Send engagement june

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  • Tim Could you look at these notes and cover the Vision and Principles of the proposed strategy and finally end up with the key issues. I have also sent this to you as an email attachment
  • Agencies talking to each other effectivelyMulti-disciplinary teams, single link workers Transition points - through formal education system and into adulthood
  • Send engagement june

    1. 1. SEND Engagement Day June 2013
    2. 2. Welcome and Introduction Annemarie Blackshaw Head of SEN/AEN Provider Services Our Speakers today: • Brian Lamb • Tim Coulson • Simon Morgan Our guests today • Councillor Ray Gooding • Councillor Paul Honeywood
    3. 3. Programme 10.30 Welcome and Aims for the day – Annemarie Blackshaw 10.35 Some „thoughts‟ on SEND - Video clip 10.40 Presentation on National Context – Brian Lamb 11.00 The issues for Essex - Tim Coulson 11.10 Key Messages from SEND Consultation - Simon Morgan 11.25 Developing the SEND Priorities - Annemarie Blackshaw 11.35 First session - Workshops 12.30 Lunch and networking 13.30 Second session - Workshops 14.30 Summing up and next steps – Annemarie Blackshaw
    4. 4. Aims of the day • Provide an update on the Children and Families Bill • Identify what the Essex SEND strategy needs to address • Summarise the key messages from the recent consultation and engagement sessions • Use workshop sessions to further develop the six key priorities • Provide a focused session on the local offer 4
    5. 5. 5 http://www.essex.gov.uk/Education- Schools/Schools/Special-Education-Needs/Pages/Local- offer.aspx
    6. 6. Some ‘thoughts’ on SEND 6
    7. 7. The National Context 7
    8. 8. Overview of the Changes to Special Needs Brian Lamb OBE
    9. 9. What's in the Bill? • New Plan to replace the statement covering Education, Health and Social Care • School Action and School Action plus disappear to be replaced by new school based category • Local Offer-includes all Stakeholders • Mediation-but not going to be compulsory • Personal Budgets for those with a plan • Joint Commissioning of Services
    10. 10. Not changing • Definition of SEN stays the same • Admissions Code-but greater clarity that Academies are included-cannot refuse child with SEN accepted under very specific circumstances • General principle of inclusion in mainstream schools • SENCO must be a qualified teacher working at the school • Plan contains same legal protections around Education as the Statement
    11. 11. EDUCATION, HEALTH AND CARE PLAN How Statements are being replaced 12
    12. 12. Education Health and Care Plan • Replacing SEN statements and Learning Difficulty Assessments (for 16- to 25-year-olds) with a single, simpler 0-25 assessment process and Education, Health and Care Plan from 2014. • Threshold for triggering a plan does not change • Rights for triggering a plan remain the same, there will be timescales and others can also trigger a plan and it will have to be reviewed • EHC plans extend statutory rights into the further education and training sector for the first time • New duties in relation to health but not yet social care in relation to the plan (CSDPA/Social Care requirements still remain) • Duty to jointly commission services 13
    13. 13. THE LOCAL OFFER Addressing confidence in the SEN system?
    14. 14. Government Bill-Local Offer • Parents, children and young people must be involved developing the local offer • It must set out what families can expect from local services and where they have eligibility criteria and/or thresholds for accessing services • What services are available to support those without Education, Health and Care Plans, including what children, young people and parents can expect schools and colleges to provide from their delegated funds • What specialist support is available and how to access it and to give details of where parents and young people can go for information, advice and support. • Each service will be accountable for delivering what is set out in the local offer and if families are unhappy with what they receive or what is available they will be able to take this up with those services. • The local offer will give details of how to complain about provision and about rights of appeal. • It must be reviewed
    15. 15. ADDITIONAL SEN SUPPORT What replaces school action and school action plus? 16
    16. 16. School Based Category? • School Action and School Action Plus to go - new name Additional SEN Support (this may yet change!) • School based category poses the question of what the school offer should look like to achieve better outcomes • New Funding guidelines-Schools responsible for provision up to £4,000 + £6,000. • Currently different models of intervention-what is the evidence base for different approaches -effective use of TAs a major issue • A number of models look to develop teacher based expertise supported by specialist provision. This is what the New Code now expects - increased responsibility on teachers and schools 17
    17. 17. Early Identification-New Code • Consider their core teaching and adapt that to meet needs of the cohort as a whole • Ensure that parents of children are fully engaged, consulted and informed and agreement is reached on how the child‟s needs will be met • Ensure that the child or young person is fully engaged, consulted and informed and agreement is reached on how their needs will be met • There should be a plan that focuses on what outcomes are expected and the support that the school, college and any relevant agencies will provide • Reviews of progress should be held at least once a term • Where relevant, external services and providers should work with settings to meet the needs of children and young people with SEN and • Settings should review the effectiveness of what is happening and consider the need for a further assessment and whether there should be changes to the support provided 18
    18. 18. “We know that the educational achievement for children with SEN is too low and the gap with their peers too wide. This is a hangover of a system and a society which did not place enough value on achieving good outcomes for disabled children and children with SEN” Lamb Inquiry. OUTCOMES
    19. 19. THE EMPIRICAL EVIDENCE SHOWS THAT PARENTAL INVOLVEMENT IS ONE OF THE KEY FACTORS IN SECURING HIGHER STUDENT ACHIEVEMENT AND SUSTAINED SCHOOL PERFORMANCE (Harris 2006).
