SEND Roadshow September 2019 SEND Roadshow Please download - - PowerPoint PPT Presentation

SEND Roadshow

September 2019

SEND Roadshow Please download Mentimeter from your App store

Aims of the Roadshow

• To achieve a better understanding of the SEND

inspection and consider your own ‘assess, plan, deliver, review’ cycle in preparation

• To learn more about statutory duties and some
• f the processes for children with SEND which

will be considered by inspectors

• To hear more about the TH Self-Evaluation and

gain some feedback on the high level judgements

SEND reforms, roles and responsibilities

What do the reforms aim to achieve?

LOCAL ROLES & RESPONSIBILITIES NATIONAL ROLES & RESPONSIBILITIES INDEPENDENT ASSESSMENT

IMPROVED OUTCOMES & EXPERIENCES FOR CHILDREN YOUNG PEOPLE AND THEIR FAMILIES

• Implement statutory

responsibilities

• Focus on effective local

area partnerships

• Share and use effective

practice to support delivery

• Local area plans

and evaluation to support local accountability

• Set and oversee statutory

framework and guidance

• Monitor the health and

success of the system

• Support the sharing

and development of innovative practice

• Publish data

including on user experience

• Intervene in

cases of failure

• Ofsted/CQC inspection of LAs & CCG
• Independent challenge such

as peer review

What this is all for

SEND Code of Practice 2015 (COP)

Statutory guidance on the implementation of Part 3 of the Children and Families Act 2014 and associated regulations including

• SEN and Disability Regulations 2014
• SEN (Personal Budgets) Regulations 2014
• SEN and Disability (Detained Persons)

Regulations 2015

• Children and Families Act 2014 (Transitional

and Saving Provisions)(No 2) Order 2014

What organisations does the COP apply to?

• Local authorities (education, social care and relevant housing and

employment and other services)

• Governing bodies of all early years providers funded by the LA,

all types of schools including independent and non-maintained special schools

• Governing bodies of FE colleges and sixth form colleges
• Management committees of pupil referral units
• National Health Service Commissioning Board
• Clinical commissioning groups (CCGs)
• NHS Trusts and NHS Foundation Trusts
• Local Health Boards
• Youth Offending Teams and relevant youth custodial

establishments

• The First-tier Tribunal (SEN and Disability)

• Guide for parents and carers:

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

• Guide for early years settings:

https://www.gov.uk/government/publications/send-guide-for-early-years-settings

• Guide for schools and alternative provision:

https://www.gov.uk/government/publications/send-guide-for-schools-and-alternative- provision-settings

• Guide for further education providers:

https://www.gov.uk/government/publications/send-guide-for-further-education- providers

• Guide for social care practitioners:

https://www.gov.uk/government/publications/send-guide-for-social-care-professionals

• Guide for health professionals:

https://www.gov.uk/government/publications/send-guide-for-health-professionals

COP – further info

Joint Ofsted and CQC local area SEND inspection

Local Area Inspection

“ The framework for the inspection of local areas’ effectiveness in identifying and meeting the needs of children and young people who have special educational needs and/or disabilities.” A judgement about the effectiveness of the local area in:

• identifying children and young people who have special

educational needs and/or disabilities

• assessing and meeting the needs of children and young

people who have special educational needs and/or disabilities

• improving outcomes for children and young people who

have special educational needs and/or disabilities. How will you demonstrate the ‘assess, plan, deliver, review’ cycle?

Inspectors will pay particular attention to…

… the accuracy and rigour of the local area’s self- evaluation, the extent to which the local area knows its strengths and weaknesses, and what it needs to do further to improve the life chances of children and young people with special educational needs and/or disabilities Evidence submitted for inclusion in the SEF will be triangulated against other evidence (primarily evidence from parents) to decide if it is a strength

• r a weakness as this will be done by inspectors

Local Area Inspection

• Before the inspection, the team look at the Local

Offer to understand the provision for families and ensure the information is clear and up to date. Is your service information accurate?

• They want to know how we assess, plan, deliver

and review services across the system. What is your evidence?

• They will compare this info against the evidence

they see in schools, early years and other providers and importantly what parents, children and young people say. Do you know what parents and YP say about your service?

Local Area Inspection

• There is one week’s notice of the inspection and the

actual inspection then lasts one week

• The team includes two Ofsted inspectors and one Care

Quality Commission inspector

• Inspectors will visit providers, such as nurseries,

schools, colleges and specialist services to gather evidence of how all work collaboratively together to improve the life chances of children, but the

• rganisations are not inspected
• There is a written narrative judgement, not a grade
• If there are significant concerns the local area is issued

with a written statement of action

Local Area Inspection

• We are overdue for this inspection and while we can’t be

certain when it will happen, we expect it within the next six months.

• This means we are on inspection footing as of now.

Some tips when speaking to inspectors

• Please do not panic, inspectors will be very nice to you and are

keen to allow you to demonstrate good practice.

• Identify evidence based, validated examples of good practice

that you might like to highlight. Working with families is never perfect so don’t worry if there are some gaps, but do think about

• ther examples of work that might highlight better practice

where these exist.

• Be proportionate – always answer questions honestly but please

do not moan!

