Every Child Matters in the South East

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Every Child Matters in the South East

• Partnership for Inclusion Conference
• October 2005
• André Imich and Steve Huggett, DfES National
  Advisers for SEN

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Aims

• To consider the latest national context for
  change
• To provide an overview of national and regional
  progress in implementing Removing Barriers to
  Achievement
• To explore issues arising from key regional data
  in relation to every child
• To highlight new developments on the horizon

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Removing Barriers to Achievement (RBA, 2004)

• Mainstream schools skills and capacity to meet a
  wider range of skills should develop further
• Children with MLD should have their needs met in
  a mainstream environment
• Parents to have greater confidence in mainstream
  education
• The proportion of children educated in special
  schools should fall over time
• Successful special schools have an important
  contribution to make in preparing mainstream
  schools to support their inclusion
• Special school outreach should be developed and
  complement existing advice and support services.

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Major challenges identified nationally in 2005

• Improving advice and support to schools (HMCI,
  NOR)
• Developing a broader role for special schools
  and determining the appropriate balance between
  special and mainstream provision for SEN (HMCI,
  NOR, LGA/IDEA)
• Resourcing and statementing policy (NOR,
  LGA/IDEA)
• Developing procedures towards monitoring and
  accountability based on self evaluation (HMCI,
  NOR)

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Major challenges identified nationally in 2005

• Developing a local/regional response to low
  incidence needs to provide more inclusive and
  more cost effective provision (NOR)
• Developing local strategy to meet behavioural
  needs (NOR, LGA/IDEA)
• Using information on progress of pupils with SEN
  to inform work at the pupil, school and LA level
  including an analysis of the cost effectiveness
  of different provision (HMCI, NOR)

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Key Strategic Challenge for LAs

• Engaging with New Relationship With Schools
• whilst
• Engaging with ECM and inclusion agenda

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Removing Barriers to Achievement
Inclusion
Freeing schools from bureaucracy
Early intervention
Integrated childrens services
Empowering schools
Measuring outcomes
Partnerships
Five Year Strategy
Every Child Matters
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National Policy Drivers

• Integrated childrens services to meet the 5
  outcomes
• Promoting inclusion through presence,
  participation and achievement
• Empowering schools to deliver services
• Promoting earlier intervention

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National Policy Drivers

• Developing partnerships with parents/carers and
  pupils
• Freeing schools from bureaucracy
• Evaluating success by measuring outcomes

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• Policy Drivers

Local Strategic Objectives
SEN Challenges
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Some initial local authority responses to the
emerging national agenda

• Move towards multi disciplinary teams using CAF
  and with lead professionals
• Reducing bureaucracy through decreased reliance
  on statements and audits
• Clustering of schools to meet needs collectively
• Increasing use of outcome data to plan provision
• Close linkages between special, mainstream
  schools as part of LA SEN/inclusion strategy

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Coordinating developments-The Children and Young
Peoples Plan

• Must be in place by April 2006
• Replaces requirements for 7 statutory and 12 non
  statutory plans-e.g. EDP, BSP, SOP, EYDCP
• However other plans can be nested under it as
  required
• Therefore comprehensive but accessible by a wide
  range of stakeholders

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SEN/ Inclusion - Strategic Planning

• In most LAs, evidence of strategy developed in
  consultation / with stakeholder involvement
• Majority are current and aligned to RBA
  priorities
• Most reviewing / developing where not the case
• Majority have partnership groups to support
  implementation

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Statutory Requirements

• Significant progress made in majority of LAs
• Majority of delays are attributable to healthcare
  reports
• Most LAs have clear rationale for prioritising
  Annual Reviews and most are attended at points of
  transition
• Monitoring / attendance at out-of-area reviews is
  more varied
• Most have representative panels including
  headteachers
• Reducing bureaucracy Reduction in statements /
  IEP guidance (emphasis on personalised learning /
  group planning)

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Special Schools

• Considerable challenge development of provision
  often ad hoc until recently
• Most LAs have plans
• Priorities reduce out of area placements /
  ensure provision for those with most complex
  needs (ASD / EBD / PMLD) / improve infrastructure
• Transforming agenda less well developed
  flexibility/ outreach / specialist services

