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SEND Pilot Project. Priorities In Workforce Reform for SEND Collective Responsibility Collective Accountability Personalised Learning and Transition High.

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Presentation on theme: "SEND Pilot Project. Priorities In Workforce Reform for SEND Collective Responsibility Collective Accountability Personalised Learning and Transition High."— Presentation transcript:

1 SEND Pilot Project

2 Priorities In Workforce Reform for SEND Collective Responsibility Collective Accountability Personalised Learning and Transition High quality extended and community activities Specialist skills in BESD/ ASD/ SLCN Parents Improved Inclusion practice – Cultural Change Multi Disciplinary integrated working Shaping Effective Specialist school/ resource based Provision 0-25 Effective Key Worker Roles Achieving Greater Capacity in Schools to meet SEND Early Years and earlier identificati on Skilling the workforce 14-25

3 ‘The workforce implications of moving to a more integrated, personalised working style. Partners should consider whether training or a common set of key skills will help professional and providers adapt to meeting the needs of children and young people with SEN in a more personalised way, with a renewed focus on children and young people’s outcomes. Joint training and professional development for the various professionals dealing with children and young people with SEN should be encouraged’ Quote from Draft SEND Code of Practice 0-25 October 2013

4 Proposal 10 pilot studies established across Kent that involve a ‘blend’ of education, health, care, voluntary groups, employment and work based training providers The pilots will include – Early Years Providers, special and mainstream schools and Academies, non maintained and independent special schools and IS Provider, Colleges, Employers, KATO, Social Services, NHS, Voluntary Groups through VAWK, Specialist Teaching and Learning Services, parents and young people! Working closely alongside the pilots will be Christ Church Canterbury University. The quality marks (IQM and CPLD) will be used in part to deliver the SEND workforce reform strategy in conjunction with the LA core standards The pilots will become centres of excellence and expertise. Models of practice then can be shared with other services, schools and stakeholders.

5 Expected Outcomes Increased staff knowledge/abilit y to meet the need of CYP with SEND and who are vulnerable Increased staff knowledge/abilit y to meet the need of CYP with BESD/ASD/SLCN and mental health needs Greater capacity to include CYP with SEND within the organisation Achievement of the Inclusion Quality Mark and the Continuous Professional Learning and Development Quality Mark More effective, creative and innovative working partnerships between education, health, care, families and voluntary groups. Overall better life outcomes for CYP Greater range and quality of support, training, coaching and range of coherent professional development Opportunities which have a positive impact on staff and offer them an accredited pathway.

6 The following schools/organisations have taken part in discussions around the programme: Joy Lane Primary School (lead) – specialist areas early years, primary, additional resource base (ASD), therapy and the development of this work within the teaching alliance. Link with the LA early years team and PVI sector and early years LIFTS (through Ridgeview lead to aid consistency), Hartsdown Academy is part of the teaching alliance and already has achieved the IQM. The pilot will be looking to improve this to be a centre of excellence within the IQM. Longfield Academy (lead) – specialist areas – secondary, additional resource base, working within their Trust and embedding best practice and the effective engagement of voluntary community groups and in particular VAWK (voluntary action within Kent). East Kent College (lead) – specialist areas – FE, working with Adult Day/Care Services, Work based employers, KATO, internships, training providers, apprenticeships and Westgate College (specialist independent provider). Foxwood and Highview Special Schools (lead) –specialist areas ASD, training, working with therapists, LIFTS and embedding into local schools. Working with The Quest School NMI ASD School and NHS SaLT (Marie Hackshall) KATO – establishing a Quality Framework across 70 training providers in order that they can meet the needs of young people with SEND more effectively.

7 Goldwyn School Special School (lead) – specialist areas BESD, vocational/work based training provider/skills centres and working with Ripplevale NMI BESD/ASD School and Catch 22 and NISAI. Broomhill Bank Special School (lead) specialist areas SLCN, Communication Interaction Service, health and working with range of therapists (OT, Physio, Sensory Integration, Play therapy). Ridgeview Special School (lead) – specialist area Early Years, early identification, care, therapy with LA Early Years Specialist team and the PVI sector. The quality marks running alongside the early years quality mark/best practice guidance to trial effectiveness and impact. The Malling School (lead) –specialist areas -secondary sector, building capacity within mainstream and specialist resources, additional resource provision ASD and working with other secondary/Grammar /Academy across clusters and alliances. Ifield Special School – specialist area linking with children’s and adult services, effective transition to work, employment and better life outcomes. Key links with KATO, colleges and employers.

8 Quality Assurance Framework – measuring the impact and progress. Strategic Direction Culture and values Pupil achievement and outcomes The quality of service delivery and content Integrated ways of working Referral pathways and effective assessments Behaviour and safety Quality of leadership and management Data management and impact monitoring Communication and user engagement Best Value – input, output and impact Commissioning and trading of services Quality assurance Overall effectiveness


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