Annemarie blackshaw send strategy launch

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  • Our priorities and how we developed them We will deliver the SEND Strategy through 4 key priorities outlined on the following pages. These priorities and their underpinning delivery objectives have been informed by extensive consultation and co-production. This consultation engaged with as many key stakeholders as possible and to obtain their views on the future delivery of SEND, this included: An online consultation involving parents, families and carers as well as school and other public service employees, which received around 1,000 responses.A discussion workbook used with young people aged 7 years and older with special educational needs and/or disability who live in Essex, 59 children and young people gave their views in seven groups at two primary schools, two secondary schools, a special school and a special needs youth group.A number of events with targeted audience groups including Early Years Providers, key NHS staff, Special School Headteachers, Primary headteachers and a Governor advisory groupFour SEND engagement days were held across the county. Attendees included parents, families and carers, school governors, head teachers, SENCOs, charities, voluntary organisations, elected members, social care and health professionals as well as local authority officers from the county council. These built upon previous consultation findings to further develop the priorities and delivery objectives.Once a draft strategy had been produced informed by the above consultation activity, engagement with subject matter experts and analysis of best practice across the sector we ran an extensive communications campaign. This campaign circulated a draft of the strategy to groups of stakeholders and invited any final comments.
  • Easily accessible and available information is shared effectively between organisationsServices are delivered through partnership working and joint commissioning where appropriateA strong and coordinated approach to early intervention and support exists Most SEND needs are met in mainstream settings - with special school support Parents, families and carers are viewed as experts regarding their child’s needs and are involved with young people themselves in decision makingInclusion and participation in family, school and community life Equality of access to a range of services with Increased choice and controlQuality provision is based on robust evidenceNew, existing and evolving statutory responsibilities are and continue to be met
  • Full range of support . Important to all stakeholders that resources get used in the right places with cooperation between agencies and co-production with parents. Opportunities to maximise their life chances.Important that children and young adults with SEND have better attainment and outcomes. If Essex can live up to this vision. Important because then all particularly parents, will have more confidence in the system. “Enjoy and achieve”Included in their school community.
  • Four prioritiesNeed to be relevant for a five year journeyEach to encompass a desired OUTCOME for pupils with SEND Each priority wide enough to enable detailed planningEach priority underpinned by detailed annual plans encompassing a myriad of activities.
  • An implementation plan for 2014/15 has been developed and attached as the first of five annual plans which include specific actions to help achieve the stated priorities and delivery objectives. It is proposed that the implementation plan is refreshed annually following a detailed review of progress against the last year’s activity and that quarterly reviews of progress are also undertakenThe strategy also includes a range of delivery objectives and success measures linked to each of the high level priorities. This detail can found attached within the strategy document. A 5 year journeySuccess will lie in the effectiveness of partnership workingJoint planning and delivery of services is crucial SEN strategy project groupDefine delivery objectives for each priorityDevise annual implantation plans Agree success criteria and outputsMonitor and report on progress
  • An overview of the New SEN Code of Practice for all school SENCOsDelivered across all Essex localities by the Educational Psychology Service; defining and exploring the key messages, changes and practice implications of the New CodeGovernor ‘hot topic’School OfferMini-conferences designed to help schools meet the requirements of the School Local Offer, in partnership with parentsEssex SEND 'readiness' conferences 2014 Four quadrant based conferences for headteachers and their SENCos to further explore the implications on school organisation, practice and performance and provide a supported opportunity to action planOngoing inset programme
  • Annemarie blackshaw send strategy launch