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Good practice examples (SERSEN/ SCRIP)

• One authority where a special school was in a
  soft federation with a cluster of mainstream
  schools that it served facilitated co-working and
  joint development
• Build of new, amalgamated special schools the
  planning of the accommodation as well as the
  communication processes with relevant staff and
  key stakeholders, including parents.
• Outreach developments in several authorities,
  including published guidance

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Improving advice and support

• Good range of CPD available in most LAs
• Wave 3 of Primary Nat. Strat. often cited as good
  example of PD
• Generally KS3 Behaviour and BIP programmes well
  integrated with other support

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Good practice examples (SERSEN/ SCRIP)

• Delegation of behaviour support services to area
  clusters of schools
• Mainstream schools managing peripatetic sensory
  service support from mainstream attached centres.
  
• Advice and support for SENCOs.
• Comprehensive SEN handbooks - often in
  cooperation with SENCOs and other stakeholders
• Drop in special school centre and resource base

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Funding

• AWPU clear element for SEN usually between
  3-7
• Almost all LAs delegated high incidence
  statements or in process of change
• Range of formulae being used prior attainment a
  common element of many
• Majority intend to reduce reliance on statements
  and support early intervention
• Majority take opportunity to revise SA guidance
  and raise thresholds

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Monitoring and accountability

• Almost all LAs have a framework in place or are
  in the process of implementing considerable
  progress
• Use of data improving and increasingly used to
  inform analysis of individual pupils and schools
• Majority have reasonable / good links with SI
  services
• SSE and data are at the centre of most frameworks

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Good practice examples (SERSEN/ SCRIP)

• Clear annual resource statements for schools
• Effective use of provision mapping
• Planned conversation with schools SEN /
  inclusion focus
• Self evaluation protocols designed for use by
  special schools
• Uniform approach to P Levels across all schools
  in one LA
• Joint work between the SEN and School Improvement
  teams on target setting for vulnerable children

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Out of area placements

• Majority of LAs expressed concerns
• Use of National Contract varies majority
  committed to use / several expressed concerns
• Some social care placements still take place
  without knowledge of education staff
• Majority have joint agency panels / protocols but
  few pooled budgets

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Building the confidence of parents

• Majority of LAs judge Parent Partnership
  arrangements to be effective functions vary
• Clear majority of LAs report that low take-up of
  regional mediation arrangements
• Effective casework cited as reason for minimal
  recourse to mediation / low SENDIST activity

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Key SERSEN/ SCRIP Data

• Nos of statements
• 1999 39,420 statements - 2005 38,930
  statements
• Reduction of 1 (England 1 reduction)
• Range of change over seven years from -37 to
  10
• of 0-19 pop with statements-
• SERSEN/ SCRIP - 2.04 England 2.10
• Across the region, the range is from 0.95 to
  2.48
• Ten have seen an increase since 1999 nine a
  reduction

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Percentage of children (5-15) educated in special
schools
Range for the region from 0.91 to 2.09
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Evidence of Pupil Achievement/ Progress

• Percent who achieved at least a GCSE/GNVQ or an
  entry level qualification - 96.6 (England
  95.9)
• (17/19 LAs above national average)

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Looked after Children Achievement data 2004
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KS3 2004 - scoring below Level 5
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• KS2 SATs 2004 - Below Level 3 in English AND
  Maths
• SCRIP/ SERSEN 3.8 England 4.1
• Range for SCRIP/SERSEN from 2.2 to 5.0
• Percent of pupils working below Level 2 at end of
  KS1 (2000) who achieved Level 3 or above at end
  of KS2 (2004).
• ENGLISH - 66 (Range 58 - 73) England 64
• MATHS - 69 (Range 62 - 76) England 69

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Statutory requirements

• BVPI 43b - of statements completed within 18
  weeks (with exceptions)
• England 67.5
• SCRIP/SERSEN 74.5 (range 34 to 100)
• The best performing region!

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Developments on the horizon

• White paper
• Moving forward 5 year strategy diversity,
  choice, flexibility/accountability, LAs
  commissioning role
• Select Cttee on SEN
• Impact of JAR and APA
• Childrens workforce strategy review