Transcript Implementing the reforms for special educational needs and

Implementing the
reforms for
special educational
needs and disability
Key Messages
August 2014
The vision
Children’s SEN are picked up early and support is routinely put in place
quickly;
Staff have the knowledge, understanding and skills to provide the right
support for children and young people who have SEN or are disabled;
Parents know what they can reasonably expect their local school, college,
LA & local services to provide, without having to fight for it;
Aspirations for children and young people are raised through an increased
focus on life outcomes, including employment;
For more complex needs, an integrated assessment and a single
Education, Health and Care Plan are in place from birth to 25
There is greater control for parents and young people over the services they
and their family use.
Our logo
•
a
Our logo, which
places the child
and family firmly
in the centre, also
shows the range
of support
available.
Services
for
everyone
Support
from your
family and
community
networks
Targeted
services
Child
and
Family
Specialist
services
What’s happening
• The reforms place children, young people (up to the age of 25 if
they remain in education) and their families in the centre of our
work, using person centred and outcome focused planning. All
practitioners will work with families to understand their support
needs, priorities and aspirations.
• The Local Offer gives information about services for children,
young people and families. It will be web based and we will aim to
continuously improve it.
• We will be working across the services which support children,
young people and their families to streamline our work and
ensure that everyone is clear about who’s doing what and why.
What’s happening
• Most children with SEN will have their needs met within
mainstream educational settings (early years, schools and
colleges).
• Some will need an SEN support plan, which will be drawn up
and reviewed by families and schools. Plan templates and
guidance are available on the ESCC website (czone).
• Children with the highest levels of needs will be assessed for
an Education Health & Care (EHC) plan, where evidence
shows additional & individual support is needed to achieve
outcomes. The EHC assessment and planning process will
include consideration of a personal budget, which many
young people and families value as a way to have increased
choice and control over their support.
Transfers from statements to SEN
support and EHC plans
The final Code of Practice and regulations, which gives
more information about the work to transfer existing
statements to SEN support or EHC plans has now been
published.
Families will be able to get advice from, local authority
practitioners, Information for Families or a team of
independent supporters. Details of how to contact them will
be on our web pages.
The work will be phased over a three year period, details of
which will be set out in a local transition plan and published
on our web pages.
SEND, Safeguarding and Early Help
– the synergies
Although we have different programmes of change
affecting different areas of our work there are key
principles between them:
• Acting earlier where we can to prevent things getting worse
• Being child, young person, and family centred
• Using outcome-focused planning to get the best result for children
and young people
• Focusing on family resilience and strengths
• Working hard to be joined up in our support
Assessment, Planning and
Review – key points
Where children and young people have both a Special Educational
Need, or are disabled, and also need support to be safeguarded from
harm they may have more than one assessment or plan in place.
This is okay as long as:
•
•
•
•
•
No-one starts from scratch if there is an existing assessment or plan, and
we avoid asking families to tell their story again and again
Existing plans and assessments are shared between professionals, with
family consent
Professionals talk to one another, and make sure things are joined up – for
example having joint review or assessment meetings
Actions in the plans don’t overlap, duplicate or cause confusion
We always check, for example when plans are reviewed, whether things
can be brought together in to one plan to make things easier
Why different plans?
Type of plan
Purpose
Lead
SEN Support Plan
(e.g. School, Early Years or
College based plan)
Longer-term plan focusing on one
particular child and their needs to access
learning.
Educational setting
Education Health and Care
(EHC) Plan
Longer-term plan focusing on one
particular child and the range of needs
they have across education, health and
care where these require specialist
responses
Coordinated by ESCC,
led by those supporting
the child and family
Early Help Plan
A whole family plan to support families
where children and young people are at
Level 3 on the Safeguarding Children
Continuum of Need. Usually shorterterm.
Early Help Keyworker or
Targeted Early Help
service
Family Support Plan / Children
in Need Plan / Child Protection
Plan
A whole family plan to support families
where children and young people are at
Level 4 on the Safeguarding Children
Continuum of Need and their a need for
social workers to be involved to protect
children and young people. Usually
shorter-term.
Children’s Social Care
social worker
Coordinating support for children
and young people
All children and young people who have an EHC Plan will have a practitioner
leading that plan at some points – and undertaking ‘key working functions’ such
as arranging meetings and assessments, communicating with the family, and
negotiating with other practitioners. This might be someone leading the
assessment or it may be someone who is providing ongoing support to that
child or family.
– If this is happening they should be talking to any Early Help or Social
Care practitioner involved with the child or the rest of their family, and
the whole family plan should be shared with them.
– Where there is a practitioner leading on support around a child or young
person’s SEND then Early Help or Social Care practitioner should
always consult them and include them in any work that is being done on
safeguarding.
– The family should be clear who is doing what, and how different
practitioners will communicate with each other
More information
East Sussex webpage
www.eastsussex.gov.uk/sendreforms
East Sussex email address and telephone
number:
[email protected]
01273 481230
Forms, templates and guidance:
czone.eastsussex.gov.uk/sendreforms
National website
www.pathfinder.co.uk
Optional slides below re
Local Offer, Assessment and
Planning and Personal
Budgets
The Local Offer
The Local Offer
The LO provides information about
provision available including education,
health and care services, leisure activities
and support groups.
The Local Offer is designed to:
• be clear, comprehensive and accessible
• make services responsive to local needs
• be further developed with service
providers and service users
The regional framework across
the South East 7 LAs
The framework sets out:
1: The vision
2: Area wide offer
This is divided by age group. . . .