    20. 20. Challenges • Moving to the Education Health and Care Plan • Getting the Local Offer right • What does a good school offer look like for SEN? • How do we ensure better outcomes for children? • What expectations should we have of classroom teachers and what is the role of professional support and when should it be deployed? • What is the evidence for different approaches? • How do we ensure that parents and young people are fully engaged? 21
    21. 21. Important Links • http://www.education.gov.uk/childrenandyoungpeople/sen/a0075339/seng reenpaper • http://www.education.gov.uk/a00221161/children-families-bill • http://www.afa3as.org.uk/ • http://webarchive.nationalarchives.gov.uk/20091207163458/dcsf.gov.uk/la mbinquiry/ • http://www.education.gov.uk/complexneeds/ • http://www.sendpathfinder.co.uk/ • http://www.official-documents.gov.uk/document/cm84/8438/8438.pdf • http://www.education.gov.uk/schools/pupilsupport/sen/a00209601/send- materials-advanced
    22. 22. CONTACT DETAILS Brian.publicaffairs@gmail.com
    23. 23. The issues for Essex Tim Coulson 25
    24. 24. Our Vision In Essex, our vision is to ensure that all Children and Young People with SEND have a full range of support and opportunities available to them. We will work together to ensure that all children have opportunities in learning and to maximise their life chances, goals and aspirations. To achieve this will require professionals and local communities to work effectively together. We also want to ensure that parents and carers have greater confidence by giving them better access to information and greater opportunity to participate in decision making. We will strive to make our SEND processes more flexible and transparent. 26
    25. 25. Our Principles Our vision is underpinned by a number of shared principles that guide the commissioning and provision of services for children and young people with SEND. • Information on SEND should be easily accessible to all. • Parents / carers are the experts on their children‟s needs . • All children and young people have a right to be involved in decision making that affects their lives. • The needs of most children with SEND can and should be met in a mainstream setting. • There should be equality of access to services . 27
    26. 26. Our Principles cont.… • There should be a range of mainstream and specialist provision . • Special Schools should play an important role in supporting mainstream schools to include pupils with SEND. • Raising achievement and narrowing the gap in attainment for children with SEND must be the aim of all education providers in Essex. 28
    27. 27. Our Issues What we need to focus on:- • Increasing confidence in the system • Identification of SEN • Focusing on early intervention and prevention • Funding and resourcing for pupils with SEN • Working in partnership • Improving the school experience for pupils with SEN • Securing attainment and progress • Increasing specialist provision • Increasing confidence in what we can achieve in Essex 29
    28. 28. SEND Strategy Consultation Findings June 2013
    29. 29. Introduction  To obtain views on the future delivery of SEND services and shape the development of a SEND Strategy  862 online responses received (127 additional face-to-face responses)
    30. 30. Proposed Priorities 1. Ensure all schools and educational settings offer good or outstanding provision for pupils with SEND. 2. Strengthen and coordinate our approach to preventative work and early intervention programmes. 3. Working in partnership to produce the Local Offer. 4. Ensure pupils with SEND follow a planned pathway through transition into adulthood that supports their progression. 5. Improve the organisation and delivery of SEN assessments, placements and services, including joint assessment and funding arrangements for C&YP with residential and/or exceptional health needs. 6. We want to ensure there is a range of provision in place to support children with SEND.
