Transforming the Landscape in SEN provision: Presentation by
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Transcript Transforming the Landscape in SEN provision: Presentation by
“Transforming the Landscape in
SEN provision”
Our Regional Journey so far!
Jeannette Essex,
Solihull Champion Pathfinder
Lead and
Julie McCarthy, Headteacher,
Coppice Junior School
Aims of this Session
To improve your understanding of EHCP Plans and the
assessment process – what could that look like in
reality?
To promote culture change: child and family focus;
planning for whole life outcomes
To further develop your understanding of the Local Offer
and how that transcribes to educational settings (0-25)
To identify any further collaborative activity you might
find useful – using the Champion Pathfinder and national
resources
170 school days
(34 weeks) Implementation of the
next Code!
AND IN THE BEGINNING
THE REVISED SEN CODE OF
PRACTICE
A 32 Year Journey!!
Reflection: SEN - the story
so far…..
1980 Categories of Handicap Blind
Epileptic
Partially Sighted
Maladjusted
Deaf
Physical Handicap
Partially Hearing
Speech Defect
Educationally Sub -normal (M/S)
Delicate
SEN - the story so far….
Education Act 1981 - introduced
Concept of Special Educational Need
Statementing Procedures
Parental Appeals heard locally
Education Act 1993 -
SEN Code Of Practice (1994)
Parental Appeals heard by Tribunal
Parent Partnership Services
SEN - the story so far….
The SEN and Disability Act 2001 -
Revised SEN Code of Practice
Strengthened right to mainstream
Disagreement Resolution Service
Disability Discrimination Duties
SEN/Disability Tribunal (SENDIST)
SEN CoP - Fundamental
Principles
child with SEN should have needs met.
needs normally met in mainstream.
child’s views sought /taken into account.
parents have a vital role to play.
children with SEN should access a
broad, balanced and relevant education,
including Foundation/N.C.
Critical Success Factors
Culture, practice, management and use
of resources in school are designed to
ensure all children’s needs are met.
LEAs, schools/settings work together to
ensure early identification of SEN.
LEAs and schools should exploit
good/best practice when devising
interventions for pupils with SEN.
Critical Success Factors
child’s wishes taken into account,
according to age/understanding.
work in partnership with parents.
interventions are reviewed regularly.
involved agencies co-operate closely.
LEAs assess in prescribed time limits.
statements must be clear, timely and
reviewed at least annually.
Some changed emphases All teachers are teachers of SEN
Fuller description of SENCO role
Four broad areas of need
School Action/ Plus
School/Parental request - time-scales
School request refused- parental appeal
More on outcomes -less on procedures
Pupil participation
Some changed emphases Mainstream expectation
Working together
Crisper IEPs
Pupil participation
Parent Partnership
LEA/School accountability
SOME TENSIONS
Performance Tables and Inclusion
Pupils with BESD difficulties
Target Setting
Resources!
Parental views about achievement
Governors’ views about achievement
Partnership working
A school’s perspective
? Most radical reform in over 30 years –
really!
? Or is this mainly an affirmation of what you
are already doing (or should be doing) – if
not, what are the ‘radical’ differences
? Is the real challenge for you, what takes
place between schools and the LA or what
takes place in your school now
What SENCOs have shared
• Not enough time to do the job
• No idea what funds are available in school
for SEN
• Not able to influence the SLT
• Inconsistencies in practice between
schools
• Isolating role – need to know what is
available to help
EHCP – aka The Single Plan
Principles
•
•
•
•
•
•
Person centred
Outcome focused
Co-produced
Extending choice and control
Some local determination - portability
Cross-agency co-operation (duty to cooperate)
• Joint commissioning
Where we are
Referral to final – 16
weeks
Families at the centre of
the process
Gathering information –
family conversation
Key worker - includes
SENCO
Referral is front loaded
Where we are
• Medicals – questionnaire system (for
Statements too)
• Triage system – allocate Plan Co-ordinator
• Direct communications with the family ongoing (how would you like us to communicate
with you?)
• Assessment for purpose
• Single plan incorporates personal budget
• Plans written in collaboration with family
• Exemplar ‘Ivor Goodplan’
Where we are
• Examples of young people writing their own
plans for FE
• Challenges in securing health provisions ongoing
• CCG transferred some key commissioning
roles to the LA, which may help
• Short breaks contract ended – supports
choice and control through direct payment
• Plans and commissioning are linked
Where we are
• 50 completed plans in system
• Schools are keen to refer for EHC rather than
Statement
• Families prefer the plan and pressure to
convert
• Skill set different – structure will change
• Plan co-ordinator’s role is broader – so need
to have reduced casework
• Outward facing – champions for children
• Provision co-ordinator will be a separate role
Where we are
• Now live – full impact in September
• Significant training implications
• Hard to re-frame relationships and not tell
families what they need!
