Presentation on theme: "Local Area Networking for SEN"— Presentation transcript:
1Local Area Networking for SEN Review of Access and Inclusion ServicesMarch 2006
2Review of Access and Inclusion Services: Summary Over 300 staff are employed in these services:Student Support ServiceEducational Psychology ServiceSpecial Educational Needs AssessmentSpecialist Teaching ServiceAccess and WelfareParent Partnership ServiceThe review will consider:what services need to provided centrally in line with the LAs rolehow other services can be delivered on a local area basis, aligned with our five SEN areaswhether some services would be better located in other parts of the new departmental structureThe review will take part in three stages:Stage 1: Consultation on models of future service delivery, staffing structures and action plans (completed by July 2006)Stage 2: Appointments to new structure (completed in the Autumn, 2006)Stage 3: Phased implementation of new structure (Completed by March 2007)A meeting of managers in the group was held on 16th March, to prepare a cabinet paper for 4th April which will begin the process.The cabinet paper will be made available to staff and professional associations on 28th March.Shortly after 4th April, detailed plans will be published for consultation, if cabinet support is gained.Cabinet approval will be sought for the plans in July/August, 2006.The review will impact on individual services in different ways. The first stage of the review will clarify how different services will be affected.
3Themes: Leicestershire SEN Strategy: 2004 CapacityBESD and ASD provision: Enhanced Provision in mainstream schoolsSEN DelegationCoherenceArea special schools: redevelop on mainstream sites where possibleArea links between schools to share good practiceSingle Point of Access to support servicesConfidenceUnified Inset programmeSEN Notional budgets and monitoring arrangementsHeadteachers Reps on statement panel
4Principles to inform review of Pupil Support Services · Pupils, not services, come first (Every Child Matters agenda).· There should be a balance of condition-focussed expertise and practical support for pupils in the context of whole school Leadership and Management and Learning and Teaching.· Updates on specialist information/research need to be ensured.· Practical advice should be grounded in deliverers’ ongoing teaching experience.· There should be provision of high quality training which combines specialist knowledge and on the ground advice, which complement each other.· Up-to-date resource reference facilities need to be maintained.· Links with parent/carer, council and voluntary agencies need to be further developed in order to reduce friction, communication difficulties and wastage of energy in ultimately unproductive conflict.· The enormous amount of money we have invested in training, e.g. SPLD, needs to be capitalised so that it impacts on pupil progress and demonstrates value for money.· Review outcomes need to be imaginative to ensure best provision and maximum progress.· Leadership and management structures at the centre should be highly focussed – lean, mean and accountable. The infrastructure of support will be based as close to schools as possible and well-supported.· Clear systems for Monitoring and Evaluation should be established.
5Why Change? Clearer definition of LA/school responsibilities: Schools: Provision and extended services, 92p in the pound of available resourcesLA: standards, monitoring, support for failing/under performing schoolsGood to great:Lack of performance/outcomes/impact orientationPoor communication of overall strategySilo structure inhibiting flexibility and creating duplicationA foundation for ECM: CAF, lead professional, multi-disciplinary teams, 5 outcomes, information sharing, single point of access...Building school capacity:Multi-disciplinary teams to focus on school systems rather than pupilsShared pathways of care more important than diagnosis by individual servicesDifficulties with trading in current system:Differential access for pupilsComplex financial planningNo Service Level Agreement
6Continuities Children first High quality provision in schools High quality caseworkMaintaining professional developmentMaintaining expertise in SEN
7DMT: 14/3/06 Publish one model not three Cabinet paper to start the processWide consultation and involvement of schools and services during consultation via a groupNeed to engage parents with discussionSelection process not to begin until SeptemberIdentify two staff to support the process
8Scope of the ReviewTo summarise resources currently available within Access and Inclusion Services and complete an equalities impact assessmentTo identify functions to be managed centrally, related to monitoring and reporting, provision standards, and support for failing schools, and policy consultation and developmentTo recommend a future model of service delivery aligning support services with with local area delivery, and the new departmental structureTo make recommendations on staffing structures, roles and responsibilities
