Post on 14-Jan-2015
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“COUNTDOWN TO REFORM”ACDS CONFERENCE
19th November 2013
Jeannette Essex,
Solihull Champion Pathfinder Lead
Chair WM SEN Strategic Leads Group
Aims of this Session To identify the key statutory changes that LAs and Partners must
deliver by 1st September 2014 including: Integrated Assessments and Education Health and Care Plans Personal Budgets Local Offer
Clarify the external support and resources available to LAs regionally and nationally and the work of the West Midlands Champion Change Programme
Share lessons learned through Pathfinder and West Midlands regional activity, with the aim of supporting rapid progress through roll-out
Next steps - identify and agree opportunities for collaboration - Discussion
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: Ed Edwards/Les Knight Sandwell: Pat Evans/Nurinder Shergill Solihull: Jeannette Essex Shropshire: Janice Stackhouse Staffordshire: Lynda Mitchell/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) – named adviser• National Parent Network – named adviser• And many more grant holders ……• Champion Pathfinder activity.
Regional Activity
• Governance – IEWM and ACDS (Sally Taylor)• WM Strategic Lead planning meetings (6
weekly)– Regional Launch – Conference (190)– Parent Partnership workshop (60)– Funding conference – follow up networks (60)– Series of individual LA support and advisory visits (4 visits)– ISP/FE workshops (2 workshops)– Short Breaks workshop (12)– WM Chairs of Headteacher Groups (8)– SENCO Conference, Worcester University (180)
Regional ActivityPlanned November/December:
• Lead Members briefing session (January)• Personal Budgets (7th February)• Conflict resolution group – commissioning of
West Midlands mediation services• Further support visits scheduled• Shadowing visits scheduled• Is there anything that you would want to see?
Timeline for implementation of SEN reforms2013-14 2014-15 2015-16
Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar 15-16 16-17 17-18
National
Local
Strategic planning
Service delivery
• Joint commissioning underway locally – needs assessment, planning, market
development, collaboration with families
• Regular review of local offer, and awareness raising of local offer
• Annual reviews of EHC Plans. Transition statements / LDA to EHC plans starts
• Increased offer of personal budgets
• Regular review of information, advice and support available to families
• Mediation and disagreement resolution arrangements in place (included in
local offer)
Bill gets Royal Assent
Code of Practice published
Implementation of reforms starts
Regulations laid
Reviewing success for reforms locally and agreeing improvements
Lead for SEN reform in post
Pathfinder ChampionsPathfinder Champions
Council for Disabled Children (CDC) Strategic Reform Partner
All statements moved to EHC Plans
Increasing local awareness
Achieving clarity about package of reforms and implications for
service delivery
Preparing for implementation
• Developing plans for joint commissioning
• Developing local offer and involving users
• Developing processes for assessment, planning and EHC Plans
• Identifying services which could be provided through personal budgets
• Planning provision of local information, advice and support (with users)
• Reviewing and developing local mediation and disagreement resolution arrangements
Local offer publishedEHC Plans for new entrantsPersonal budgets available
All LDAs moved to EHC Plans
The Draft SEN Code of Practice
An Overview
What the Code is
Statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Bill and associated regulations.
Provides practical advice on how to carry out statutory duties to identify, assess and make provision for children and young people with special educational needs (SEN).
Who must have regard to the Code?
• LAs (education, social care and relevant housing and employment and other services)
• Early years providers• Schools • FE colleges • Sixth form colleges • Academies/ free schools• SEND Tribunal
• Independent special schools and independent specialist providers
• Pupil referral units and alternative providers
• NHS England• Clinical commissioning
groups (CCGs)• NHS trusts • NHS Foundation Trusts • Local Health Boards
Structure – 9 Chapters
1. Introduction
2. Summary
3. A Family Centred System
4. Working Together Across Education, Health and Care
5. The Local Offer
6. Early Years, Schools, Colleges and Other Education and Training Providers
7. Assessments and Education, Health and Care Plans
8. Children and Young People in Specific Circumstances
9. Resolving Disputes
Chapter 1 - Introduction
The duty to “pay regard” to the code Transition arrangements (are these deliverable?) Definitions of special educational needs (SEN) Related legislation and guidance
Chapter 2 - Summary
The Principles underpinning the Code
The involvement of children, parents and young people in decision making;
The identification of children and young people’s needs; Collaboration between education, health and social care
services to provide support; High quality provision to meet the needs of children and
young people with SEN; Greater choice and control for young people and parents
over their support; Successful preparation for adulthood, including
independent living and employment.
Chapter 3 – A Family Centred System
Focus on: Involving children, parents and young people in
decision making The views of children and young people Supporting young people and their parents Impartial Information, Advice and Support Parent Carer Forums
(Culture change – resource implications?)
