1. IDSS AREA BRIEFINGS – JUNE 2011

2. AGENDA The session will cover: The restructure of the Inclusion and Disability Service (IDSS) and enable you to meet new Team Managers and receive new contact details of staff who will be available to support you in all SEN and disability matters; An update on SEN funding; The implications for schools, settings and the Local Authority following the publication of the Government SEN and Disability Green Paper

3. INCLUSION AND DISABILITY SUPPORT SERVICE RESTRUCTURE

4. CORE PURPOSE OF INCLUSION AND DISABILITY SUPPORT SERVICE This proposal seeks to bring all of the 5 disciplines (SEN, CwD, EPS, LEIS, EYSEN plus Strategy and Inclusion policy team) into one seamless integrated inclusion service serving districts and/or localities with the core purposes of: identifying, assessing and monitoring that the special needs and disabilities of children and young people are met; providing statutory special educational needs and disability support to children, families, schools and settings; commissioning and promoting positive outcomes for children and young people with SEND; and providing a traded service which enables schools, settings and interested parties to purchase specialist psychological, teacher and technical support to meet their identified needs.

5. LOCALITY/DISTRICT DELIVERY OF INCLUSION AND DISABILITY SUPPORT SERVICE It is proposed to establish five district/locality teams which are aligned to service delivery for children's social care and to district children's trusts arrangements, namely: Lancaster, Fylde and Wyre (LFW) Preston and Chorley (PC) South Ribble and West Lancashire (SRWL) Hyndburn, Ribble Valley and Rossendale (HRVR) Burnley and Pendle (BP) This organisation is based upon an equitable number of schools, early years settings and caseloads for children and young people with disabilities in receipt of social care services.

6. LOCALITY/DISTRICT DELIVERY OF INCLUSION AND DISABILITY SUPPORT SERVICE Each district/locality team would consist of: A Service Manager (tier 4) responsible for coordinating and delivering seamless inclusion support for children and young people with SEND led by a Team Manager (tier 5) which encompasses teams responsible for; SEND integrated assessment SEND provision and performance SEND child and family support SEND learner support delivered through front-line staff working in an integrated way, not only within the service but with other DCYP services and children's trust partners.

7. SEND Integrated AssessmentSEND Child and Family SupportSEND Learner Support 1.Single assessment process and service delivery 2.Complex cases management (education, health and social care) 3.Implementation of revised funding formula for SEN/AEN 4.Specialist equipment 5.SEND transport 6.SEND transitions 1.Commissioning strategy for Children with Disabilities (CwD) 2.Eligibility criteria and thresholds for service provision for children with disabilities 3.Third Party and Agency Placements for Children with Disabilities 4.Safeguarding including inspection preparation and management 5.Transforming Community Equipment, Aids and Adaptations 6.Parental engagement and support 1.Enabling statutory assessment, intervention and support for schools and early years settings 2.Learner Support policies, procedures and SEN specialisms 3.Inclusion Development Programmes 4.Narrowing gaps 5.SEND statutory risk assessments SEND Provision and PerformanceService Management and Development 1.SEND Commissioning 2.SEND provision planning 3.School /early years setting provision mapping 4.SEND performance reporting 5.Tribunals and correspondence/complaints management 6.Critical Incident Support 1.Children and Young People's Plan and SEND 2.Adherence to LCC Core Purposes 3.Health and Safety 4.Business Continuity 5.Equal Pay Review 6.Service restructure 7.Accommodation and asset management 8.Workforce development 9.Improving and enhancing service communication 10.Delivering budget efficiencies

8. INCLUSION AND DISABILITY SUPPORT SERVICE TRADED TEAM The proposed structure includes a traded team of educational psychologists and inclusion teachers whose size is based on past trends for income generation and projected income. Contact details are available in your pack and a brochure will be available soon Bookings will initially be taken through the LEIS website (information soon to be migrated to IDSS site) but will eventually be aligned with the new IDSS site / ‘My Traded Services’ site on the intranet It is anticipated that the traded team will eventually move to an arms length traded service alongside other LCC teams whose services will be delivered solely through the market place.

9. INCLUSION AND DISABILITY SUPPORT SERVICE NEW WAYS OF WORKING Significant cuts in budget Changes to SEN/AEN funding through the Funding Formula Review locally and pending consultation on national schools funding reform ESAP and EEYAP devolved to schools and EY settings ESAP Bands A to C funding now with the schools and Bands A to D for EY settings therefore the LA expect schools to put in place appropriate intervention in order to address children and young people’s additional needs Pressure to reduce bureaucracy

10. INCLUSION AND DISABILITY SUPPORT SERVICE NEW WAYS OF WORKING Parents’ views / concerns / participation / engagement Headteachers / SENCos views and annual survey outcomes A reduction in the number of Educational Psychologists (EPs) funded by LCC 3 cuts in EP staffing budget since a time allocation model was introduced and is no longer sustainable SEND Green Paper – a radically reformed system IDSS is adopting a new model of service based on:  MUST – statutory duties  SHOULD - early intervention and/or support  COULD - traded

