1. Birmingham Special Education Development Plan 2014 - 2018

2. Introduction Draft Special Education Development Plan will go to Cabinet on 28 th July to request approval for consultation for 6 weeks from September 2014 Signed by Cabinet Member for Children and Family Services and Cabinet Member for Health and Wellbeing Supported by Head of Education & Skills Infrastructure, Planning and Regeneration; People Directorate Management Team; Cabinet Member for Commissioning, Contracting and Improvement; Cabinet Member for Social Cohesion, Equalities and Community Safety and Cabinet Member for Skills, Learning and Culture Papers will be available publically on Friday 18 th July Briefing given to SEN Stakeholders on 16 th July and circulated to Special School HTs to support system leadership and engagement Following consultation we will aim to finalise the SEDP via Cabinet before the end of the year

3. The Special Education Development Plan (SEDP) will set out the vision, key principles and 3 strand approach for Special Educational Needs provision in the city and will provide a framework to secure a local special educational needs offer that enables every child and young person to participate fully and make smooth transitions through education and into adulthood Provide a foundation for us to work with stakeholders to look at how education settings and services can produce improved pathways and outcomes for children and their families, providing the best value for the money available. The SEDP sets how we will secure a framework containing principles and policy drivers with supplementary documents that will be updated as part of an annual cycle of activity Why have a Development Plan? Statutory requirement - Children and Families Act 2014 Lack of shared understanding of current service provision and future challenges

4. Special Education Development Plan (SEDP) Vision Birmingham will be an inclusive city, in which children and young people with special educational needs and disabilities can play their part – a fair chance for everyone in Birmingham. Every child in every part of the city will achieve their potential. We will provide early help and support to those children and families who need it, and working together, will ensure that every child has the belief, aspiration and support to be their best.

5. SEDP Approach The Special Education Development Plan will develop pathways for special education provision through delivery of three key strands: We will develop a commissioning model for sustainable special education provision, co-designing and procuring services to deliver a local special education offer across a range of settings within available resources, and that aligns funding for special education provision in partnership with our schools and partners in Health and Social Care. We will safeguard all our children by ensuring there are sufficient appropriate places across the range of education settings for every child and young person with SEND, developing the infrastructure and making best use of capital investment to align infrastructure to growing demand We will improve the life chances of young people with SEN, reducing youth unemployment and promoting independence through supporting effective transition through school into appropriate pathways for all to participate in further education and training opportunities.

6. Children, young people and families SPECIAL EDUCATION DEVELOPMENT PLAN CHILDREN & FAMILIES ACT 2014 Birmingham Development Plan Education Development Plan LA OFSTED Report Education Services Review Transport Policy Youth Offer Early Help Strategy Short Breaks Sufficiency Statement Directorate-wide commissioning approach Commissioning and approach to Personalisation SPECIAL EDUCATION DEVELOPMENT PLAN

7. Knits together the approaches to commissioning from Directorate of People with development of the infrastructure and employment opportunities in the Economy and Place Directorates, ensuring that young people with SEND are supported to contribute and benefit from economic growth and an inclusive city.

8. What have we done so far Work by special school heads in 2012 to develop report on the future of SEN provision Cabinet approved SEN Green Paper for public consultation in May 2013 Engaged over 1000 people in consultation events including children, young people and their families Over 150 written responses received to consultation on proposals from May to September 2013 Way Forward paper published December 2013 Amended principles in light of feedback Next steps delayed to enable learning from and SEDP to be shaped by Education Services Review Collated vision & key principles with current position and approach into SEDP

9. What do we have to do – Challenges & Opportunities Commissioning and Personal Budgets as required by Children and Families Act is an opportunity to shape the market Challenge to develop robust data tools and analyse complex factors influencing Local Offer Challenge to identify shared commissioning priorities and co-design future provision PBs likely to create additional challenges for providers to develop sustainable resource planning Challenge to invest sufficient resource in early and targeted intervention with opportunity to integrate Early Support and Early Help Trends in type and complexity of need and gaps in provision is a challenge to sustaining commissioning within available resource Challenge to maintain quality specialist provision while responding to changing needs with opportunities to harness innovation and excellence of local leaders in special education

10. Challenges & Opportunities (2) Increased likelihood of funding gap if Local Offer does not satisfy parental preference or is not suitable or does not provide sufficient targeted provision for early intervention Changing patterns of demand across the population of young people with complex needs and forecasting is in it’s infancy Key opportunity to align the education infrastructure with robust commissioning of places for young people with SEND in order to meet local need and population growth Opportunity to influence and increase the participation of young people with SEND in education and training leading to employment through the 14-25 Strategic Commissioning approach, the Youth Offer and integrated working with the Social Care Transition team Changing landscape in Birmingham of Academies and Free Schools, the emerging BEP and relationships between the LA and Schools creates both challenges and opportunities to integrate provision to support our children and young people with SEND

11. SEDP Principles and Policy Drivers amended in light of feedback following consultation on SEND Green Paper in 2013 1: An Inclusive City with a Fair Chance for All and outcomes of reduced inequality, better living conditions and improved life opportunities for everyone who lives in Birmingham. 2: Needs led planning and effective use of resources – a joint strategic approach to SEND commissioning across partners including the Local Authority, Schools and the NHS built on robust evidence, and implemented consistently by all agencies in the city including all schools and adult services. 3. Localisation/ Local schools for local people and Inclusion - all children should have the opportunity to go to a local school, be socially included in their community and not have long journeys to school.There should be a mixed range of provision in localities including high quality nursery and early years provision, mainstream schools and colleges, alternative providers and resource bases, special schools and specialist colleges.