9Phases of the Review Phase 1- Summer 2006 Phase 2- Autumn 2006 Publication of service model, staffing structure and action plansConsultation with stakeholdersRevision of plansPhase 2- Autumn 2006Appointments to new structurePhase 3- Spring 2007Phased implementation of new arrangements
10Timescales to start process Cabinet approval for process:*Managers mtg 16th March,SMT 20-24th MarchCabinet April 7thCabinet approval for second stage: to be decided*Appointment of consultant(s) to manage the process is crucial
12Review Documents Restructuring Advice from Personnel The area approach within Leicestershire’s SEN StrategyThe National SEN StrategyThe National SEN Adviser Report on LeicestershireOfSTED Report: Inclusion: The Impact of LEA Support and Outreach Services (2005)The DfES Five Year StrategyReview of School Staffing StructuresEquality Impact AssessmentGuidance on the role of Lead ProfessionalsNational Report on Low Incidence Provision (www.dfes.gov.uk/research/data/uploadfiles/RR729.pdf)
13Local Area Working: Rationale Special Educational Needs Assessment ServiceAdvanced Skills Teachers for SENSpecialist Teaching Service including: Learning Support Team, Hearing Impaired service, Visual Impaired Service, Autism Outreach Service, Early Years and SEN Inclusion Team, Advisory Teacher for PDEnhanced Resource Bases being developed for BESDUnit provision for MLD, ASD, Speech and Language DifficultiesSocial Services TeamsParent Partnership ServiceSpecialist Community Child Health Services including: Speech and Language Therapy, Occupational Therapy, Physiotherapy, Diana Nursing ServiceArea SENCO (primary only)Voluntary sector organisationsSpecialist Nursery ProvisionsYouth Offending ServiceConnexions ServiceStudent Support Service including Primary PRU, Secondary PRUs, Directions Team, Looked after Children’s Education Service, Traveller Education Service, Education Welfare ServiceAdvice and Inspection Service including SEN Inspector and SENCOsSpecial School outreach and Inclusion supportEducational Psychology ServiceFamily Steps ServiceEarly Support ProgrammeYouth ServiceLeicester Royal Infirmary ServicesWe need area working to co-ordinate the complex set of services available
14Lead Professional Act as a single point of contact for the child or family, who they can trust and who can engage them in making choices, navigating their way through the system and effecting changeCo-ordinate the delivery of an agreed action planbased on the outcome of the assessment, to ensure that children and families receive an effective service which is regularly reviewedReduce overlap and inconsistencyin the services receivedIn many cases practitioners are already delivering these functions. We now want to ensure that they are embedded across the children’s workforce as a core aspect of the services children with additional and complex needs receive, to ensure consistency and quality in service delivery for all children and young people.
15Lead SENCOsSupported SENCO· Aspects of practice/provision changed as a result of advice:· Improved differentiation.· Practical ideas for inclusion.· Organisational strategies.· Revised IEP format.· Provision mapping.· Work sampling.· Support has enabled more appropriate and effective learning for pupils e.g. through differentiation and better management of SEN.· No further training intended as a result of the input.· 1 SENCO has visited a Lead SENCO in their own setting.· All felt it was very useful and provided professional and constructive advice.· Some school support to continue.Headteacher of supported school· Support led to improved practice and organisational strategies with particular members of staff and greater self-confidence for the SENCO.· Support has led to wider whole school discussions about teaching and learning, organisation and target setting.· The main factor that helped the support to be successful was the understanding and helpful attitude of the Lead SENCOs· Continued support in some schools will happen next year.· 1 headteacher wanted more feedback.ML Wave Eval reportThe Lead SENCo initiative is in place and is proving successful, particularly in 2 schools where SEN has been a key issue in OFSTED inspections and in 2 schools in a category. Below is an extended evaluation.Lead SENCOs· Felt they had supported schools in practical ways.· 2 felt they didn’t have as many opportunities as they would have liked.· 4 felt it has been a useful professional development opportunity – liaison, meeting other lead SENCOs, improving presentation skills.· 4 felt it had enabled them to think about their own practice.· Liaison with each other and SEN Team helped them to be successful in the role.· Issues around time/diaries/other commitments were main issues.· 3 felt that providing supply cover to the supported schools would be useful. All 5 are happy to continue the role and to be involved in supporting new SENCOs, if appropriate.Headteacher of Lead SENCO· Benefits for the SENCO were recognition of their skills and professional development opportunities.· Wider benefits to the school include reflection on own practice and sharing of good practice.· Difficulties have mainly been around time/workload.· Further support included attendance at relevant LEA training and joint initial visits with advisory teacher.· Overall – a good experience but 1 concern about additional pressure.
