RBWM SEND ACTION PLAN RBWM SEND ACTION PLAN

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RBWM SEND ACTION PLAN

RBWM SEND ACTION PLAN

RBWM SEND ACTION PLAN The objectives for this session are: • Understand WHY action

RBWM SEND ACTION PLAN The objectives for this session are: • Understand WHY action on support for children and families with SEND is required • Explain WHAT the identified priorities are and what actions are planned to address these • Identify WHO will contribute to our collective responsibility for improving experiences and outcomes for children and families with SEND • Discuss HOW we can contribute our part as schools and colleges

SEND QUIZ (1) • How many statements needed to be transferred to EHC Plans

SEND QUIZ (1) • How many statements needed to be transferred to EHC Plans when the SEND reforms were first implemented in September 2014 ? • What is the final deadline for all transfers to be complete ? • What is the statutory timescale for the process of a transfer from statement to EHC ? • How many EHC Plans and Statements across RBWM (Dec 17)?

SEND QUIZ (2) • How many children and young people were identified as receiving

SEND QUIZ (2) • How many children and young people were identified as receiving SEN Support (K) in RBWM schools in the Autumn 17 Census ? • What are the top three categories of primary need for those with EHC Plans ? • How man children with an EHCP or statement do not attend a school within RBWM (regardless of type) ?

(0 -10) ACTIVITY (1) • My school works really hard to support the needs

(0 -10) ACTIVITY (1) • My school works really hard to support the needs of children with SEND • As a leader, I feel well supported in understanding how I can best provide for my children and families with SEND • I know who to go to for support with SEND pupils • I have read and know what’s in RBWM’s (53 page) SEND Action Plan

(0 -10) ACTIVITY (2) • I am well informed of the people, services, provision(s)

(0 -10) ACTIVITY (2) • I am well informed of the people, services, provision(s) and networks available to schools, young people and families with SEND in RBWM • There are many examples of success in my school where my team go over and above to support children and families with SEND and have a positive impact • My school is inclusive • Schools and colleges across RBWM are consistent in their approach to inclusion

Obj. 1: WHY is action on SEND provision in RBWM required? Joint Ofsted and

Obj. 1: WHY is action on SEND provision in RBWM required? Joint Ofsted and CQC inspection in July 17 found 8 key areas for improvement: 1. Delay in establishing strategies to implement the SEND reforms effectively 2. Lack of leadership capacity across local area services 3. Poor use of management information to secure a robust overview of effectiveness 4. Weaknesses in how leaders are held to account 5. Inequality of access to services and variability of experience for children and young people who have SEND and their families 6. Wide variances in the quality of education, health and care plans 7. Lack of effective co-production with parents when planning for their individual children’s needs 8. Limited ability to ensure that there adequate services to meet local area needs.

Obj. 1: WHY is action on SEND provision in RBWM required? • ACTION PLAN

Obj. 1: WHY is action on SEND provision in RBWM required? • ACTION PLAN was developed and submitted to Ofsted • Multi-agency SEND Strategy Board set up • Letter received from Ofsted requiring further clarity and focus of proposed actions

Obj. 1: WHY is action on SEND provision in RBWM required? Letter required greater

Obj. 1: WHY is action on SEND provision in RBWM required? Letter required greater focus on: • CAMHs waiting times – too long • Leaders tackling inequality of experience, provision and outcomes for some children • Clarity of role of different services across Education, Health and Care • Improving co-production between providers, young people and parents • Better contributions from health and social care during assessment and tackling lack of progress • Ensuring actions are less at a strategic level, more the impact ‘on the ground’ • Providing adequate services to meet the local area need.

Obj. 2: WHAT ? (1) IMPLEMENTING SEND REFORMS • Establish SEND Steering Board –

Obj. 2: WHAT ? (1) IMPLEMENTING SEND REFORMS • Establish SEND Steering Board – LA; Health; Schools; Parents • Communicate progress of action plan • Establish local Leaders working group • Complete SEND strategy consultation, publish and launch • Co-produce implementation plan • Develop Inclusion Charter to identify and understand commitments • Strengthen work with Pa. CIP • Review feedback systems for young people and families and co-produce system change • Work with educational settings to ensure graduated approach to SEND

Obj. 2: WHAT ? (2) LEADERSHIP CAPACITY • Increase capacity of Designated Clinical Officer

Obj. 2: WHAT ? (2) LEADERSHIP CAPACITY • Increase capacity of Designated Clinical Officer • • Raise profile of SEND with GP’s & Health identify gaps and tackle • • E. g. SEND Newsletter; GP Education • Programme; East Berks SEND mtgs • • Multi-agency review & deep dive audit of EHCPs • • Monitor data / trends in SEND referrals • • Develop use of educational networks • • Develop CAMHS transformational strategy • • 50 more ASD assessments funded for CYP on waiting list New Ageless Autism Service by 09/18 Improve ASD assessment service Inclusion Charter Annual training for Education Providers Specific 18 -25 “Preparing for Adulthood” pathway Transition clinics for CYP with complex needs EYFS Area SENCo model & Inclusion Support Funding Training for EYFS providers

Obj. 2: WHAT? (3) OVERVIEW OF EFFECTIVENESS • Inclusion Quality Mark • Annual Inclusion

Obj. 2: WHAT? (3) OVERVIEW OF EFFECTIVENESS • Inclusion Quality Mark • Annual Inclusion Summit • Satisfaction and feedback survey • Data systems for SEND and share with all providers • Specific data set for measuring SEND outcomes • Annual trend reports to identify rate, nature and distribution of SEND • Report trends annually to impact upon and improve commissioning • Support school clusters to bridge gaps through better training and signposting

