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How it’s working in practice Roz Smith, Education Officer Yvonne Pike, SEND Lead Worker Val Black, Senior SEND Lead Worker.

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Presentation on theme: "How it’s working in practice Roz Smith, Education Officer Yvonne Pike, SEND Lead Worker Val Black, Senior SEND Lead Worker."— Presentation transcript:

1 How it’s working in practice Roz Smith, Education Officer Yvonne Pike, SEND Lead Worker Val Black, Senior SEND Lead Worker

2 “A journey of a thousand miles begins with one step” Wiltshire Pathfinder ‘Proof of Concept’ (POC) Team What was ‘POC’? What did we do differently? What did we learn?

3 “A tiny change today brings a dramatically different tomorrow” The feedback we had: From parents From professionals

4 ‘ Decisions to go forward for statutory assessment were made by professionals who know the child well with parents on board. Everyone’s view was valued. A comprehensive and evidenced base of opinion was offered. The new process cut the old one by 6 weeks. The right outcome was reached’. ‘The holistic informal nature of the meeting worked extremely well. It felt a very positive experience that reflected the very real need and experiences of the family’. ‘This reads as very child-centric and gives a very clear view of her needs’.

5 ‘The opportunities were taken to challenge statements and ensure correct conclusions were being drawn’. ‘I think this is invaluable to inform the statutory assessment process. It will allow excellent holistic assessments of the family/child and allow all professionals to be involved. It respects the family’s queries and feelings’. ‘This is a very constructive way of reaching a multi disciplinary conclusion with everyone sharing and evaluating the child with an agreed outcome’.

6 How key working has been successful in Early Years – Joe’s story

7 “ Our meeting has given me hope for Joe’s future”

8 Charlie’s story What people say and admire about him is: Charlie demonstrates a cheery and positive attitude with a “can do approach” He is friendly, well mannered, independent and very intelligent He is talkative, kind, loving, caring and understanding little boy He loves to learn – he is always asking questions He is very good at listening and following instructions

9 What is important to me: Being able to have a go Being with my friends

10 What is important for my parent/carer(s) and family For people to understand Charlie’s eye problem and his needs, but to treat him the same as everyone else, to find away to include him at all times Try something, if it doesn’t work try it another way Mum and Dad do not wish Charlie’s visual impairment to restrict his life opportunities, they do not want him supported 24/7 but strategies put in place to give him as much independence as possible For Charlie to socialise

11 My hopes and dreams for the future: Charlie talks excitedly about going to school he wants to be a “big boy” and “wear a uniform and be with big children” Charlie talks about wanting to get married when he is older and being able to drive a car or a train Charlie also talks about MOTing cars or being a Policeman and can often be heard saying “I better think about getting a job soon” – he sometimes needs to be reminded he is a child/4years old

12 “We're very happy with our myplan”

13 The role of the SEND Lead Worker The new SEND Service is now up and running and the majority of posts have been filled. The SEND lead worker is a new generic role that can best be described as the backbone of the new Service. They will act as a single point of regular and consistent contact for children, young people with SEND and their families, when being supported with a ‘My Plan’.

14 The lead workers will over time cover the full range of the new 0-25 service. They will co-ordinate and facilitate a joint assessment process and a single holistic person centred plan that focuses on the child or young person’s educational, health and social care needs. Be proactive in promoting multi agency partnership working as best practice.

15 Enabling young people and their families to have more flexibility and control by identifying and agreeing outcomes and how they can be achieved, including discussing the option of a personal budget. Identifying and supporting children and young people as they move between non statutory and statutory support as required.

16 For some of us this will mean a huge change to the way we work at the moment. The move towards the new generic role.

17 From a personal point of view I am extremely enthusiastic about being part of the new SEND Service – and we have heard schools are too! This will be a great opportunity to be involved in shaping the new service and to work in a person centred way with young people and their families.


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