SEND Partnership Board Strand updates July 2019 SEND

SEND Partnership Board Strand updates July 2019

SEND Transformation Programme Integrated Services – Amy Dunne & Sarah Marshall Strand outcomes: • Families only need to tell their story once. • Health Visiting and School Nursing Services are Integrated into Start Well leading to an improvement in school readiness and public health outcomes. • Transformation of CAMHS is delivered creating an integrated place based model. • Neurodevelopmental Pathway re-design completed and a new integrated multi-agency stepped care pathway implemented which will improve the quality of support offered to children and young people with ADHD and Autism. • Re-design programme for children’s therapy services, children’s community nursing team and community paediatrics is scoped and delivered leading to more effective and efficient place based services linked to Start Well. What is going well? • • Engagement with a range of partners following two workshop sessions Health input to special schools work Engagement with staff from Health Services in relation to operating on a 7 SDF footprint Triage work with CAMHS & Paediatrics What are the challenges or barriers? • • Establishing some of the linked workstreams or issues which cross strands Some of the work is interdependent on broader transformation pieces What are the next steps? • • • Refresh of the Early Help strategy will feed into this strand of the work. Testing out the ‘Team around the School’ approach in our special schools Replicate the health input to special schools work in all special schools Scope the development of a Young Health Champions Programme for Children & Young People with SEND Task & finish group to look at job descriptions for Teaching Assistants

SEND Transformation Programme Increasing Inclusion & Improving Provision – Cath Pealing Strand outcomes • Children’s Needs are identified correctly at the earliest opportunity and we work collaboratively and supportively with schools, settings and our families to ensure the provision is right and will meet their needs. • Mainstream schools are able to meet the needs of more young people with SEND. • The workforce is confident, has the skills to deliver the appropriate support and are supported in their decision making • Parents and carers feel confident in the mainstream education system that their children and young people are supported appropriately to meet their aspirations. • Young people are educated in their local community alongside their peers What is going well? • • • • • What are the challenges or barriers? What are the next steps? Task and finish groups well established and attended. Leads very organised. Recommendations starting to clearly form. Inclusion Strand extended to include primary and has become steering group. Great feedback from the SEND Capital consultation Engagement centre use & the opportunity for direct challenge and support to schools Sharing data on inclusion issues directly with heads and AD –followed through to COG The rate at which children are being withdrawn, permanently excluded The number of requests for specialist provision. Managing the resources – budget and staff Capital money Government policy & Ofsted judgements Recommendations to be discussed at Inclusion steering Group Inclusion conference – 27 th June Report to Cabinet 4 th July Work with Consultants on Pathways for SEND and use of early help Review of sensory support Review of current resource and outreach provision Review graduated approach and evaluate effectiveness Possibility of an Inclusion Mark for schools – developed with partners

SEND Transformation Programme Support for Families – Claire Burnham Strand outcomes • • What is going well? • • What are the challenges or barriers? • • • What are the next steps? • • • A clear and coordinated offer across statutory, voluntary and the community sector that all families know about and can access. A workforce that understands, and can share with families, what the offer is. A workforce that are equipped with the skills to work alongside children and families effectively. An improved journey through our collective services so that children, young people and families can fulfil their potential. Support for families group are meeting regularly to progress the work. Broad range of partners and parents represented. Current offer has been mapped and gaps identified. Training is being delivered to professionals and parents across the borough. The training is in response to parent/carer feedback that there isn’t a consistent offer regarding behaviour support. Champions have been identified through the training and they are meeting as a group. Part of the champion offer is a training programme which will take place monthly. The training will be disseminated to the teams/wider workforce. Consultation is being finalised and will be launched in July. The contracts for Short Breaks have been extended for a 6 month period whilst we progress the development work on the support for families offer. This gives us a tight timescale. The Local Offer is not fully up to date and families share that not all professionals are sharing this with families. Finalise and launch the consultation to gain child/young person/parent/carer/agency views on the current offer and any gaps and suggestions for developing the offer moving forward. Ensure that the ‘Local Offer’ is up to date and is shard across the partnership so that families have access to the right information. Plan some sessions across teams to share the Local Offer and processes so that families get a consistent message. Ensure that we maintain the links across the strands – Early Help supporting families prior to EHC being put in place.