    1. 1. Annemarie Blackshaw Developing the Strategy / SEND Priorities
    2. 2. Strategy for Children and Young People with Special Educational Needs and Disabilities 2014 - 2019 Can be found at http://www.essex.gov.uk/EducationSchools/Schools/Special-EducationNeeds/Pages/Special-Educational-Needs.aspx
    3. 3. Why the strategy was developed? The underpinning driver of the strategy is however to address the poor outcomes being achieved by many children and young people belonging to what is a sizeable vulnerable group in Essex. • The need for the development of a SEND Strategy was identified as part of the Lifelong Learning Strategy • A key driver for its development is legislative change • The requirement to produce a 'local offer' (2015) • The requirement to replace SEN statements with a new birth-to25 education, health and care plan • To secure joint assessment, planning and commissioning of services • To provide an entitlement for parents, families and carers and young to have greater choice and control over services received (personal budgets)
    4. 4. How the strategy was developed Feedback from Consultation Activity Researching best practice (Including SEND Pathfinders) Engagement and involvement of Subject Matter Experts
    5. 5. Purpose of the strategy To address a number of cross cutting themes Increasing confidence in the system Improving school experiences Embracing legislative change Working in partnership and jointly commissioning Focusing on the most vulnerable Identifying, intervening and supporting as early as possible Supporting mainstream environments Ensuring specialist provision matches requirements Providing funding and resources Securing positive outcomes
    6. 6. The vision To ensure that all Children and Young People with SEND have a full range of support and opportunities available to them and are provided with opportunities to maximise their life chances, goals and aspirations.
    7. 7. Put simply by parents as I want my son to do as well as he can at school We want our daughter to be happy, to do well and not be made to feel that she is a burden I think it is our right that children can expect help and resources to give them the chance to do well at school I shouldn’t have to fight for that We want to help with our sons schooling. We want to feel that everyone is working together. We believe he can do well
    8. 8. Our priorities Priority 1 - Ensure every child with SEND can go to a good or outstanding school or education setting Priority 2 - Commission/deliver a range of high quality provision for all children and young people with SEND Priority 3 - Ensure a smooth progression to adulthood for all young people with SEND Priority 4 - Improve the assessment and identification of SEND across agencies
    9. 9. Priority 1 Ensure every child with SEND can go to a good or outstanding school or education setting Priority 1 Important because • Where schools offer good or outstanding provision; children and young people with SEND can be supported to achieve their ambitions and make good progress. • Essex and national data shows us that a significant number of children and young people with SEND do not make good progress; reach their potential and are not well prepared for the next stages of their lives. • Essex families would like to work closely with their schools to achieve the best outcomes for children and young people. • Increased awareness and joint training around SEND issues will make a significant positive difference.
    10. 10. Priority 1 continued Consultation told us Support has changed me, made me more confident (Student with SEND) The support we have had from the Specialist Teacher Team in Colchester has been first class (Parent of Pupil with SEND) Promoting inclusion in mainstream schools is really important and is helped by therapy interventionmulti-disciplinary teams talking to one another (School Employee)
    11. 11. Priority 1 continued What will success look like Every school and education setting is rated either good or outstanding. Essex SEND achievement and progress measures (all key stages) exceed national averages and close the gap locally. A greater number of schools demonstrate rapid and sustained improvement, for children and young people with SEND. Improved attendance rates for children and young people with SEND. Reduced permanent and fixed term exclusions for pupils with SEND.
    12. 12. Priority 2 Priority 2 Commission/deliver a range of high quality provision for all children and young people with SEND Important because • We need to increase the amount of specialist provision available and consider potential delivery options. • We need to intervene and support as early as possible. • We need to work collaboratively with partners to provide or jointly commission a continuum of provision for SEND. • We need to work within the challenges imposed by financial constraints in times of austerity. • We need to be opportunistic and flexible in how we do this.
    13. 13. Priority 2 continued Consultation told us People who drop behind should get help quickly so they catch up again with no delay (Student with SEN) Children with Autism are often high functioning with totally different needs and get badly let down by the system (Parent of pupil with SEND) Why does Essex not look at providing more suitable education settings, and increase the number of places available? Let's look at how we can help these children to thrive in suitable settings. (School Employee)
    14. 14. Priority 2 continued What will success look like • The local offer is published in accordance with legislative guidance and articulates the range of provision available. • Increased range and number of specialist provision places available particularly for pupils with ASD. • Reduction in the number of pupils placed in independent out of county schools. • Access to universal support services in order to intervene early. • Mainstream schools can access a range of specialist services. • Essex special schools can develop their role in supporting mainstream schools.
    15. 15. Priority 3 Priority 3 Ensure a smooth progression to adulthood for all young people with SEND Important because • Legislation introduces new protections for young people aged 16 25. • Securing a smooth progression into adulthood is a key priority for joint commissioning (ECC and its partners). • Focusing on a smooth transition through life stages and into adulthood is proven to support achievement. • We are committed to securing the best possible outcomes for each young person. • We have a duty to maximise their independence and to ensure choice and control as young people enter adulthood.
    16. 16. Priority 3 continued Consultation told us Sometimes I worry about where I will live (Student with SEND) Transition from college to whatever comes next there is a huge gap here (Parent of pupil with SEND) Make sure that all realistic options are known to the students in way that they understand (School Employee)
    17. 17. Priority 3 continued What will success look like • Professionals understand their roles and responsibilities in securing progression to adulthood for young people with SEND. • Person-centred approaches are followed. • A range of direct support is available to prepare for independent living where necessary. • All young people with SEND have their own personalised plan. • Feedback from young people demonstrates that independence, rights, choice and inclusion have been effectively promoted. • The number of young people with SEND aged 16-25 engaged in education, employment and/or training will increase.
    18. 18. Priority 4 Priority 4 Improve the assessment and identification of SEND across agencies Important because • All parents, families and carers need to feel confident about the assessment processes in place in Essex. • We need to ensure that assessment processes and services are user friendly, easily accessible and well communicated. • Effective assessments following early identification is the first step. • Our assessment services require a full review in order to meet new legislative requirements. • We need to replace SEN Statements with a new 0-25 EHCP. • We are required to ensure joint assessment and planning to support joint commissioning of services.
    19. 19. Priority 4 continued Consultation told us I struggle and my teaching assistant helps me, so I’m not left behind (Student with SEND) Make sure statutory assessment is carried out as soon as it becomes clear they are not making progress (Parent of pupil with SEND) Ensure schools have full time SENCO's ; full time SENCO’s in schools would be a huge benefit to children who are not progressing’ (School Employee)
    20. 20. Priority 4 continued What will success look like • Surveys demonstrate that parents, families and carers feel they have the right information, advice and guidance. • Reduction in the number of complaints regarding the assessment process. • Assessments demonstrate that interventions are being made in a timely, effective and efficient manner which maximise outcomes. • Decision making in relation to statutory assessment and resource allocation is based on clear and consistent criteria. • Efficient referral mechanisms and pathways are in place. • Statutory assessment has led to the correct resource in the correct place.
    21. 21. Implementation and monitoring • An implementation plan for 2014/15 has been developed. • A multi-agency SEN Strategy project group has been established to implement and monitor. • Quarterly reviews of progress will be undertaken. • The implementation plan will be refreshed annually. • The plans include a range of delivery objectives and success measures linked to each of the high level priorities. REMEMBER • A 5 year journey • Success will lie in the effectiveness of partnership working • Joint planning and delivery of services is crucial
    22. 22. Track our progress with us • • • • Consultation was the beginning. Launch is the stepping off point. The next 5 years will be a cycle of plan, do and review. This will be an ongoing dialogue. Already planned for 2014 • An overview of the New SEN Code of Practice for all school SENCOs • Governor ‘hot topic’ • School Offer • Essex SEND 'readiness' conferences 2014 • Ongoing inset programme

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