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Surrey SEN/D SE7 Pathfinder - early learning
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Surrey SEN/D SE7 Pathfinder - early learning

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Early Learning from thr Surrey SE7 Pathfinder presented at the Family Voice Surrey Conference in Leatherhead, March 2013 by Susie Campbell

Early Learning from thr Surrey SE7 Pathfinder presented at the Family Voice Surrey Conference in Leatherhead, March 2013 by Susie Campbell

Published in: Education, Health & Medicine

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  • 1. Surrey SEND Pathfinder:Early LearningSusie Campbell, Surrey SEND PathfinderManager
  • 2. • Families recruited for trial. We are in ongoingcontact or actively working with 25 families withanother 6-10 at the point of initial contact. Ofthese, 4 have so far indicated an interest in trialling apersonal budget.• A range of different practitioners have agreed to trialkey working approaches and are undertaking trainingwhilst starting work with the families.
  • 3. Listen andunderstandThis is where wecollect together allthe assessmentinformation aboutthe young personAgree plan andallocateThis is the action planningstageTellingyour storyThis is all about theyoung person andtheir family andwhere they tell theirstorySurrey SENDPathfinder ProcessWhat has been trialled?
  • 4. Listen andunderstandThis is where wecollect together allthe assessmentinformation aboutthe young personAgree plan andallocateThis is the action planningstageTelling your storyThis is all about the youngperson and their family andwhere they tell their storyIts where they say what theirinterests, passions and strengths are.They may also want to say whatchallenges they have had to face. Thisis also where they describe their longerterm aspirations and what outcomesthey want to achieve by their next maintransition stage as well as what theyare aiming for at that point.
  • 5. Listen andunderstandThis is where we collecttogether all the assessmentinformation about the youngpersonThere may be a multi-agency meetingat this stage. The key worker willsupport the family by co-ordinatingthis meeting and supporting the youngperson and family at the meetingitself. The meeting may be used tocommission further assessments andto understand what challenges theyoungperson is facing in trying toachieve their aspirations.Agree plan andallocateThis is the action planningstageTellingyour storyThis is all aboutthe young personand their familyand where theytell their story
  • 6. Listen andunderstandThis is where wecollect together allthe assessmentinformation aboutthe young personAgree plan and allocateThis is the action planning stageThe key worker will support the family in a person-centred planning process which will focus on theimmediate outcomes that need to be achieved tohelp the young person progress towards theirgoals. Part of the planning process will includingagreeing a review plan so that different parts of theplan can be reviewed as quickly as needed. Therewill be a multi-agency Panel to agree the resourcesto support the plan.Tellingyour storyThis is all aboutthe young personand their familyand where theytell their story
  • 7. Learning about Key Working FunctionsFor the purposes of the Surrey Trial, practitioners who haveworked as Single Plan key workers so far are:• Early Support key workers• Social Workers (CWD team)• Family Support Workers (CWD team)• EPs• Pathway Advisers• PSSS teachers• SENCo• Disability Challengers Support worker (voluntary sector• Transition workers• SILC
  • 8. • Form a supportive and boundaried relationship withthe young person and family.• Support the construction of a holistic andpersonalised picture of the young personsstrengths, interests and needs and the familysexperience.The tasks required of a Single Plan key workerby the Surrey trial process are as follows:
  • 9. • Focus on the longer term outcomes that the plan isaiming to support but with sensitivity to the familys ownneed to process with what may be difficult or painfulinformation. (This may be very different depending on theage and the circumstances of a child/young person 0-25)• Identify and co-ordinate a team around the child (TAC)and remain the single point of contact for the familythrough the next steps of the process.• Lead and co-ordinate the TAC to audit existingassessment information and commission furtherassessment in what may be an iterative process.
  • 10. • Support the young person and family to attend thesemeetings (or represent them and to understand theassessment information as it is collected.• Support the young person and family to complete theRAS and establish an indicative budget ifappropriate.• Lead and support the young person and familythrough a person-centred planning process focusedon outcomes and next steps.
  • 11. • Liaise with key members of the TAC to assist in theformulation of these outcomes (e.g the EP as amember of the TAC would need to advise on theformulation of appropriate educational outcomes)• Undertake any necessary brokerage prior to the plangoing through its final decision making process.• Support the young person and family to attend Panelor represent them.
  • 12. • Agree and co-ordinate a review process.• Signpost the young person and family to appropriatemediation or advocacy services if appropriate.• These tasks could be delegated to anotherpractitioner but the Single Plan key worker needs toremain the single point of contact for the family.
  • 13. Training for Key working within SurreyPathfinder:Not a role but a set of functions – supported bysome of the following:• Early Support National Training• Person-centred Planning• Outcome-focussed Planning

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