Presentation on theme: "Bringing it all together through the Early Support Approach"— Presentation transcript:
1 Bringing it all together through the Early Support Approach Bringing it all together through the Early Support Approach Rita Wiseman February 2014
2 Presentation will cover- Why we need to bring things togetherHow can we do itWhat will helpWhat difference will it make?
3 Why do we need the reforms? Involvement of children, parents and young people in decision making.Identifying children and young peoples needs.Greater choice and control for parents and young people over their support.Collaboration between education, health and social care services to provide support.High quality provision to meet the needs of children and young people with SENSupporting successful preparation for adulthood
4 An important reminder: All current requirements stay in place until:new legislation is implementednew regulations come into forcenew Code of Practice is issued
5 Governments AmbitionAchieving our ambitions for disabled children, young people and those with special education needs and their families will depend on changes in the way education health and social care professionals work with children young people and families and in the ways they work with each other.
6 Clause 30: Local offerInformation on the education, health and care services a local authority expects to be availableIncludes services available outside the local areaRegulations:what the local offer should includewho should be consultedcomplaints mechanism
7 Local authorities must consult schools about other services in the local offer Schools can use this opportunity to identify if there are any gaps in provision and inform the local authority as part of the review of the local offer
8 Arrangements for changing statements into EHC plans The Government will set out regulations on the process for converting all statements to EHC plans (probably over 3 years)This will probably happen at the Annual Review stage of each statementCertain year groups will be prioritised. In Autumn 2014, it is likely this will be children in Year 6 who have a statement
9 How is an Education, Health and Care Plan different from a current Statement? An EHC Plan is:Person-centred - drafted with the family as partnersBased on aspirations for the futureOutcomes focussedWider than the next step in the ‘classroom’It is not:Written just by Local Authority officersOnly about services or teaching assistant hours
10 EHCP and personal budgets Once an LA confirms an EHCP is necessary, a parent or young person can request a personal budget. This is an amount of money identified to achieve the outcomes agreed in an EHCP.It may be managed in three ways:The local authority manages the funds and commissions the support specified in the EHCP (sometimes called ‘notional arrangements’)The funds are paid to a third party to manage on behalf of the parent or young personThe funds are paid to the parent or young person as a direct payment, and they buy the provision specified in the plan.A personal budget should cover only the special individualised provision made available through the EHCP.
11 Clause 49: Direct payments Once money has been identified in the personal budget, a parent can request to receive this amount as a direct paymentAn LA must consider this request, although does not necessarily have to agree to itEducation providers can also refuse to agree to the payment if the service is to be delivered on their premises
12 Clauses 61-65: School provisions Requirements to:have a SENCOinform parents if child has SENinform young peopleuse ‘best endeavours,’ schools and FEpublish information on how they meet the needs of children with SEN
13 Post 16 changes in the Bill Local authorities to involve post-16 institutions when reviewing their special educational provision and developing their local offerEnable post-16 institutions to request an assessment of education, health and care needsAllow young people to express a preference for a particular school, FE college or Independent Support Provider (ISP) - including Free Schools and Academies - and require that institution to admit themRequire local authorities to consult schools, colleges and ISPs about young people they would like to place with them, and send a copy of their EHCP to themFE colleges and ISPs must have regard to the Code of PracticeLocal authorities can provide children’s services to young people over 18
14 Indicative draft Code presented to Parliament 2013 Nov Code of Practice timeline2013 MarIndicative draft Code presented to Parliament2013 NovDraft Code published for public consultation2013 DecDeadline for consultation responses2014 SpringFinal Code laid before Parliament for approval2014 SepNew Code of Practice comes into force
15 Working together across services to improve outcomes for children and young people with SEND and their families15
16 Effective multi-agency working Clear structuresEffective support for familiesJoint performance targetsTime to get to know partnersCommon understanding and languageAvoid duplication and repetitionEffective evaluation of working togetherConsistencyFamily focused objectivesCommon goalsSharing informationPooling resourcesCommon strategiesFlexibilityEqualityTransparencyEffective multi-agency working
17 What are person-centred approaches? Person-centred approaches: A way of working that puts children, young people and families at the centre, advocating that everyone has the right to exercise choice and control in directing their lives and support.Person-centred thinking: A range of skills and tools that help to focus on the person, their gifts and skills, what is important to them and what provides good support for them. Person-centred thinking is the foundation of person- centred planning.Person-centred planning: A continual process of listening to what is important to the person now and in the future with the support of family and friends and creating action or changes based upon this.
18 Early Support and culture change. Early Support provides a framework for action for the implementation of SEND provision of the Children and Family Bill.Based on an approach with ten principles it provides a framework or culture change and practical tool that enable this.“Early Support has demonstrated the impact that well coordinated family focussed services can have and it is helping to ensure that the legislative framework translates into real change for families”.EDWARD Timpson Minister for Children and Families 213
19 Early Support isFocussed on partnership working with children, young people and families.Based on co production and participation of parent\carers and young people.Centred around coordination and tailored support, person centred planning with key working support.Reliant on joint decision making.Multi agency in concept and scope integration of support provided by education, health and social care.Practical help in time of change.
21 The Early Support Offer. TrainingKey Working for practitioners and parent carers.Strategic managers workshop – to support local areas to develop a shared understanding of key working through exploring the local and current context and the links with commissioning.Parent workshops for parents\ cares of disabled children and children with additional needs.Mapit multi agency planning and implementation toolClustersIndividual targeted 1 to 1 supportNewsletter.Resources
22 Section 5: The importance of key working for the effective delivery of Education, Health and Care Plans22
23 Important questions to ask Parents about their childWhat would you like your child to be able to do?Why would you like them to be able to that?What support does s/he need to achieve these outcomes (i.e. to be able to do this)?Does he/she need to develop new skills to make this happen?Who can help or support him/her to achieve this?Young people about themselvesWhat would you like to be able to do?Why would you like to be able to do that?What support do you need to achieve these outcomes (i.e. to be able to do this)?Do you need to develop new skills to make this happen?Who can help or support you to achieve this?
24 Education Health and Care Plan: A process ExplorationListen and understand-Does this child/young person need an EHC Plan?Under-standingAgree and allocate -This child/young person needs and EHC PlanGoal SettingPlan is drafted -Options explored underpinned by person-centred approachesStrategy PlanningDraft Plan collated and shared and consulted(15 days)Imple-mentationPlan is finalised -Additional and individual provision identified and budgets allocatedAgreed plan in placeRelationship; Coproduction; Child, young person and family-centred
25 Sections of an EHCPWhen preparing an EHCP, a LA must set out the following in separate sections:Name (or type) of school/nursery/post-16 institution (final plan)Aspirations, views and interests of the child/young person and the parents (for a child)Child or young person’s special educational needsOutcomes sought for the child or young personThe special educational provision required by the child or young personAny health care provision reasonably required by the learning difficulties and disabilities which result in the child or young person having special educational needsAny social care provision reasonably required by the learning difficulties and disabilities which result in the child or young person having special educational needsWhere any special educational provision is to be secured by a direct payment, the special educational needs and the outcomes to be met by the direct paymentThe advice obtained in connection with an assessment must be attached to the plan
26 Reflections of a Service Manager Current changes to the Send framework are refreshing important messages. They remind us that this isn't about processes and systems. Its about a way of working. That’s clear every time Team around the Child and Early Support are mentioned in Government documents.You need a regular refresher to keep you on track. First we and early support, the aiming high for disabled children and now we have this to refresh us. In a few years we will need something else again to remind us its about the way we work not about bureaucracy.
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