1 Education Inclusion Programme Baseline Review, Implications and Progress Children and Young People’s Overview & Scrutiny Committee 27 th April 2011 Appendix (iv)

2 Scope of Inclusion Programme (1) Vulnerable pupils moderate learning diffs (MLD) behavioural, emotional & social (BESD) specific learning diffs (SpD) sensory impairments (HI,VI etc) communication & autism severe learning diffs (SLD) excluded pupils (EOTAS) school phobics teenage mothers elective home educated (EHE) … and others (EAL, Travellers etc)… Continuum of provision nursery provision mainstream schools enhanced provision in mainstream schools Pupil Referral Unit (PRU) Other EOTAS hospital education special schools out of county provision capacity building: tools & CPD support services

3 Scope of Inclusion Programme (2) Resources£000s mainstream school budgets2,837 (includes special classes) Inclusion Service4,275 special schools6,592 SEN transport1,416 Devolved (new) funding 450 Total 15,570 Estimated shortfall approx.1,500 Governance & Accountability LMS, statutory processes, monitoring, thresholds etc

4 Main groups of pupils with ALN Oct 2010 numbers moderate learning difficulties (MLD) 2327 behavioural, emotional & social (BESD) 589 specific learning difficulties (SpD) 731 sensory impairments (HI,VI etc) 150 communication & autism 1143 severe/multiple learning difficulties (SLD) 131 physical & medical difficulties 277 excluded pupils (EOTAS) 52 pupils in PRU per year school phobic/vulnerable12 (all CAMHS referrals) teenage mothers10 + elective home educated (EHE) approx 300 pupils in special schools (35%) of all pupils have ALN, half needing external support not all needs (especially linked to social deprivation) identified

5 Moderate Learning Difficulties (MLD).. Where we were: 18 KS2 MLD special classes (for only 50+ schools) pupils remained in the class throughout KS2 some classes consistently over/under under populated variable integration opportunities limited friendship circles issues re transition into secondary education governance issues high per pupil and transport costs insufficient data around outcomes

6 Overall Trend in MLD class numbers:

7 MLD - Where we are now: we now have MLD class entry criteria Inclusion Scales & other tools for teachers 12 KS2 MLD special classes 1 outreach teacher increasing costs per child some classes consistently over or under populated improving better class dynamics more consistent data around outcomes still poor integration opportunities specific and general governance issues

8 Specific Learning Difficulties (SpLD) Where we were: large number of referrals to EPS for children with specific literacy difficulties large number of private assessments for dyslexia parents going to SEN tribunals language support team providing support to schools large numbers of pupils being supported, particularly at KS3 KS3 Resource Centre unsuitable entry/exit criteria – once supported, always supported! dependency culture

9 Where we are now with Spld: What we did … Language Support review and consultation designated SpLD team – cluster based referrals/assessments undertaken by specialist teachers Dyslexia moderating panel appropriate criteria for entry and exit involvement of parents training programme for schools development of resources for schools Current position … no private dyslexia assessments only 1 SpLD tribunal in 8 years no ancillary support/applications reducing number of referrals no. of children supported at SA+ : 93 SpLD team savings schools training programme better school ownership of pupils change in model of provision at KS3 early intervention pilot – 6 schools BCBC - experts in the field! But …. still too many requests for assessments

10 Communication & Autistic Spectrum Disorder (ASD) Where we were: small outreach team no clear referral routes 4 Communication Resource Bases (CRBs) – but poor class dynamics and pedagogy places at YBC for children with significant communication needs loose entry / exit criteria placements static governance issues limited joint working with health high levels of ancillary support limited data around outcomes limited school capacity to address difficulties Where we are now: bigger outreach team established joint service with health clear referral routes training & tools for schools early intervention on language better data around outcomes entry/exit criteria for CRBs KS2 mainstream pilot for children with severe learning difficulties Young Children’s network

11 … but still have: high / increasing levels of ASD diagnosis insufficient provision for rising numbers ASD outreach funded entirely through WAG grant (so issue re sustainability) continued high ancillary referrals (for ASD) high parental pressure for costly provision limited support for parents governance issues around the classes ongoing Speech and Language Therapy issues high costs per pupil (up to £22k in units)

12 Behaviour Support Where were we? schools were unhappy about lack of support, inconsistency of provision, staff changes and staff absence the too few teachers were used to reactively manage pupils – no capacity building in schools being developed lack of monitoring, evaluation and performance management Where are we now? all clusters now have a link Behaviour Support Teacher 4.5 FTE staff (50% grant-funded) – but still not enough for the number of pupils (and teachers) needing support Nov 2009 to July 2010 – 223 referrals to the Behaviour Service

13 Sensory (Visual / Hearing / Motor impairments & Complex Medical) Where we are now: more joined up working between service areas less demand for costly resourced provision increased integration within local schools increase in outreach working reducing transport costs BCBC Mobility officer good working links with health pre-school involvement – specific playgroups static trend in demand Where we want to be: flexible support staff to deploy where needs arise reduce resource bases more equitable distribution of resources to other SEN needs successes of this service replicated for MLD, EBD etc regional service

14 Ancillary Support (1:1s) Where we were … 3 panels providing ancillary support (1:1) ad hoc recruitment and selection process inconsistent monitoring and reviewing of pupils increased overspends each year poor conditions of employment for 1:1s high levels of sickness absence Where we are now … induction training now in place for all new starters process being developed to monitor and improve attendance rate of overspend has reduced in last two years continued conflict with schools and families in relation to distribution and allocation of support staff tied-up resources not available to build capacity

15 Comparison of Spend for each Cost Centre from 2000/01 to 2009/10

16 Other provisions … similar issues Pupil Referral Unit Vulnerable Groups EOTAS KS4 Learning Pathways Hafod Newydd Hospital School Child and Adolescents Mental Health (CAMHS) Elective Home Education

17 Overview of where we want to be … range of provision (resource centres and outreach services) in each of three zones of Bridgend TAPPAS approach – team around the pupil, parent and school greater capacity in schools cost effective provision positive class dynamics with appropriate pedagogy increased integration opportunities robust outcome data clear governance protocols improved transitions, especially from KS2 to KS3