    31. 31. To ensure that there are no gaps in health and social care provision suggested areas of focus included:
    32. 32. How could transport arrangements be improved?
    33. 33. School Employees (216) and Other (248) What else we could do to improve progress and achievement for children and young people with SEND: - What services do we need to target at early intervention: - School Employee Other Appropriately qualified and well trained teachers/ practitioners Access to professional support, advice and information Improved school understanding of expectations re. SEND More funding and improved access to funding/transparency Multi-agency collaboration and information sharing School Employee Other Speech, language and occupational therapy Specialist teaching provision (especially at pre-school) Early years support Health services – often the first point of contact
    34. 34. What can we do to improve the way schools, health and social care work together to support children and families? How can we ensure transition planning achieves the best possible outcomes for young people School Employee Other Information sharing and communications (so parents can make informed decisions) Multi-agency join up / thinking beyond the school A single point of contact/Key worker Involving families when considering long term needs of child School Employee Other Information sharing/signposting/communications/understanding parent and child views Understanding of the importance of multi-agency working (with equal footing for agencies) and Introducing keyworkers/coordinators More training Removing bureaucracy
    35. 35. What things do you feel could be done differently to improve the statutory assessment process: - What would improve their confidence in the range of provision in place to support children with SEND in Essex schools: - School Employee Other More training (minimum level for all staff) and more specialist teachers Joined up support/multi-agency working More SEN Places and choice/Increased teaching capacity Special provision made for children with severe ASD More information on what free schools will provide School Employee Other Speed up the process (but not at the cost of quality) More support to complete complex forms (online and in plain English) Families better able to inform the process (clear communication) Progress information provided throughout/Greater transparency Assessments carried out early and reviewed/amended regularly
    36. 36. Next steps  On-going consultation through these engagement sessions - Informed by this consultation analysis  Consider how this analysis will influence our new SEND strategy for Essex.
    37. 37. 42 Developing the SEND Priorities • The SEND strategy has been planned by a multi agency strategy reference group • Throughout the process all plans have been reported to Elected Members through the Policy Scrutiny Committee • The priority areas consulted on reflect the new SEND legislation and address the Essex context • Each priority area has been assigned a multi agency project team to detail the main areas for development and develop action plans of what we need to do in Essex • We want to take this opportunity to gain your views on developing the priorities further
    38. 38. Workshop Sessions The aim of each workshop is to work in partnership to inform and develop the six priority areas in the SEND strategy. 43
    39. 39. Developing the SEND Priorities We now have 2 sessions for workshops one before lunch and one immediately after lunch. There are 6 workshops; you were asked to choose 3 that most interested you. The project team have endeavoured to allocate according to your preferences. Workshop 1 – Ensure all schools and education setting offer good or outstanding provision for pupils with SEND. Elizabeth Cornish – Assistant Lead Strategic Commissioner – SEN Inclusion Room: Blue Room Workshop 2 – Strengthen and co-ordinate our approach to preventative work and early intervention programmes. Chris Perkins – Manager - Specialist Teaching and Pre-school Services Room: Dining Hall 44
    40. 40. …..continued Workshop 3 – Working in partnership to produce the Local Offer Professor Brian Lamb OBE Room: Red Room Workshop 4 – Ensure pupils with SEND follow a planed pathway through transition into adulthood that supports their progression. Julia Ammar Seraie –Service Development Officer Transition Pathway Service Room: Board Room Morning Only Workshop 5 - Improve the organisation and the delivery of SEN assessments, placements and services, including joint assessment and funding arrangements for child and young people. Alison Stanford – Manager Statutory Assessment Service Room: Main Hall 45
    41. 41. ……continued Workshop 6 – Develop a continuum of provision to meet a continuum of need. Gary Bloom – Manager SEN Provision Development Room: Board Room Afternoon Only Remember to go straight to your second workshop after lunch! 46
    42. 42. Summing up and next steps Reflection on the day…….. Next steps • Reviewing and incorporating all of the feedback (July/Aug`13) • Working with the Policy Team to produce the SEND Strategy (Aug`13) • Final on-line consultation (Sept`13) • Development of action plans by the multi-agency SEND project groups (2013-14) • Publication of Local Offer (Sept `14) • Web portal for Local Offer (Sept`14) • Embracing the e-culture. • Living the commitment to work in partnership and improve confidence. 47
    43. 43. 48 http://www.essex.gov.uk/Education- Schools/Schools/Special-Education-Needs/Pages/Local- offer.aspx

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