JOINT LOCAL AREA SEND INSPECTION IN SOUTHAMPTON 6 to 10 February 2017
THE EFFECTIVENESS OF THE LOCAL AREA IN IDENTIFYING CHILDREN AND YOUNG PEOPLE’S SPECIAL EDUCATIONAL NEEDS AND / OR DISABILITIES
Strengths � Staff in the Youth Offending service � Early identification is a strength in (YOS) have been trained well by the early years. speech and language therapists to � For individual children looked after accurately identify speech, there is effective communication language and communication and liaison between the needs. designated doctor for children looked after and community paediatricians BUILDING AN INCLUSIVE CITY
Areas for development � Too many pupils in the local area � Children with less visible needs are are inaccurately identified as not identified consistently as having needing support for special special educational needs and/or educational needs and/or disabilities. This is particularly the disabilities. Therefore, the proportion case for higher-functioning children of pupils identified as needing with autistic spectrum disorder. support is higher than the national average. BUILDING AN INCLUSIVE CITY
THE EFFECTIVENESS OF THE LOCAL AREA IN MEETING THE NEEDS OF CHILDREN AND YOUNG PEOPLE WHO HAVE SPECIAL EDUCATIONAL NEEDS/OR DISABILITIES
Strengths � Effective partnership working is leading to � Effective identification and strategic improved holistic provision for many leadership for children’s centres, pre children who have special educational needs and/or disabilities. schools, nurseries and portage helps � Some of the services identified within the to ensure that children’s needs are inspection as a strength are met well in the early years. � Opportunity Group � The take up of personal budgets in � The integrated therapies service the local area is a strength. � Speech and language therapist service � Southampton Advisory outreach service BUILDING AN INCLUSIVE CITY
Areas of Development � The provision for children who have � Provision for those who have special educational needs and/or hearing or visual impairments has disabilities in mainstream schools is been negatively affected by too varied, particularly in secondary recruitment issues in this area. schools. Although there has been an improvement in attendance and reduction in exclusions, several parents talked of being asked to take their children home due to the schools difficulties in meeting need. BUILDING AN INCLUSIVE CITY
Areas of Development � Local area leaders confirmed by � Parents who are waiting for their parents have identified that there child to have an assessment for are insufficient options for young autistic spectrum disorder and/or people who have special attention deficit hyperactivity educational needs and/or disorder do not feel well supported. disabilities beyond the age of 16. By the wider multi agency team. BUILDING AN INCLUSIVE CITY
The effectiveness of the local area in improving outcomes for children and young people who have special educational needs and/or disabilities
strengths � Outcomes for children and young � Outcomes for children with special people with special needs and/or educational needs and/or disabilities are improving at all disabilities in early years are strong stages. Through strong leadership and consistent. in a spirit of co-production. BUILDING AN INCLUSIVE CITY
Areas of development � Although numbers are reducing, � Children who have special too many children with special educational needs and/or educational needs and/or disabilities do not achieve as well as disabilities are not accessing their well as their peers nationally by the education. time they take their GCSE’S. � Leaders in the local area have rightly identified that the proportion of young people with SEND who are in education, employment or training is not high enough. BUILDING AN INCLUSIVE CITY
INSPECTIONS MAIN FINDINGS � Leaders analyse the effectiveness � Children with special educational of the local area arrangements needs and/or disabilities receive a accurately. strong start through their early years. However their child's experience is more varied at the end of their � The self evaluation document primary into their secondary stage. evidenced a comprehensive multi agency understanding of the strengths and weaknesses within the city. BUILDING AN INCLUSIVE CITY
INSPECTIONS MAIN Findings � Too many children are being � There is to limited educational identified in schools as having SEN.K choice for young people post 16 rather than being supported within which impacts on outcomes. schools without a category. � All partners need to strengthen the � The area demonstrated good 0 to 25 offer. outcomes within Education Health � The local Offer needs to be clearer and Care plans but not consistently for families and understood by more enough. professionals. BUILDING AN INCLUSIVE CITY
Next Steps � Review of Autism/ADHD Pathway � High Needs Task and Finish group � Review of the multi agency jigsaw team � Children’s and Adult’s Social Care services around transition � Development of 0-25 pathways (E.g. CAMHS) � Review of home to school transport � Review of Post 19 provision/gap analysis � HI and VI task and finish group � CAMHS Transformation investment: � Review of the city wide inclusion offer Primary MH Support Workers, dual roles across CAMHS/Disability Services, � Multiagency Training/Awareness reduction in waiting times from 18 to 7 Workshops planned weeks by 2020 � Schools Mental Health forum re established and MH Awareness Course re launched BUILDING AN INCLUSIVE CITY
QUESTIONS AND DISCUSSION AROUND NEXT STEPS
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