12. SEDP Principles and Policy Drivers 4: Personalisation, My Life/ My Choice – promote Education, Health and Care Plans, Personal Budgets and the Local Offer as a way of improving services and outcomes and increasing the participation, choice and control children and young people with SEND and their families have over the support they use and with accessible, comprehensive and transparent information, advice and support. 5: Excellence through Partnership – partnership working across schools with centres of excellence providing hub and spoke support across school networks and education providers, joint opportunities for training and delivery across schools and multi-agency workforce development. 6. Sustainability making effective use of available financial resources to deliver value for money services - develop and implement a sustainable model to equitably fund special education provision and distribute available resources fairly to meet the educational needs of all our children and young people across the range and complexity of SEND.

13. Elements of commissioning sustainable special education provision Build on best practice with providers to develop models delivered within available resources and supporting move to PBs Robustly manage assessment, planning and brokerage Develop local offer across 4 quadrants of city jointly with Education, Health and Social Care and regionally Develop agreed approach across mainstream and special to manage and equitably fund education places Analyse and address complex factors impacting on sustainability including transport, out of city placements, residential short breaks Prioritise early, targeted support and promote independence

14. Elements of sufficient appropriate places across the range of education settings Develop options to meet demand that make use of existing space and potential new sites to ensure there is sufficient provision in each locality Review capacity and suitability of all existing SEND spaces on a 4 quadrant basis to establish potential within existing provision to meet future demand Allocate annual capital investment effectively to areas where only re- modelling, refurbishment or new- build projects will meet need Identify alternative capital funding sources and models to deliver requirements

15. Supporting effective transition Co-design a local offer for post 16 SEND provision with a focus on supporting increased independence Lever maximum funded education places for young people aged 16-25 in order to secure sufficient places to meet demand Support high quality CEIAG to identify appropriate pathways Provide appropriate signposting and guidance to access additional support Develop a programme of targeted employment support for young people with SEND Lever additional capital funding to further develop post 16 SEND provision

16. Who do we need to work with Birmingham commission for children Council wide colleagues Parent Carer Forum and SEN Parent Partnership Representatives from Primary, Secondary and Nursery schools Representatives from the Private, Voluntary and Independent sector Representatives from Health: Commissioning and Delivery Department for Education

17. Priority actions underway (1) Implementation of SEN Reforms - EHC Plans, Local Offer using MyCare in Birmingham and Joint Commissioning Integrated transformation of Disabled Children’s Social Care and Transitions Team Developing work around the Youth Offer Ongoing engagement with FE sector and Resource Bases re resource allocation systems based on success with special schools banded funding Strengthening contracting arrangements for out of city placements in independent provision

18. Priority actions underway (2) Developing micro commissioning for pupils who are difficult to place Analysing costs of out of city placements to identify any increases and reasons, within regional commissioning arrangements Working with stakeholders to plan and commission a SEMH model across mainstream and special sector Forecasting and place planning using more robust data about needs in areas and distance travelled Shadow pooled budget arrangements across Education, Health and Care

19. Key Questions Engagement with parents, providers and staff to support improvements Sufficiency of Provision with Local schools for Local children What is a sufficient level of provision across early years, primary and secondary education? What provision do we want across mainstream and special? What does local schools for local children look like? How can we develop fairer access and placements across mainstream sector? How do we reduce use of out of Birmingham Schools? Sustainably Funding What is a sustainable funding model for special educational needs provision? How can we continue to fund Birmingham’s large and increasing special education sector What does a co-commissioning arrangement look like ? What is a value for money service? Transitions How will we meet the needs of young people post education? What integrated funding, structures and processes will support greater integration of Transition from children's into adult social care Personalisation How can we develop our Personal Budget policy? What services lend themselves to delivery via a Direct Payment? How can we get best value from our residential short breaks? Key Questions

20. Next Steps Phase One July Cabinet Report requesting agreement for a further period of consultation 6 week consultation on SEDP plan from September to October Use SEN Reforms event on 19 September – “Moving forward together” to consult Final SEDP back to Cabinet before end of 2014 Continue with priority actions Phase Two Cycle of engagement with stakeholders to answer key questions Understanding best practice Annual publication of SEN need and supply – reaching shared ownership of data Modelling of future requirements Development of co-commissioning and Market Position Statement