1. Implementing personalisation via personal budgets and the SEN&D pathfinder Jon Philpot Principal Manager, Specialist & Disability Services, WSCC Sharon Langton West Sussex Parents Forum

2. Implementation of PBs in West Sussex - context  Aiming High  Development of WSPF  Parental participation & decision- making  IB pilots – direction of travel  Decision 2

3. Implementation - process  Monitoring group – parents, staff, managers, Adult Services, finance, research  Identifying expertise – consultants  Developed SOSA - 22 questions around ECM outcomes plus carers assessment  RAS – desktop exercise 3

4. Implementation - process  Identification of families – 50 invited  Workshops for staff and interested parents – jointly run with WSPF  Encouraging staff  Panel – parental attendance & membership  Evaluation 4

5. Issues & Learning  Transparency – pilot/budget  Panel as learning mechanism but scaling up  Level of support required – take into account parental role (esp 5 & under)  Choice & control as (more?) important as amount of money  Consider banded RAS  Transition………… 5

6. 6 Current activity & outcomes  35 families engaged – 30+ ‘live’ budgets in place.  Parents reporting improved outcomes for children.  Amy’s story – trike  Niall’s story – becoming part of the community  Move to BAU

7. Legislative Reform Timescale March 2011 Green Paper (Support and aspiration: A new approach to SEND) May 2012Progress and Next Steps published Sept 2012 Draft Clauses published Dec 2012 Report of Education Select Committee Dec 2012Pathfinder Extension announced to Sept 2014 Feb 2013First/second reading of the bill Mar 2013 Draft Regulations and Code of Practice Spring 2014Royal Assent Sept 2014 New legislation in force

8. Legislation - reminder  Replacing statements and learning difficulty assessments with a new birth- to-25 Education, Health and Care Plan (EHCP), extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;  Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;  Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.  New duty on Clinical Commissioning Groups to secure services in EHCPs for children and young adults

9. The SE7 approach  Strong focus on co-production with parent carers – highly rated nationally  Integral involvement of the VCS  Personalisation at the core  Holistic approach – integrated education, health and care assessment, planning and personal budgets  Regional frameworks implemented locally

10. Co-Production or ‘If we are together nothing is impossible. If we are divided, all will fail.’ and ‘Making a difference together’

13. Ladder of involvement Co-production Participation Consultation Information

14. 14 Child centred ‘my child is at the centre of the process and it takes full account of his/her views and wishes’ Child and family led ‘the process is led by us and we own and hold the information and the plan. Our contributions are valued and respected’ Creative solutions ‘the process allows my family and our practitioners to be creative and not just restricted by what is available now’ Family resilience ‘the plan will help my family to manage our day to day lives, building on our own knowledge, skills and expertise’ Empowered practitioners and parent carers ‘the system will trust practitioners to make responsible decisions with us’ Holistic ‘our child is seen as a whole person and all of his/her needs are considered’ Transparent ‘we understand the process and how decisions are made’ Clear ‘ everything is in plain language and we understand it ’ Prioritised ‘we will agree together the priority order of the outcomes and the plan will be the road map to achieving these.’ Responsibilities ‘we know who should do what and when and this is set out in the plan’ Time specific ‘we know what will happen when’ Outcomes focused ‘the process will be based on long term and shorter term aspirations for our child’ Core principles underpinning assessment and planning in the SE7 SEND Pathfinder The Family Led Principles will describe the child’s and family's experience

15.  Parental Involvement in Self Directed Support and Pathfinder 15

16.  West Sussex Parents Forum involved from the beginning with Self Directed Support  Two parent carers sit on monitoring group  One parent carer sits on panel  Parent carers co-produced all documents relating to process from RAS to evaluation forms; to ensure language/text is approachable for families and young people. 16

17. Pathfinder in West Sussex  A parental steering group of 11 that looks at all the work streams of the pathfinder, has 4 parents who have either a live budget or going through the process  Meeting with parent carers of the SDS to discuss how they feel  Also have a Facebook group for parents involved in all aspects of the pathfinder 17

18. What it means for families  To have the choice on what is right for our families  To include siblings, extended members of families  To have a discussion or a conversation on what is best for your child or young person with professionals/practitioners 18

19. Key learning  Involvement of young people and their parents needs to be from the start  Assessment and planning must be personalised and holistic  Outcomes must be aspirational and longer term as well as shorter term  Culture change is essential for services and families – needs a development plan  Need to consider service structures and consider 0-25

20. 20 Regional framework for assessment and planning Child and Family centred The Family Led Principles will describe the child ’ s and family's experience Listen and understand Agree and allocate Plan Review and learn First contact Needing help and support/join the pathfinder Collect information, collate knowledge, identify gaps in understanding, explore and identify the wider resources available (family, VCS and statutory and other). Additional expert assessment commissioned if needed. Decide whether a plan is required. Agree action, signpost to services, and targeted resources. Identify key worker. Identify and agree desired outcomes and their priority. Allocate resource and/or personal budget, set up planning meeting. Family and key worker develop child and family centred plan, including input from identified experts, building on all resources using the personal budget to make best use of these and to put in place additional support needed to achieve agreed individual outcomes. Family and key worker undertake child/family centred review of outcomes, to include audit of any direct payments and personal budget. Learn. Identify next steps and amend plan if necessary. Set date for next review

21. 21 West Sussex assessment and planning tool  Strengths  Challenges  Desired outcomes

22. Pathfinder - outcomes so far in West Sussex  28 families of early years children going through single assessment & planning process.  20 plans completed - 13 through panel  “It feels like people are communicating with each other & I feel I can contact keyworker”  “It ensures I’m part of the process – I felt included” 22

23. SE7 ‘Choice & Control’ regional framework  Common basis for joined up approach to personalisation  Co-produced by parent carers and practitioners  Commitment to parent carers  ‘Choice & Control’ recognises range of support, activity & opportunity available 23

24. Child, young person & family at the centre 24

25. Making best use of the child and family’s real wealth 25

26. PBs – part of a whole approach to support 26

27. Outcomes as a basis for making allocations 27

28. 28 EHCP levels of support – links with quadrants No Support Community wealth Universal services Small Support Community wealth Universal services Targeted services Some Support Community wealth Universal services Targeted services Self-directed support Lots of Support Community wealth Universal services Targeted services Self-directed support Exceptional Support Community wealth Universal services Targeted services Self-directed support

29. 29 EHCP levels of support – child 29

30. 30 EHCP levels of support – family 30 No Support The family is able to support the child. There is no need for additional support. Workers will sign post the family to appropriate activities their child can be involved in. Small Support The family is able to support the child but to meet the identified outcomes in the support plan they require some help to enable the child or young person to live safely and happily in their own community. Some Support The family is able to support the child, however to continue to do this will mean they need some additional support. Lots of Support The family is unable to support the child without specialist and substantial support. Without this support the family will not be able to offer a safe and healthy home life to the child. Exceptional Support There is an acute family crisis in addition to the family usually requiring “Lots of support”. Or the child’s behaviour is so challenging that to be safe they require support at all times.

31. Current work/challenges  Accelerated PB group developing work with schools  Integrated work paused, pending process redesign  E, H & SC funding currently available at different levels of need  How is the budget defined?  Is an indicative integrated budget based on need possible? 31

32. Outcomes for families  Amy’s story  Jim’s story 32