• Pre-school
• School age
• Post 16
3: Settings and service offer
And by level of need:
• Universal
• Targeted
• Specialist
Empowering
for parentcarers, young
people and
professionals
Accessible
Holistic
Principles
for our
Local Offer
Framework
Factual
Co-produced
by parentcarers, young
people and
professionals
Sustainable
and
sustained
Transparent
Starting
with what
is widely
available
Every early years’ setting, school,
college and service needs to
publish their Local Offer
What do you need to do
• Read the guidance on Czone:
https://czone.eastsussex.gov.uk/specialneeds/localoffer/Pages/main.aspx
•
Answer the questions that will be the basis of your Local Offer.
•
Have the answers reviewed by stakeholders, including families.
•
Send your answers to [email protected]
•
Keep reviewing your Local Offer and make sure it is up to date.
Your own Local Offer will be published on your own website and will be
easily identified by adding the Local Offer logo. Service offers will link to the
Area Wide Offer.
Assessment and Planning
A visual of the process
Listen and
understand
Agree and
allocate
Plan
together
Collect information
Child / Family-centred
Allocation questions
Confirm entitlement
Agree allocation of
funding and services
-
Child / young person
and family centred
Focus on outcomes
Explore all sources of
support options
Review and
learn
Working/not working?
Change,
revise outcomes, continue
Assessment and Planning works like this as well …
Whether it’s for provision mapping, SEN support plans in an educational setting
or Education, Health and Care assessment and planning.
Remember:
MOST children or young people with SEN should be supported through high
quality, personalised teaching as set out in a provision map or similar
SOME children or young people may need additional support which can be
set out in an SEN support plan (Early years, school based, college based
plan)
A FEW children with the most complex needs, may need an Education,
Health and Care plan.
• Listen to the child/young person and their family – let their voices be
heard
• Understand their concerns
• Make a note of their strengths and what works for the child or young
person
• Discuss their circles of support
• Understand their aspirations and the outcomes they want to happen.
• Have a shared understanding of the language you are using, the
information you are collecting and the actions you will be taking
• Work with everyone involved to agree the outcomes you want to
achieve for the child or young person – remember SMART
• Agree the resources that will be allocated to support the child or
young person
• Agree the actions that everyone involved will take (including the
child or young person and their parents or carers)
• Agree when and how you are going to review the outcomes
• Write down how this is going to be done
• It could be in a provision map
• It could be in an SEN Support Plan (Early Years/School
based/College based plan)
• It might be in an Education, Health and Care Plan written after a
statutory EHC assessment
• Agree and share the plan with all involved
• There are guidance and templates to help you with this on Czone
Review progress against the desired outcomes with everyone
involved as often as necessary but at least once a term for SEN
support plans and once a year for EHC plans
• What worked?
• What didn’t?
• What needs to be adapted or changed?
• What else could be put in place?
• Is a plan still needed?
• Is a higher level of support needed?
• What actions need to be taken?
Levels of SEN support:
SETTING
LEAD
Provision
mapping or
similar
• MOST children
with SEN will
have their
support set out
this way
SEN
Support
Plan
Local
Authority lead
• Also called an Early
Years/School/College based
support plan
• SOME children will need these
EHC Plan
• A FEW
children with
the most
complex needs
will have these
Personal Budgets
Personal budgets
Everyone with an Education, Health and Care Plan can request a Personal
Budget. Where agreed, a budget will be given to support the agreed outcomes.
It should be noted however that personal budgets will not be suitable or
available for everyone, this will depend on a child’s assessed needs and the
outcomes to be achieved. Funding for personal budgets can come from social
care, and/or health, and/or education.
It is likely that only a small proportion of families will receive a personal budget.
Having a personal budget won’t necessarily mean that the family/young person
will have the money directly, but it’s about families being fully involved in
planning and having clear information about what resources are being provided
to support a child/young person’s outcomes.
Personal budgets
Through the assessment stage of EHC planning, there will be conversations
with the family and where appropriate with the young person, to include
resource allocation questions, to establish how much support is needed.
Consideration is given to eligibility thresholds to establish what funding is
available and from which service/s. This available funding forms an indicative
budget.
This process enables support needs to be considered against the outcomes set
out in the EHC plan. It places the family (and young person where applicable)
in the centre of discussions with service providers, including education settings.
Personal budgets
There are options for how personal budgets are managed.
• Some families choose to have their services provided
directly to them
• Some use a broker
• Some manage the money themselves to arrange the
support
Whichever option a family choose, they will have the
options explained so that they’re clear about what’s
available.
Personal Travel Budgets (PTBs)
CYP with SEN and disabilities which mean that they cannot use public
transport or walk to school or college, have traditionally been offered a taxi as
part of the Council’s statutory support.
In tandem with the shift towards greater choice and control, parents are now
being offered a PTB as a direct monthly payment. The budget can be used
however the family would like and without the restrictions of a taxi, as long as
their child gets to school or college safely and on time. If this option does not
suit the family or there are significantly cheaper options available, hired
transport will still be arranged.
The question of whether special travel assistance is needed is part of a child’s
EHC Plan Assessment and annual review, and is an opportunity to discuss
travel options. This should include PTBs and, when ready, the possibility of
benefiting from Independent Travel Training (ITT) as an important life skill in
the transition to adulthood.