• Inspectors are always inspecting – there is no such thing as “off

the record”

• If you speak to an inspector please ensure that you feed back.

This will really help your colleagues who have yet to be seen.

What Inspectors are looking for

• Inspection focuses on three questions:

– how effectively does the local area identify children and young people who have special educational needs or disabilities (SEND)? – how effectively does the local area assess and meet the needs of children and young people who have SEND? – how effectively does the local area improve outcomes for children and young people who have SEND?

Self-Evaluation Framework (SEF)

Our SEF - Identification

Strengths

• Information sharing agreement in place - live birth data shared across the

Local Area

• Ongoing work to identify future need in education through pupil

sufficiency planning

• Early years collaboration between maternity services, health visiting and

children’s centres – delivering an integrated 2 yr developmental check and providing the basis for identification of potential SEND needs early

• Dedicated clinical staff for special schools – provides clinical expertise to

support children with most complex health needs

• Integrated therapies pilot for under 5s – primary service provider

innovation offers single therapies plan for children and high level of parental support

• Processes for identifying and supporting CME – low rates

Our SEF - Identification

Areas for Development

• Mapping multi-agency EY pathways to develop a clear understanding of

the current quality of identification and assessment as well as timeliness

• Mapping and development of Pathways for ASD
• Refinement and sharing of the information in the Joint Strategic Needs

Analysis (JSNA)

• Ongoing work on data sharing across the Local Area, including work to join

up information systems

• Reducing the numbers of children/families not accessing services (30%)

and improving early, targeted intervention to children with needs

• Regular joint training on the processes for Section 23 notification
• Ongoing work to improve the accessibility and transparency of the SEND

Panel

• Use of the Mental Health in Schools trailblazer to identify and support

CYP with mental health needs.

Our SEF Identification

• Using Mentimeter…..
• Do these points seem right? Is there anything

that we have missed?

Our SEF - Assessment

Strengths

• CAMHS triage - provide an initial assessment of need and supports

the current 5-week waiting time for CAMHS and thus timely interventions for children with SEND

• Significant increase in rates of EHCP Completion in the last 12

months

• Developing programme of joint commissioning – currently

integrating commissioning arrangements for CAMHS, Therapies and piloting a joint short breaks offer to create more joined up services for children with SEND

• Local Offer - Improved website, consultation with parents and

young people ongoing to ensure it remains fit for purpose – users increasing monthly; information regularly updated

• Our SEND Ambassadors support parents through this process and

are valued highly.

Our SEF - Assessment

Areas for Development

• Addressing high demand and thus long waiting times for

SLT assessments – integrating therapies provision for children over 5 and reviewing provision against demand

• Pathways for ASD assessments and waiting times due to

high demand – reviewing pathways to identify gaps, streamline and developing an integrated pathway in line with NICE guidance

• Continue work to improve EHCP completion rates and co-

production in the EHCP process

• Development of a joint quality assurance process for

ensuring the quality of EHCPs and Annual Reviews

Our SEF - Assessment

• Using Mentimeter…..
• Do these points seem right? Is there anything

that we have missed?

Our SEF - Outcomes

Strengths

• Educational outcomes for children and young people with

SEND and on SEND Support

• Low rates of exclusion and absence from education
• Progress rates for Children Looked After (CLA)
• Integrated therapies pilot for under 5s – primary service

provider innovation offers single therapies plan for children and high level of parental support

• Preparation for Transition to Adulthood -Examples of effective

programmes and initiatives in place to support progress into employment

Our SEF - Outcomes

Areas for Development

• Transition planning for young people with LD to adult

services– pilot for year 9 and early referrals to GPs for annual health checks

• Expanding our Personal health budget offer – extending to

CAMHS as part of a national pilot programme

• Ongoing work to improve the quality of Education Health

and Care Plans, including the identification and use of personal budgets and improving work on co-production

• Improve Annual Review Processes across the Local Area,

including providing greater information for parents and young people

Our SEF - Outcomes

• Using Mentimeter…..
• Do these points seem right? Is there anything

that we have missed?

Our SEF - Leadership

Strengths

• Leadership and Governance structure in place
• Partnership working is in place across the Local Area
• Parents, young people with SEND and schools are

represented on key decision making groups within the SEN System

• Parents value the local SENDIASS – and are

supported to participate in decision making groups

• Access to employment and supported housing

Our SEF - Leadership

Areas for Development

• Implementation of recommendations from external

reviews

• Ensure that the voice of parents, children and young

people and other stakeholders are represented across all levels, across the Local Area.

• Ensuring processes for joint decision making for CYP

with complex needs across services are clear and timely.

• Development of training and development of the

workforce across the Local Area

Our SEF - Leadership

• Using Mentimeter…..
• Do these points seem right? Is there anything

that we have missed?

Any questions?

• Do you know what your service

responsibilities are under the Code of Practice?

• Data is concerned with individual outcomes,

service level outcomes and strategic

• utcomes; data is key evidence. What data

will demonstrate your ‘assess, plan, deliver, review’ cycle? Where and how does ‘client’ feedback fit in?

• How will you show the impact of your service?

Planning task