Outcomes Framework Overview 1 2 3 4 Bedford Boroughs An - - PowerPoint PPT Presentation

Outcomes Framework

Overview

Bedford Borough’s local area inspection

1

An outcomes framework

2

Workshops to understand what

• ur priorities are

and measure how we are doing

3

What happens next?

4

Local Area Inspection

In February 2018, Bedford Borough had its local area SEND inspection. The inspectors issued a Written Statement Of Action. They highlighted five areas:

There are no co-ordinated priorities, strategies or accountabilities between the services to ensure that joint commissioning is undertaken effectively. BCCG has only very recently carried

• ut its self evaluation to identify

progress and barriers to implementing the reforms. At the time of the inspection, there was no robust plan in place to deliver the necessary actions to ensure that outcomes for children improve. Leaders have not ensured that the local offer provides clear, comprehensive accessible and up to date information about the available provision and how to access it… Leaders have not ensured collectively that EHC plans identify the range of needs for children and young people beyond diagnosis or a multi-agency approach to meeting needs effectively including subsequent signposting and guidance around personal budgets. There are weaknesses in provision across the borough for young people who have emerging SEND including SEMH and more complex needs such as ASD to live successful lives where they participate positively in wider borough life and engage successfully in education, training and transition to adulthood.

Outcomes

 To create “co-ordinated priorities, strategies [and] accountabilities” we need

a shared approach

 We need to agree the outcomes that we must deliver.  We have adapted Hertfordshire’s work and grouped our outcomes into 5

different areas:

Be happy Be healthy Be ambitious Be independent Be heard

What is an outcomes framework?

 An outcomes framework describes the things that children and young people

with SEND and their families want for them.

The outcomes people want What does this mean for children, young people and families? What support and services do we need to deliver this? How do we measure this?

Examples of the outcomes framework

Outcome What does this mean? What services and support are needed? How do we measure this Be independent I can make choices about my own life and I am supported to plan what I want to do

Flexible personal budgets that enable me to plan and do what I want to The number and percentage of SEND families eligible for a personal budget / direct payments who have one

Be independent I can go where I want to, when I want to

Safe, quality assured and risk assessed transport services are accessible and transport training is available where required The number and percentage of CYP who have been transport trained. The number of bus drivers and taxi drivers that have had disability awareness training.

Workshops: What do families want?

 A survey to ask them how we are currently doing

against our outcomes

 What is currently working well and what changes

to services would make a difference to families?

The outcomes people want What does this mean for children, young people and families? What support and services do we need to deliver this? How do we measure this?

Survey - United Nations Convention on the rights of the Child (UNCRC)

 Our survey is based on the UN convention on the human rights of the child  We do not include all of the articles because not all of them are relevant for

children with SEND in the UK (for example child labour or child soldiers)

 We believe that all children should have these rights and that children and

young people with SEND are no different

Outcomes survey



Do you think you are supported to provide a standard of living that meets your child's physical and social needs?



Do you think your child is protected from bad treatment, violence abuse or neglect?



Is your child enabled to have friends and participate in groups that they chose?



Do you think your child is able to play, relax and take part in leisure, cultural or physical and social needs?



Is your child’s supported to be as healthy as possible, including education about how to stay healthy?



Do you think your child is enabled to reach their full potential?



Does your child have access to education?



Is your child’s education developing them to their full potential – their personality, their talents and their abilities?



Do you think you child's privacy is protected?



Is your child able to freely learn about their culture, language and religion?



Do you think your child is supported to live an independently as possible and be active in their community?



Do you think as a parent you are respected to act in the best interests of your child, including them in decisions where appropriate?



Do you think your child's best interests are always the top priority in decisions about them?



Do you think your child is supported to express their views about anything that effects them (this could include your decisions as a parent)?



Do you and / or your child understand what rights they have?

Does your child have a good quality of life? Does they child have a good social life? Do they feel like they belong in their community? Do they feel their life has meaning?

What sorts of things are working and / or would make a difference? For example

 Personalised support that meets your child’s needs  Flexible personalised short breaks for you and your child  Flexible personal budgets  Support for carers and siblings  Local facilities (e.g. shops, cinema, leisure centres, buses, taxis) are

welcoming and accessible

 Local community groups (schools, clubs, religious groups are welcoming and

accessible

Be happy

Is your child physically, mentally and emotionally happy? Do they have access to the medical services they need?

What sorts of things are working and / or would make a difference? For example

 Can your child access to the right community medical services?  Does your child’s GP provide the right support?  Can your child access the right hospital based or specialist health services?  Do your child have clear pathways for the medical services they need? Do they

know how to get the services you need?

 Would personal health budgets make a difference?  Does your child have the right information about a healthy diet and lifestyle?  Does your child get what they need to have a healthy diet and lifestyle?

Be healthy

Does your child get they support they need to perform to the best of their ability? Do people focus on their potential? Do they have the right opportunities to learn and develop?

What sorts of things are working and / or would make a difference? For example

 Does your child’s educational setting (e.g. nursery, school, college) enable

your child to access all of the curriculum?

 Are the right adjustments made to ensure that your child’s school is inclusive

for your child?

 Do your school leaders (e.g. heads, deputy heads, governors) understand what

they can (and must) do to support your child?

 Does your SENCo support you and are they properly supported?  Does every teacher understand SEND?  Is everyone ambitious about what your child could do after they leave

education?

Be ambitious

Can your child make choices about their own life? Are they given the support to look after themselves? Do they have access to further education and employment? Do they have somewhere they can live?

What sorts of things are working and / or would make a difference? For example

 Does your child have access to someone they trust who can help them make

choices for themselves (it could be you!)?

 Does your child have flexible personal budgets that enable you to plan and so

what you want to?

 Can your child get around on your own?  Does your child have the right employment and further education

• pportunities?

 Does your child have good community activities?  Does your child have somewhere they could live independently with the right

support?

Be independent

Does your child have a say in all the important decisions about their life? Does your child know what their rights are?

 Does everyone treat you and your child’s views with respect and take them

into consideration?

 Do you and your child have the right information to make good decisions?  Is the local offer useful?  Does your child have someone they trust to give them advice or advocate on

their behalf?

 Does your child have the communication support they need to be heard?  Does your child feel they have a say in how strategic services are planned and

delivered?

Be heard

What happens next?

 We are conducting a series of these workshops between September and

• November. The results will be published in December.

 They will be used to inform the plans the council and the CCG make to

address the significant weaknesses highlighted by the inspection

 These plans will be reviewed by the Department for Education and NHS

England and the Minister for Children and Families will write to Council and CCG to tell them what he things.

 The regulators will re-visit Bedford Borough to ensure enough progress is

being made.