SEND Transformation Programme Preparing for adulthood Lead: Leah Edwards & Kathryn Anthon What is going well? • • • What are the challenges or barriers? • • • What are the next steps? • • • • GM Person and Community Centre Approaches (PCCA) – Learning and Evaluation event took place where we shared a video of the work taking place - My Qol, Ready Steady Go, PA Plus, Pf. A workshops. Recent six weekly Preparing for Adulthood workshops delivered for parents and siblings and other family members to attend with a specific focus on Person Centred Planning, employment, education, travel training, Independent living, personal budgets – positively received. Testing out a Life coach role – This role has now been recruited to and is working with the families. Learning captured and will feed into the report on recommendations Testing has begun with web based tech (My Qol to better capture the voice of young people – ensuring engagement with hard to reach groups – young carers going through transition. Transition Engagement events - close working with Special Schools – attended informal drop ins for parents and young people alongside Supported Employment Service, health, Children’s and ASC. Young Persons Transition forum established – with a focus on developing easy read transition booklets. Exploring different use of Personal Budgets – PA Plus offer – focus on Life Skills and Mentoring. Piloting of Ready, Steady, Go toolkit enabling children’s and adult social care, along with other partners work together in an integrated way to ensure a smooth, gradual transition for your people. Development of market priorities and joint commissioning opportunities – identifying models of supported volunteering and social enterprise development. Introduction of ‘Support Volunteering’ to young people transitioning from college. Development of Community Book Transition Tag to enable better connection to community resources. Development of a six weekly Preparing for Adulthood workshop for parents and siblings and other family members to attend with a specific focus on Person Centred Planning, employment, education, travel training, Independent living, personal budgets. We continue to look at how we can better stream line assessments between children's and adults social care Adult social care part of the Targeted Disability panel to look at joint assessments for care packages and supporting from adults to children’s. Manager from Leaving care team is now party to transition planning for our vulnerable care leavers who are age 18 -25 More work to do around joining up children’s and adult social care approach – building on the learning and what already going well. More clarity on ownership of actions between key partners. A more inspiration approach to be encouraged amongst services and with young people and families. The capacity within services when looking at joint assessments with adults and children social care Services continue to sit in separate teams rather than working as one service in supporting young people moving into adulthood. A need for a greater understanding of legislation for social workers across children and adults social care around each others specialism. Continue to embed the deal across the transition Customer Journey. Develop report outlining PCCA findings and recommendations - present to senior managers in regards to working the service differently and to look at possible solutions for working more collaboratively over children's and adults social care. Continue to test out the life coach role Develop a new transition structure around people and outcomes. Work closely with SEND on co-ordinating, reviewing and evaluating service provision, EHC reviews and planning. Continue to build on positive progress around different opportunities for young people to achieve aspirations when leaving full time education, ensuring young people feel able to have the same opportunities as their peers and to live the best life possible. Develop specific transition protocols and joint agreements drawn up between agencies to ensure a seamless service. This will ensure agencies have a clear understanding of each other’s roles, responsibilities in the transition process. Develop Transition Conversation tool – young persons forum. Development of creative support plans – using personal budgets differently – focus on Supported Volunteering, PA plus. Consider data and intelligence for re-modelling transition. Consider opportunities for joint commissioning. Finalise Market position statement – align with strategic objectives around transition Connection with schools – developing the market – supported employment model – use of Transformation fund. Develop joint transition statement - language definitions across education / health and social care Specialist transition support from education, housing and employment advisors. To develop the traffic light system within the EHC process