Chapter 4 - Working Together Across Education, Health and Care
Working together for positive outcomes Joint commissioning arrangements Roles and Responsibilities Designated Health Officer Developing a Joint Understanding of Local Needs Joint Planning and Delivery Regional Collaboration The health commissioning duty Joint Review/ Improving Provision
Chapter 5 - The Local Offer
Principles – Collaborative; Accessible; Comprehensive; Transparent
What must be included in the local offer Publishing the local offer Preparing and reviewing the local offer
Chapter 6 - Early Years, Schools, Colleges and Other Education and Training Providers
High expectations for children and young people with SEN;
Support for children and young people with SEN; The four areas of SEN; SEN Support in: Early Years; Schools; Further Education Funding for SEN Support Admissions and Inclusion External Support in Educational Settings
Chapter 7 - Assessments and Education, Health and Care Plans
The need for an EHC assessment Co-ordinated assessment, planning and timescales EHC assessment and planning process Advice and information for EHC assessments Writing the EHC Plan Requests for a school, college or other institution Requesting a personal budget Reviewing an EHC Plan
Chapter 8 - Children and Young People in Specific Circumstances
Looked after children Care leavers SEN and social care needs, including children in need Children and young people educated out of area Children and young people with SEN educated at home Children with SEN in alternative provision Young offenders in custody Children of service personnel
Chapter 9 - Resolving Disputes
Principles Early resolution of disagreements Disagreement resolution arrangements Mediation Parent and young people’s rights to appeal to Tribunal Disability discrimination claims Complaints about NHS or social care provision
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 co-
operate)• 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
on-going (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• Offer of am EHC Plan to all new entrants to system
(gone live)• Examples of young people writing their own plans for
FE• Challenges in securing health provisions on-going• 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• SENDirect Pilot with Coventry
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-ordination - 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 less than 41 weeks? - (32 school 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
Bringing it all Together: The Local Offer
Starting point: Key questions• What do parents, carers and young people want
to see in the Local Offer? – Co-production• What provision should a school or college be
expected to provide from within their notional ‘SEN’ budget?
• What services do other providers and agencies offer?
• How are these services accessed and how do you feedback/complain?
The Local Offer?• What provision should a school or college be
expected to provide from within their notional ‘SEN’ budget?
• What are the characteristics of a ‘high needs’ pupil/student that defines them as requiring ‘external’ provision?
• On-going network meetings – schools want a ‘template’
Starting with: Education Provider Communication Networks
SENCONetworks
Governor Training &
GSA
Cabinet & OSMB
SEN Workgroup - sub-group
School’s Forum
Primary Partnership
Headteacher’s Breakfast Briefing
Strategic Accountability
Board
Parent Networks
Schools Forum
ContextProvision – Solihull has:
12 Infant schools 11 Junior schools38 Primary schools3 Secondary schools 12 Academies
5 Special Schools 4 Pupil Referral Units 8 mainstream ARCs
= 85 Heads/Principals
2 Colleges and circa
5 ISPS
Launch Sept 12
• 180 attendees included:– Heads– Governors– SENCOs– Pupils– Parents
– Officers– Colleges– Elected Members– Health reps– Social Care reps– DfE
Influencers – identify SEND Champions
SEN Workgroup, 30 members fully engaged - includes 3 Secondary Heads, Primary Heads and Governors
Post 16 Pathfinder Group – workshop based
SENCO Networks: co-design process
Local Offer standing agenda item
Co-produced by parent
carers, young people and
professionals
Progress so far Statement of Responsibilities, co-produced with schools and
published PPS and Signpost Inclusion working with parents to advise on-
going LO content SENCOs designing common template for schools facilitated by
the LA SEIS (school improvement service), Learning Support Service
and EP Service are advising providers Health are updating websites Children and adult social care information being pulled in Portal linking together what exists through FIS
Continuum of Assessment
Schools continually assess pupil’s
progress and needs and involve parents in discussions about their
child’s progress. In deciding on the level of need reference should be made to the criteria
for assessing additional and high
level needs.
Schools are funded for providing for all
children and young people within the first two categories. The schools delegated
funding provides for additional need up to
£6000.
Universal - All children and
young people
Additional Need - Children and young people with additional
needs but without an education,
health and care plan
Complex/ High Level - Children
and young people with
additional needs with an
education, health and care plan
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
Any questions?
For discussion:
• How can regional collaboration support rapid progress in delivering this agenda?
• Next steps?
Keeping in Touch
• Email: sensingleplan@solihull.gov.uk• www.solihull.gov.uk/sendpathfinder• Solihull SEND Local Offer: http://
www.solihull.gov.uk/health/29898.htm• Email your regional strategic lead• Champion Website under construction