEND.<\/p>\n\n\n\n 13. We believe that, with excellent teaching and improved identification of need in inclusive educational settings, fewer children and young people will need additional interventions as they will be getting the support they need as part of high-quality teaching within the classroom. <\/p>\n<\/div>\n\n\n\n <\/p>\n\n\n\n 14. \u2026 research will build on \u2018what works\u2019 initiatives currently underway in the SEND system to identify and share best practice, seeking to include trials on screening approaches to support early identification of special educational needs.<\/p>\n<\/div>\n\n\n\n <\/p>\n\n\n\n 15. Excellent teaching is the bedrock of strong mainstream provision and is especially important for children and young people with SEND: research from the EEF found that teacher strategies, additional teaching, and positive interactions with teachers are important factors for improving the outcomes of children and young people with SEND.<\/p>\n<\/div>\n\n\n\n <\/p>\n\n\n\n 16. The level of confidence amongst teachers in supporting children with SEND is low. In 2019, 41% of teachers reported that there is appropriate training in place for 43 all teachers in supporting pupils receiving SEN support.<\/p>\n<\/div>\n\n\n\n Making sure your own level of knowledge and confidence, with regards to supporting children with SEND, is high can help equip you to meet these aims. Speak to your SENCo if you feel there are areas you would like to know more about. Our comprehensive SEND in the Classroom course<\/a> covers the legislation and principles underpinning SEND provision and looks at how to adapt your practice to provide effective support for children with SEND.<\/p>\n\n\n\n Inclusive practice.<\/strong> Defining inclusion and ensuring it\u2019s fully embedded in your practice is not always easy, and inclusion is not about placing a child into a mainstream setting and hoping for the best. The learning environment must suit their needs, and that staff need to have specialist skills and training. <\/p>\n\n\n\n High-quality teaching.<\/strong> Universal provision benefits all pupils, though is essential for pupils with SEND. Ensure the basics are right such as providing an effective learning environment, high- quality teaching, and effective feedback.<\/p>\n\n\n\n Knowledge and awareness. <\/strong>Removing barriers to learning is essential, for this to happen, first they need to be identified then reasonable adjustments and adaptations can be made to support learning. By being aware of different needs, you will put yourself in a better position to identify them, and in turn learn how to best support a child. Regularly accessing research and commentary can be a great way to keep your knowledge up-to-date. We regularly publish articles for educational professionals on the Hub<\/a>. Among our current titles relating to SEND, you can find How to Support a Child with Pathological Demand Avoidance<\/a>, Supporting SEMH in Schools<\/a>, What Are Specific Learning Difficulties?<\/a>, and ADHD: Myths and Facts<\/a>.<\/p>\n\n\n\n With the consultation running until July, now is a good time to reflect on your awareness of current SEND systems, digest the proposals laid out in the green paper, and offer your professional opinions via the consultation.<\/em><\/p>\n\n\n\n The SEND Review is a green paper setting out the proposals for the future of the SEND and AP systems. Find a summary of the proposals here.<\/p>\n","protected":false},"author":46,"featured_media":60794,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[81,13532,80],"class_list":["post-60693","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-safeguarding","tag-education","tag-sen","tag-teachers-and-parents"],"acf":{"schema_disabled":false,"schema_properties_FAQPage_question_answer":null,"schema_properties_HowTo_howto_tools":null,"schema_properties_HowTo_howto_supplies":null,"schema_properties_HowTo_howto_steps":null,"schema_properties_WebPage_cssSelector":null,"schema_sameAs_repeater":null,"schema_custom_json_repeater":null,"schema_custom_json_override":false},"yoast_head":"\n
\n\n\n\nProposals in the SEND Green Paper<\/h2>\n\n\n\n
\n A single national SEND and AP system
![\"drop](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2015\/09\/down53.png\")
\n <\/h3>\n \n
\n Excellent provision from early years to adulthood
\n <\/h3>\n \n
\n Alternative Provision
\n <\/h3>\n \n
\n System roles, accountabilities and funding reform
\n <\/h3>\n \n
\n Delivering change for children and families
\n <\/h3>\n \n
![\"expert](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2019\/11\/expert-tip-icon.png\"){kind=icon}
\n<\/div>\nWant to Develop Your SEND Practice?<\/h3> \n<\/div> \n<\/div>\n
\n\n\n\nResponding to the SEND Green Paper<\/h2>\n\n\n\n
Why should you respond?<\/h4>\n\n\n\n
![\"\"](\"https:\/\/www.highspeedtraining.co.uk\/hub\/wp-content\/uploads\/2022\/05\/teachers-and-pupils.jpg\")
<\/figure><\/div>\n\n\nIn the meantime, what could you do?<\/h4>\n\n\n\n
\n\n\n\nConsider your own:<\/h4>\n\n\n\n
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\n\n\n\nFurther Resources:<\/h3>\n\n\n\n
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