Obj. 2: WHAT? (4) LEADERS HELD TO ACCOUNT • The impact of the SEND

Obj. 2: WHAT? (4) LEADERS HELD TO ACCOUNT • The impact of the SEND • Clarity of roles & Steering Board progress is responsibilities of those communicated regularly and involved in CYP with SEND widely • DCO to set up multi-agency EHC audit group • Refresh EHCP application process and publish an operational handbook to standardise practice • SEND Steering Board develops terms of reference to hold partners to account

Obj. 2: WHAT? (5) INEQUALITY OF ACCESS & EXPERIENCE • Secure £ 450 k

Obj. 2: WHAT? (5) INEQUALITY OF ACCESS & EXPERIENCE • Secure £ 450 k funding from the Better Care Fund • Create 3 additional posts to support CYP with complex needs • Recruit SEND specialist to help develop practice and engage with schools • Provide access to training to support the early identification of CYP with SEND • Enhance existing educational networks to share practice & develop capacity • Develop focus on SENCo network meetings • Publish info. and strategies to improve consistency for those involved with CYP with SEND • Develop the Local Offer to improve access to and knowledge of SEND providers

Obj. 2: WHAT? (6) QUALITY OF EHCPs • EHCP handbook to improve consistency &

Obj. 2: WHAT? (6) QUALITY OF EHCPs • EHCP handbook to improve consistency & quality of applications • BHFT single point of access for LA EHCP requests • Improve quality and consistency of feedback during assessment process • Improve opportunities for service users to provide feedback through process • Additional 2 X CYPDS officers for complex cases • Review support and provision for SEND in pre-school settings • Multi-agency EHCP decision making panels for clarity • East Berks SEND group to review audits and scrutinise quality • 3 X annual EHCP reviews to improve quality/consistency • Introduce “EHC Personal Budgets” policy

Obj. 2: WHAT? (7) CO-PRODUCTION WITH PARENTS • Engage proactively with Pa. CIP •

Obj. 2: WHAT? (7) CO-PRODUCTION WITH PARENTS • Engage proactively with Pa. CIP • • ‘Contact’ to lead training workshop on co-production • All activities in the SEND action plan to include parent • representation • Widen menbership of Pa. CIP to 120 • Local Offer to contain feed to • Pa. CIP Facebook page • Pa. CIP engagement in Inclusion Summit, East Berks SEND group and Steering Board Provide feedback to CYP and families about how coproduction has helped improve outcomes Guidance on effective coproduction added to the EHCP Handbook Feedback on co-production a focus throughout the EHCP process

Obj. 2: WHAT? (8) ADEQUATE SERVICES TO MEET NEEDS • 0. 5% funding from

Obj. 2: WHAT? (8) ADEQUATE SERVICES TO MEET NEEDS • 0. 5% funding from Schools Block to High Needs Block to • commission new services to improve inclusion • • Annual trends report to ensure service planning decisions respond to need • CAMHs transformation group joins East Berks commissioning group • Provide single Speech & Language service across East Berks Review SEND matrix to ensure it is fair and balanced SEND working group to drive cluster activities to respond to need and identify priorities

Obj. 3: WHO? SEND GOVERNANCE STRUCTURE

Obj. 3: WHO? SEND GOVERNANCE STRUCTURE

Obj. 3: WHO? SEND STEERING BOARD MEMBERSHIP • • • Cllr Natasha Airey Sarah

Obj. 3: WHO? SEND STEERING BOARD MEMBERSHIP • • • Cllr Natasha Airey Sarah Bellars (NHS) Cllr David Coppinger Karen Cridland (Pa. CIP) Alison Crossick (RBWM) Debbie Hartrick (NHS) • • • Liz Kelsall (Pa. CIP) Kevin Mc. Daniel (RBWM) Nick Stevens (Riverside) Chris Tomes (Churchmead) Debbie Verity (RBWM) Lisa Vickers (Pa. CIP)

Obj. 3: WHO? CYPDS Functions Jan 18 (too small!!)

Obj. 3: WHO? CYPDS Functions Jan 18 (too small!!)

Obj. 4: HOW? NEXT STEPS…ACTIVITY • The December Schools Forum agreed a 0. 5%

Obj. 4: HOW? NEXT STEPS…ACTIVITY • The December Schools Forum agreed a 0. 5% transfer of funds from the Schools Block to the High Needs Block for 2018/2019 • The SEND Working Group have taken an active role in planning effective use of this funding to ensure the skill set of those in educational settings is improved • The funding is to drive innovation AS SCHOOL LEADERS, WHAT COULD, SHOULD, MIGHT THIS ‘INNOVATION’ LOOK LIKE AND WHICH NEEDS COULD IT HELP MEET?

Obj. 4: HOW? NEXT STEPS • RBWM to directly contact every headteacher and provide

Obj. 4: HOW? NEXT STEPS • RBWM to directly contact every headteacher and provide a copy of the SEND Action Plan and this presentation • Contacts for feedback / input / comment: Nick Stevens head. [email protected] org. uk Chris Tomes tomec [email protected] org • School leaders to add Inclusion to the agenda of their next cluster / network meetings for further discussion – provide feedback • Officers to present an update of progress and impact at the next ELF meeting, with representatives of all stakeholders invited

RBWM SEND ACTION PLAN

RBWM SEND ACTION PLAN