16Overall Shape of New Services Key elements:A unified central SEN serviceMulti-professional local area teamsWith a role to:Monitor central SEN budgetsEstablish monitoring system based on SEN SEFEstablish an SLA with schools for SEN supportCommission service via second SLA or directly employ staffSet policy, strategy and standards, including Prof Dev for specialist staffManage LAA, APA, JAR, CYPP, LSPs, BVPIs, CPA, etcLead complex case panels in specialist areas of needHandle queries and complaintsSupport Perf Man for staff with specialist skillsAgree annual support plan with each school, based on SEN SEF discussionDeploy support staff to schoolsCommission lead SENCOs etc in area to support workDeliver support to children, schools and families, including training, project caseworkManage area, neighbourhood and school Multi-disciplinary TeamDevelop secondment arrangements for local staff to service for 2-3 termsUndertake monitoring work to central specification
17Model: Commissioned Service from Area Special Schools LA has an SLA with special schools to deliver a support service to mainstream schools in the area.Central team has a role to manage complex case panels, standards and monitoring and planningStrengthsFits area special school modelLocal responsiveness to needStrong political support for the programmeApproach called for by OFSTED (2005)WeaknessesWill advice be independent?Changes professional team relations: new shared identity as area team on top of professional identity“LEAs should:...· consider, wherever possible, delegating the funding for support services to suitable special schools within a region in order that they can deliver the service to mainstream schools on an outreach basis”
18Service Model : Commissioned Service from Area Special Schools- detail ProblemsSmall teams tied to arbitrary boundaries that risk being inflexible to shifts in the distribution of low incidence needs.The areas of expertise currently located in area special schools does not reflect the skills and strategies required to meet the wide ranging SEN of mainstream children and young people, many of whom will not experience cognitive difficulties.Unavoidable duplication of resourcesPotential difficulties in defining the respective roles of local and central management.No impartial professional view creating potential for dispute and/or conflicts of interest between professionals, local and central interests.Poor co-ordination of activities and resources across the County leading to potential for inequitable provision.A continuing requirement for centralised technical support and a possibility of distancing this support from the work directly undertaken with children.Duplication of administrative tasks and/or additional pressure on administrative resources in host schools.Accommodation.No single point of contact for referrals within or outside Children’s Services with regard to SEN.Fragmented knowledge baseUnclear funding streams for work not directly associated with schools, e.g. EYSENIT, VI and HI home teaching programmes, EarlyBird and Autism Outreach (Early Years) provision.Weakened opportunities for dispute resolution around individual cases.No impartial professional view creating potential for dispute/ conflicts of interest between professionals, local and central interests.SolutionsBoundaries link to school groupings- flexibility between area teamsAgreed: these teams would extend the expertise of area special schoolsThere is duplication now and no coherent whole school focusAgreed- clear boundaries and roles are neededComplex case panels could do thisAgain, via complex case panels and central standardsNo data currently available on equity from service- will be done by area teamsWill need centralised elements eg hearing tests and equipment- pupils have to travel nowAdmin support will need to be located with teamsCan be included in design specification for future buildingsSchools complain now that there is not a single point of contactCentral team will ensure coherent knowledge base applied to schoolsService level agreement will clarify what is being commissionedComplex case panels will do this workStrong argument for central complex case panels to ensure equity across county
19Managers Meeting: 16/3/06 Challenges Solutions Strengths Capacity/accomodation on school sitesHow to identify lead professionalsBalancing local and cross county deploymentCaring for staff and maintaining motivation and moraleLA- schools relationship may worsenNeed for robust SLA and monitoringService for vulnerable or service for SEN?SSS should be includedImportance of teachers teachingReferral pathwaysInvolvement of parentsLong term absence in small teamsMatch to children’s centres and social careEquality of provisionNeed for speedy operation of panelsFirst phase to include audit and equality impact assessmentSolutionsSome teams could be mainstream basedBetter engagement of voluntary sector- using services smarterWhy not focus on communities rather than schoolsStrengthsbetter local knowledge and accountabilitybetter collaborative work between services rather than handing cases onBetter training could be deliveredTeams would become more aware fo each others workFoundation for interagency work
20Other LAs to Visit Redbridge Bromley Derbyshire Worcestershire Longstanding Children’s Trust A/D Colin MoorBromleyGood workforce remodelling, totally integrated EY service. Helen Norris Head of EY and PlayDerbyshireGenerally very well organised LA. Francis JamesWorcestershireGood SEF with integrated SEN. Ingrid ?SunderlandSpecial Schl hub and spokes model with health. A/D Mike GoldingSalford4 locality based teams, including EPsCornwallGreat enthusiasm for change. A/D Steve ColwillDerbyGood strategy for children’s centres and extended schools. Rita Sylvester
21Further WorkComplete work on model, structure and plans for publication Apr 10thUndertake an audit of needs and provisionComplete consultations on proposed service structure and action plansOrganise visits to other LAsCP, plus senior managers (DH, TH, CB)All managers- Pat Norton to leadPat and Danielle to leadPat Norton to lead
22Other LAs...Charlie, you asked us for info on how other authorities organise their SEN support services.I have a colleague in Northants.She heads a team of pre-school/Area SENCOs who operate in 4 areas within multi-disciplinary teams with teachers for children with learning difficulties in schools, HI and VI teachers and teachers who work with children with behavioural difficulties and EPs.EPs have their own Principal but the area team teachers are managed by an SEN Area Teacher Manager.My Colleague holds a monthly staff meeting for all her pre-school /Area SENCOs and Portage Service (which she also manages) and then the area multi-disciplinary teams have their own meetings.These 4 teams are based in office accommodation not schoolsShe herself is in an office with heads of teacher teams (HI, VI etc) and her line manager is the Principal EP. He in turn is managed by the overall Head of Service.Other Teams working with vulnerable children are in a separate service.My colleague is responsible for the overall strategy for the pre-school team, deals with referrals and organises training for the providers.She is responsible for the Teams' professional development but the day to day of recording sickness, time off in lieu, travel claims etc is undertaken by the local SEN Area Teacher Manager.Having said all that, Northants have had a budget cut (£9 million) and so job losses may be on the cards and then it has been mooted that the teams will be centralised to save on accommodation resourses etc!Janis Meadowcroft, March 2006