1. Planning provision for pupils with BESD

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3. Planning provision for pupils with BESD-overview of session Scoping the need and the provision: national and local data New DCSF guidance on BESD Applying the new provision guidance Table task 1: mapping out your own provision Table task 2: mapping out local behaviour reviews

4. BESD National data: Numbers of pupils with BESD Primary Schools Secondary Schools Special Schools Total 2006 55,17066,89012,750134,810 2007 56,13070,08013,250139,410 Notes: Source of data – PLASC (school returns) Includes maintained and non-maintained schools BESD identified as primary need

5. BESD National data: BESD special schools 476 maintained special schools for behaviour 29 non-maintained special schools

6. BESD National data: %age permanent exclusions 1998/ 1999 1999/ 2000 2000/ 2001 2001/ 2002 2002/ 2003 2003/ 2004 2004/ 2005.14%.11%.12%.13%.12%

7. %age Permanent Exclusions by phase 2004/05 PrimarySecondarySpecial.03%.24%.31%

8. More local sources of data on BESD LA data Referrals to BESD schools/PRUs/Behaviour Support services Statements Audits of need Exclusions and managed moves Out of LA placements Outcomes of different provision and services Regional benchmarking groups

9. More local sources of data on BESD School based data Provision maps including outcome data Data from internal disciplinary processes IEPs / PEPs/PSPs Use of support services and outcomes of this

10. New DCSF BESD Guidance To help schools, early years settings and LAs consider what strategies and range of provision will address needs of CYP with BESD Does not provide curriculum guidance-this is elsewhere and will be further developed next year in IDP BESD defined broadly as both challenging behaviour and “less visible difficulties” such as anxiety or depression

11. New DCSF BESD Guidance: roles and responsibilities LAs must: Secure sufficient schools and SEN provision and keep this under review Provide suitable provision other than at school Set down services in CYPP Publish their provision and policy Improve outcomes and reduce inequalities Make arrangements to provide parent partnership services and provide information to parents

12. New DCSF BESD Guidance: roles and responsibilities School governing bodies must: Do their best to ensure provision is made Ensure needs are made known to all staff Consult with LA where necessary Ensure pupil participates with others as much as compatible with needs of others Make reasonable adjustments and not discriminate against pupils in relation to education and associated services Plan strategically to increase access Have regard to Codes of Practice on Admissions and SEN

13. New DCSF BESD Guidance: roles and responsibilities Early years settings must: From September 2008 deliver EYFS to all Have regard to SEN Code of Practice Make reasonable adjustments for all children with SEN including those with BESD

14. Prevention, identification and intervention Prevention SEAL programme-universal to all children LAs to provide EPS’s and behaviour support services/outreach support, B&A consultants Early identification and intervention At the heart of Sure Start-all settings should have a clear policy in place Explicit system for identifying children and intervening early in all settings Principles of early identification apply to all phases The graduated approach Code of Practice recognises that there is a continuum of needs that require a graduated approach. Interventions should be determined by progress.

15. Creating Provision The SEN Improvement Test (2007) Newly published guidance sets down key requirements of new provision: –Improved access to education and services –Improved access to specialist staff and support services –Improved access to suitable accommodation –Improved supply of suitable places

16. Creating Provision The range of provision LAs should work with partners to identify need and establish a range of provision.

17. Some examples of elements in a range of provision Schools own resource Support Services and outreach Resourced Provision Designat ed units and PRUs Special schools- Including collocate d special schools Out of LA maintained provision Out of LA non- maintained provision

18. School Provision * Positive behaviour * Mentors * Parental groups * SEAL * LSUs *Cluster Arrangements *Use of Psychology *Personalised curriculum *CAMHS *Nurture Gps *14-19 Pathways *etc Support Services & Outreach * Innovative EP Service *BESD School advice *Commissioned Services *Nurture Group support * Resourced provision *Co located provision * Specialist teachers Designated provision & PRUs *Specialist provision *PRUs *Entrance & Exit strategy Special schools for BESD OOAP Maintained OOAP INMSS Partnerships

19. Creating a range of provision-some other considerations Developing regional and sub regional provision. Cooperating with other LAs or the independent sector 14-19 provision. Working with the LSC and its national strategy ( Learning and Living at Work) Residential provision-need to coordinate with social care. School partnerships-using a wide range of structures including federations and Education Improvement Partnerships Behaviour Partnerships-All secondary schools should be working in partnerships to improve behaviour and tackle persistent absence Managed moves-development and use of protocols

20. Creating a range of provision-some other considerations Exclusions -when at risk graduated approach should be employed to plan alternative in-school provision plus support services brought in to help Pupils with statements should have an early review to avoid exclusion Curriculum- the guidance summarises key principles of curriculum planning which meet the needs of pupils with BESD. These are derived from the National Curriculum Inclusion Statement Building partnerships with parents and carers- to do this it is necessary to recognise different cultures and backgrounds. Parenting education programmes and the help of support services can be effective here.

21. Monitoring and Accountability LAs Have a duty to monitor performance of all children with SEN as set out in Code Schools Are accountable for all their children including those who have BESD through: School information and performance data School self evaluation Support and challenge from SIPs Feedback to parents Ofsted inspections

22. Table task 1-mapping out your own BESD provision and processes With colleagues: Map your local provision on the grid. Estimate the numbers of children and young people who use the provision where possible. Map out the processes and meetings that relate to allocation of provision to children and young people Show any links between the different processes Reflect on whether there is any data gathered on how the system operates. Does this inform operations and strategy? Are there any gaps in the provision/processes you have identified? Are there any gaps in your knowledge of your LA’s provision/processes that this has highlighted?

23. Plenary Feedback from LAs on current reviews of behaviour provision

24. Table task 2-mapping out your own behaviour review This activity provides an opportunity to consider the scope of a review of behaviour strategy or place an existing review in context. It is designed to provide an overview of key areas (the cut out squares) and stages (the rows on the grid) of development Pick out the areas (the cut out squares) that you would prioritise for a review or that are already the subject of a review. Fill in the blank cut out squares with any areas not covered by the squares we have labelled. Arrange the squares in the top row of the grid. The stages are broadly listed in sequence in the column in the left hand side of the grid. Consider the issues and challenges in each area at each stage of the process. Who are the key players involved? What are your links with them? What are the links between the different areas for review? Who coordinates these links? Are there any barriers to a coordinated approach that need to be resolved?

25. Plenary Points that emerged from the last task Key points and outcomes/actions from the whole day Please complete the evaluation form