Transcript Supporting Mental Health, positive behaviour and well

Holding the balance
Experiences of Worcestershire Local
Authority – Peter Harwood
The LA Function
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Ordinarily available
Choice and Control
Statutory Assessment
Notional SEN
Support
Capacity building
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Targeted and Specialist
Sufficiency and planning
Graduated response
Higher Needs funding
Challenge
Intervention
Shifting focus/Shifting Language
• Prior to funding and SEND reform – A limited
central offer of support
• Shift towards greater clarity of funding, a
unified funding system and increased
Autonomy for schools
• Greater focus on money and an absolute
definition of higher need
Whole System Approach
Who is subject to the code?
local authorities (education, social care and relevant housing and employment and other services)
the governing bodies of schools, including non-maintained special schools
the governing bodies of further education colleges and sixth form colleges
the proprietors of academies (including free schools, university technical colleges and studio schools)
the management committees of pupil referral units
independent schools and independent specialist providers approved under Section 41 of the Children
and Families Act 2014
all early years providers in the maintained, private, voluntary and independent sectors that are
funded by the local authority
the National Health Service Commissioning Board
clinical commissioning groups (CCGs)
NHS Trusts
NHS Foundation Trusts
Local Health Boards
Youth Offending Teams and relevant youth custodial establishments
The First-tier Tribunal (Special Educational Needs and Disability)
The Code in focus..
• 0-25 age range
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clearer focus on the participation of children and young people and parents in decision-making
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stronger focus on high
aspirations and on improving outcomes
joint planning and commissioning of services
• close co-operation between education, health and social care
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emphasis on
• Local Offer of support for children and young people with SEN or disabilities
graduated approach identifying and supporting pupils and students with
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New focus on
SEN
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For children and young people with more complex needs a
process
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There is a greater focus on support that enables those with SEN to succeed and on
transition
to adulthood
co-ordinated assessment
successful
New Service delivery Models
• The ‘radically new’ is in the wider education
system:
• Services increasingly devolved
• Greater freedom to choose and to purchase
• Localised responses
• LA holding the balance in relation to demand and
expectations
• Current challenge of an immature market and a
new system
SEMH and SEN
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Persistent mental health difficulties may lead to pupils having significantly greater
difficulty in learning than the majority of those of the same age. Schools should
consider whether the child will benefit from being identified as having a special
educational need (SEN). Any special education provision should ensure it takes
into account the views and wishes of the child and their family.
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……….has a significantly greater difficulty in learning than the majority of others of
the same age,
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the importance of the child or young person, and the child’s parents, participating
as fully as possible in decisions, and being provided with the information and
support necessary to enable participation in those decisions
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the need to support the child or young person, and the child’s parents, in order to
facilitate the development of the child or young person and to help them achieve
the best possible educational and other outcomes, preparing them effectively for
adulthood
Saying the same things?
• challenge of Social, Emotional and Mental health
language
• Thresholds and confidence - Clarifying the process and
specifying the thresholds for identifying such difficulties.
• Entitlement - All children are entitled to an education
that enables them to:
– achieve the best possible educational and other
outcomes, and
– become confident young children with a growing
ability to communicate their own views and ready to
make the transition into compulsory education
Social, emotional and mental health difficulties
Meeting the range of need and being transparent
• 6.32 Children and young people may experience a wide range of
social and emotional difficulties which manifest themselves in many
ways. These may include becoming withdrawn or isolated, as well
as displaying challenging, disruptive or disturbing behavior. These
behaviours may reflect underlying mental health difficulties such as
anxiety or depression, self-harming, substance misuse, eating
disorders or physical symptoms that are medically unexplained.
Other children and young people may have disorders such as
attention deficit disorder, attention deficit hyperactive disorder or
attachment disorder.
• 6.33 Schools and colleges should have clear processes to support
children and young people, including how they will manage the
effect of any disruptive behaviour so it does not adversely affect
other pupils.
Resourcing and Strategy
• It is for schools, as part of their normal budget planning, to determine
their approach to using their resources to support the progress of pupils
with SEN.
• They should consider their strategic approach to meeting SEN in the
context of the total resources available, including any resources targeted
at particular groups, such as the pupil premium.
• Ordinarily available - the clear description of the types of special
educational provision they normally provide and will help parents and
others to understand what they can normally expect the school to provide
for pupils with SEN.
• They are expected to provide additional support which costs up to a
nationally prescribed threshold per pupil per year.
• The responsible local authority will provide additional top-up funding
where the cost of the special educational provision required to meet the
needs of an individual pupil exceeds the nationally prescribed threshold.
How schools can promote their pupils’ mental
health The culture and structures within a school can promote their pupils’ mental
health through:
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a committed senior management team
an ethos of setting high expectations of attainment for all pupils with consistently
applied support
an effective strategic role for the qualified teacher who acts as the special
educational needs co-ordinator [SENCO]
working with parents and carers as well as with the pupils themselves,
continuous professional development for staff
clear systems and processes to help staff who identify children and young people
with possible mental health problems
working with others to provide interventions for pupils with mental health
problems that use a graduated approach to inform a clear cycle of support
a healthy school approach to promoting the health and wellbeing of all pupils in
the school, with priorities identified and a clear process of ‘planning, doing and
reviewing’ to achieve the desired outcomes.
Mental Health and Behaviour Guidance (DfE
Shared Learning
• Caroline Thompson: SENCO from St Peter's Catholic First
School Bromsgrove – A behaviour success story.
• Emma Pritchard: Assistant Headteacher from Hollymount
Primary School A child's transition from nurture group to a
main stream class.
• Jackie Castle: Headteacher from St Clements Primary
School. implementation of the Thrive programme.
• Jane Naylor: Headteacher from Round Oak School Warwick.
raising aspiration through health and wellbeing.