SEND in Nottingham City 5 th October 2016

SEND in Nottingham City 5 th October 2016 Alison Weaver Janine Walker Fiona Gray

Aims of Session • Provide up to date information about current levels of SEND and provision in the City • Update re actions taken to implement the SEND reforms (inspection readiness) • Discuss how we can meet the needs of pupils with in light of new legislation, the decreasing role of LA and increasing responsibility of MATs • Consider how LA and schools will work in partnership to identify strategic priorities for pupils with SEND • Agree a plan how schools and LA will take forward key priorities highlighted throughout the session

SEN Support identification Proportion (%) of pupils with SEND, National and Nottingham

Types of need National Stat neighbours Nottingham MLD Primary 25% 32% 30. 1% Secondary 25. 2% 32. 5% 28. 2% Primary 15. 5% 13. 6% 18. 3% Secondary 18. 5% 25. 2% Primary 6. 3% 5. 3% 11. 1% Secondary 8. 3% 6. 4% 11. 9% Primary 28% 27. 3% 20. 7% Secondary 10. 3% 9. 2% 6. 1% SEMH ASD SLCN

Outcomes (2015) Attainment • Nottingham Early Years Foundation Stage attainment for SEN Support pupils is lower than national (2015) but in line with CIPFA neighbours. Around 21% - improved from 8% 2013, 16% 2014 • Nottingham Key Stage 2 attainment for SEN Support pupils is better than national (2015) and better than CIPFA neighbours (50% to 43%) and improving (45% 2014) • Nottingham Key Stage 4 attainment for SEN Support pupils is notably lower than national (2015) • Nottingham Post 16 L 2+ attainment for SEN Support is lower than national (2014).

Outcomes (2015) Progress • In 2015, Nottingham pupils with SEN Support were most likely to make expected Key Stage 1 -2 progress writing (89. 6%) and exceeded national proportions (88. 6%) for the same. • In 2015, Nottingham pupils with SEN Support were most likely to make expected Key Stage 2 -4 progress in English (42. 7%), a lower proportion that recorded nationally (54. 7%) for the same. • Progress at KS 2 -4 below national expectations but SEN/Non-SEN gap similar at SEN Support • Level 2 qualifications by age of 19, including English and Maths 29% compared to 32. 7% CIPFA neighbours (consistent trend) • 19 year olds with level 3 qualification 21. 7 compared to CIPFA 24. 9%

Summary of High Needs Expenditure HLN funding for mainstream schools Special school budgets SEN Resource Unit funding Out of City (Net cross border, Independent Non. Maintained) HHE PRU Behaviour PRUs Other HN block (e. g Post 16, Central services) £m 3. 889 9. 911 0. 471 TOTAL HN Block 2016/17 26. 247 1. 072 1. 379 3. 461 6. 064

SEND Provision Mainstream • Pupils with HLN funding 475 (inc 72 with EHCPs) Focus provision 24 Deaf, 12 ASD Specialist • City Special School places 515 in Aut 2016 (inc 45 Non. City residents) This is a 30% increase from 396 in 2010 (0 -19 population increased by 5% over the same period) • Pupils in Independent specialist placements 20 (11 of these placed for educational reasons)

SEND Provision – current developments • Agreed expansion of Westbury school • Primary Focus Provision for ASD • Early work happening on a secondary MLD Focus Provision, including an offer from a host school • Expansion at Oak Field – capital options being explored • Supported Internship Pilot being run by Bulwell Academy and Mencap

Place planning • • • SEN & Mainstream Pupil Place Planning Data Collection Data Review Current Projections / Forecasts Commissioning Strategies Commissioning Tools/strategies

AP Review Reasons for the AP Review • Significant increase in exclusions • Escalating and unsustainable costs with little evidence of positive outcomes • Impact on pupils – safeguarding, educational outcomes and long term life chances • White paper – expectation that schools will responsible and accountable for excluded pupils and their provision

AP Review – where are we now - Range of discussions and meetings with secondary and primary heads/senior leaders - Draft SLA developed and being adapted to enable devolution of funding to secondary schools, linked to full cost recovery - Primary Schools invited to submit expressions of interest to pilot early intervention provision with further development through 2016/2017 academic year.

Education, Health and Care Plans Number of Statements and EHCPs 797 (Aut 2016) (Increased by 47% from 542 in 2010) The number of Statements and EHCPs remains low relative to other authorities as resources to support pupils with SEN are available in Nottingham City at SEN Support without the need for a Statement/EHCP. Numbers are increasing due to: • Extension of the eligible age range to 0 -25 • Increase in demand nationally, generated by publicity surrounding the SEND reforms • Increase in complex needs and survival rates

EHCP Assessment and Developments • Positive feedback from stakeholders on person-centred processes • Newly devised criteria for statutory assessment – consultation on draft document to take place at SENCo Network on 12 th October • Moderation Panel has representation from Education, Health and Social Care • New Annual Review processes being developed to include Preparation for Adulthood from an early age, and improved links with universal and targeted health services

SEND Reforms – 2 years on The LA, schools and partner agencies have worked closely to ensure that all statutory requirements have been met. Key achievements include: - Provision map framework in place to enable consistent identification at SEN Support - All conversions of statements to EHCPs have been completed on time and final tranche will be completed ahead of schedule - All EHCPs have been issued within timelines - Feedback from children, families and schools indicates the process is now much more child centred - Appeals to SENDIST remain low - Workstream including all phases of education looking at preparing for adulthood - Increased opportunities for meaningful employment and training progressing

Local Area Review - Inspection • Inspection of SEND reforms implementation any time over next 5 years • Peer Review – 3 rd/4 th November 2016 – preparation for inspection. Proposed key lines of enquiry: –statutory processes, Preparing for Adulthood/engagement of children and families - Process – paperwork, focus groups, school visits for both – so will be contacting schools/settings

Discussion In your schools: (Fiona will do nice wording) - What is working well for pupils with SEND - What is not working well - What are your priorities for development - How can you as schools work together with the LA/other partners to support these strategic developments? - Record names/schools volunteering to support developments

Summary and next steps - Emerging key themes - Collation of information - Triangulation of emerging themes with data and views of other key stakeholders - Development of strategic plan and workstreams, involving schools representatives