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Key Notes Speech - Tim Browne

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Building Better Lives for children & young people with SEND in Gloucestershire.

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Key Notes Speech - Tim Browne

  1. 1. Special Educational Needs & Disabilities Building Better Lives for children & Young People with SEND 8th October 2015
  2. 2. Special Educational Needs and Disabilities (SEND) 1. How are we doing? 2. What do families think? 3. Local & National Challenges 4. My dilemmas 5. Priorities for 2015-16?
  3. 3. What’s Different? Previous system New system School Action/school action + SEN Support Statement for 5-19 year olds EHCP for 0-25 year olds Statement in 26 weeks ECHP in 20 weeks Single agency response Integrated assessment and plan 20 week Tribunal process 8 Week Tribunal process Limited health responsibilities Significant health duties Inputs Outcomes Directory of services Local Offer Teaching Assistants Personal Budgets
  4. 4. SEND Reforms – 12 months on.... • Graduated Pathway for 0-25 years in place • 27% reduction in requests for EHCPs • 1000 Education, Health & Care Plans • 86% of parental feedback ‘good’ or ‘very good’ • Reduction in Tribunals & LGO investigations • Co-production and work with parents to commission new provision • Training delivered to over 2000 professionals • EHCP outcomes
  5. 5. SEND Reforms – Early Years • Early Help Plans & Early Help Advisors • 60% reduction in need for early years specialist placements • Over 200 holistic assessments for pre school children • 240 early years providers supported • 57% of all EHCP requests are for under 4’s • 92% of early years EHCP requests agreed • SEND Early notification system with Health
  6. 6. What do parents carers think? Outcomes: • Culture change; parents feel listened to; their suggestions are acted on • Parents feel engaged; contributions are valued • Communication improved; parents send representatives to practitioner meetings
  7. 7. What do parents carers think? Outcomes: • Parents & young people empowered, encouraged to express views & identify goals & aspirations for the future • Person centred planning starting to happen in a holistic way • Strengths & skills recognised, not just needs…….
  8. 8. What do parents carers think? “You cannot imagine the positive impact this process has had on our family” “You have helped me – This has made all the difference”
  9. 9. • My feelings are that this is a vast improvement on the statement and takes into account everything about your child, including the family. So don’t be worried or scared when your child’s review comes, you will be pleasantly surprised and come away feeling positive. (Parent) • I think the way the new EHCP has been conducted was a lovely change. Having everyone to contribute was effective and positive. (Parent) • Has been overwhelmingly positive in terms of strengthening partnership with our pupils and their families by clarifying and working towards their aspirations for their adult lives. (School) Early Feedback
  10. 10. Local & National Challenges
  11. 11. Local & National Challenges • Narrowing the gap • Ofsted • Funding • Involvement of Health & Social Care • Tribunal pilots • Transformation timeline • Specialist placements
  12. 12. Where the money goes £m % Schools 329.4 81.45 Early Years 21.8 5.39 High Needs 53.2 13.16 404.4
  13. 13. Local & National Challenges • Narrowing the gap • Ofsted • Funding • Involvement of Health & Social Care • Tribunal pilots • Transformation timeline • Specialist placements
  14. 14. Specialist Placements • 132 pupils attend independent provision at a cost of £6.1m • Average cost is £46k • 5 most expensive placements cost a total £1.1m or an average cost of £220k • 1108 maintained specialist placements at an average cost of £19k.
  15. 15. Specialist Placements Reasons children end up going to independent special schools: • School ceases to be able to meet the statemented/EHCP needs and no other appropriate school available • Families cease to be able to manage the child at home, despite the school placement being positive
  16. 16. It connects…… • DSG is a single block of funding • Pushing costs to high needs will lead to reduced mainstream budgets • The big trick – marrying the benefits of school autonomy to collective responsibility for outcomes and good stewardship of public money
  17. 17. Strategic Aim Inclusive Specialist Mainstream Special Schools Independent
  18. 18. SEND Strategic Principles • Building capacity of settings • Continuum of provision • Funding arrangements • Effective partnerships
  19. 19. Focus for 2015-16 • Narrowing the gap • Movement on the graduated pathway • Impact & quality of plans • SEND Area Leadership • Transformations & Early Help; pastoral & SEN systems • LDAs & EHCPs • Post 16 specialist provision • C & I Provision • Funding and My Plan+ • Workforce development • Building Better Lives & Vulnerable Children’s Programme • Meeting the Challenge 2

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