• Raises expectations need to be managed
• Social care colleagues very responsive
• Education only plans – specificity ‘rattling’
some schools
Where we are
• Reviews – principle of ‘working plan’ sitting
alongside statutory plan, so review is on-going.
Amendments formally considered at least once
a year, but no bureaucratic reviews necessary
• Do not under-estimate the necessary culture
change - this is the fundamental radical change!
It’s the subtleties that make the difference
• System is person centred, child and family
focused – how do you achieve that culture
change in 34 weeks?
Summary
• Target most severe and complex needs
• Child and family focused
• Key working principles – SENCOs may be
best placed to conduct a ‘family
conversation’
• With and for – not to, it’s all about
relationships
• Schools are responsible for funding the
first £6k of provision
SCHOOL LOCAL OFFER
Pathfinder Brief
To:
• Develop and publish a Local Offer
• Identify training needs, ICT implications and
solutions and implementation costs
• Support the development of the statutory
framework, regulations and the Code of
Practice
• Share learning centrally, locally and regionally
Local Offer – key principles of emerging
good practice from pathfinders
The Local Offer should:
• be co-produced with parents and young people
• fully involve services in its development and review (including schools and
colleges, CCGs, the VCS and local health organisations)
• be holistic and cover 0-25 education, training, transport, social care, health
and support for employment and independent living
• make clear how parent, carers & young people can access support and
services,
• clarify how decisions are made, by whom, and what to do if things go wrong
• be up to date, written in plain language, and available in a range of formats
and locations
• make clear to parents what provision schools and colleges will deliver from
their delegated funding and what needs additional funding
Starting point: Key questions
• What provision should a school or college be
expected to provide from within their notional
‘SEN’ budget?
• What do parents want to see in the Local Offer?
• What are the characteristics of a ‘high needs’
pupil/student that defines them as requiring
‘external’ provision?
TASK 1 – CAPTURING THE LOCAL OFFER
YOUR NAME:
_________________________________________
SCHOOL/COLLEGE IF APPLICABLE:
_________________________________________
PROVISION MAPPING - INCLUDE: STAFFING; SKILLS AND EXPERTISE; COMMITMENT TO TRAINING;
POLICIES AND PLAN; ADAPTATIONS TO ENVIRONMENT; IDENTIFICATION; TANGIBLE TARGETED
PROVISION; EXTERNAL SUPPORT ETC.
PROVISION
IN PLACE
ASPIRING
• Views gathered from
all schools
• Outcomes analysed
and published
• Ownership secured
• In Solihull all
education providers
understand the
concept of the Local
Offer
Engaging Education
Providers and Parents
Step 1. Co-production of a minimum standard
settings/schools and colleges - using school
funding reforms as a lever
Step 2. Communication strategy – all stakeholders
Step 3. Project manager linked to FIS
Step 4. Parent support groups and Parent
Partnerships on-going consultation, feedback,
co-development
Julie McCarthy
Coppice Junior School
Publishing Your Local Offer
West Midlands Champion
Pathfinder
The Regional Strategy
Championship Team
West Midlands
Birmingham:Chris Atkinson
Coventry: Roger Lickfold/Marian
Simpson
Dudley: Huw Powell/Sharon
Hearne
Herefordshire: Les Knight/Ed
Edwards
Sandwell: Pat Evans/Nurinder
Shergill
Solihull: Jeannette Essex
Shropshire: Janice Stackhouse
Staffordshire: Francis Morgan
Stoke: Geoff Catterall/Brian
Hepburn
Telford & Wrekin: Karen Levell
Walsall: Karen Grandison
Warwickshire: Jayne Mumford
Wolverhampton: Viv Griffin/Sandy
Lisle
Worcestershire: Peter Harwood
Resources
• Regional pot £50k
• Each non-pathfinder LA has a grant of £75k
In addition allocated support from:
• National Parent Partnership Network
• Early Support – school cluster meetings and key worker
training
• Preparing for Adulthood (transition) – 18 days
• National Parent Network – named adviser
• And many more grant holders ……
• Champion Pathfinder activity.
Regional Activity
•
•
•
•
•
•
Governance – IEWM and ACDS
Strategic Lead planning meetings (6 weekly)
Regional Launch - Conference
Parent Partnership workshop
Funding conference – follow up networks
Series of individual LA support and advisory
visits
• ISP/FE workshops
• Short Breaks workshop
Regional Activity
Planned November/December:
• ACDS Conference - workshop
• WM Chairs of Headteacher Groups
• Lead Members briefing session
• Conflict resolution group – commissioning
of West Midlands mediation services
• Further support visits
• Shadowing visits
• Is there anything that schools would want?
Keeping in Touch
• Email: [email protected]
• Solihull SEND Local Offer:
http://www.solihull.gov.uk/health/29898.ht
m
• Email your regional strategic lead
• Champion Website under construction
Any questions?