11. MUST – STATUTORY DUTIES Examples include (details to be confirmed): Provide statutory advice (Appendix D) for each statutory assessment initiated Contribute to the Early Identification of SEND Contribute to Annual Reviews and points of transition for children and young people (CYP) Monitor out of county provision Attend SEND Tribunals and Disagreement Resolution Service meetings Obtain the views of the CYP Respond to the needs of CYP who are new to area

12. SHOULD – EARLY INTERVENTION AND SUPPORT Examples include (details to be confirmed): Children at risk of poor outcomes Excluded from school Children Looked After or those on the edge of care Critical Incident Support Team (CIST) Helpline Support the LA with the development of in-house provision for CYP with SEND SEND provision mapping

13. COULD – TRADED WORK Examples include: Assessment and intervention Staff development for SEND Parent /carer / School drop-ins Nurturing approaches, behaviour management More information on the new ways of offering support to schools and settings will be available in September

14. SUE BOULD Inclusion and Disability Support Service Manager Lancaster, Fylde, Wyre + Strategic Lead for SEND Learner Support SUE BOULD Inclusion and Disability Support Service Manager Lancaster, Fylde, Wyre + Strategic Lead for SEND Learner Support SALLY RILEY Head of Inclusion and Disability Support Service SALLY RILEY Head of Inclusion and Disability Support Service VACANT POST Inclusion and Disability Support Service Manager Chorley, Preston + Strategic Lead for a strand of service delivery VACANT POST Inclusion and Disability Support Service Manager Chorley, Preston + Strategic Lead for a strand of service delivery BRON GENDALL Inclusion and Disability Support Service Manager South Ribble, West Lancashire + Strategic Lead for SEND Provision and Performance BRON GENDALL Inclusion and Disability Support Service Manager South Ribble, West Lancashire + Strategic Lead for SEND Provision and Performance BRIAN ROBINSON Inclusion and Disability Support Service Manager Burnley, Pendle + Strategic Lead for SEND Child and Family Support BRIAN ROBINSON Inclusion and Disability Support Service Manager Burnley, Pendle + Strategic Lead for SEND Child and Family Support VACANT POST Inclusion and Disability Support Service Manager Hyndburn, Ribble Valley, Rossendale + Strategic Lead for a strand of service delivery VACANT POST Inclusion and Disability Support Service Manager Hyndburn, Ribble Valley, Rossendale + Strategic Lead for a strand of service delivery IDSS Strategic Lead roles to be allocated to new post holders: SEND Integrated Assessment and SEND Team Management and Development

16. SEN FUNDING UPDATE

17. FUNDING TO LCC SCHOOLS ESAP funding redistributed to schools through AWPU and AEN factors of Narrowing the Gap Index and Index of Multiple Deprivation. ESAP agreements in place up to the January 2011 delegation count will continue for the span of their agreement. Funding will continue to be delegated for these children on an individual basis until they expire ESAP honoured for transition from primary to secondary school if this was part of the original agreement As all children who previously would have been eligible for ESAP funding now have access to resources already within their school's budget there is no expectation that the school will submit a request for statutory assessment

18. FUNDING TO LCC SCHOOLS ESAP funding allocated directly into the schools budgets to allow earlier and more flexible intervention for all children who might be identified as having additional needs at School Action, School Action Plus and needs within Bands A to C Reduces bureaucracy for schools needing to bid for these additional resources Proposed to consult upon further delegation of funding for statements of SEN directly into schools as well as the ESAP funding Government encouraging LAs to delegate funding to schools wherever possible to encourage schools, working in co-operation with parents, to have direct responsibility for the management of resources required to meet children and young people's needs

19. FUNDING TO LCC SCHOOLS Question whether, for some children, statements are the most effective way of securing the support that they need Government expectation that the special educational needs of most children who do not have severe, long-term or lifelong complex medical or physical needs which are low in incidence will be met without the need for a statement Proposal in SEND Green Paper for introduction of Personal Budgets by 2014 which will impact on SEND funding and delegation

20. FUNDING TO EY SETTINGS TA element of EEYAP is delegated via a £0.06 per hour increase to the base rate formula factor for maintained nursery schools, nursery classes, PVI day care providers and PVI sessional providers mirroring the allocation to primary and secondary schools Remaining funding is retained centrally by IDSS to be targeted to settings to provide additional support through increased funding for children identified with the most severe and complex Needs (Additional Inclusion Support - AIS) Qualifying settings will retain their current duties under the SEN Code of Practice and Disability Discrimination Act Ensures that the needs of the identified child are met through interventions that are 'additional to' or 'different from' those normally provided as part of the Early Years Foundation Stage framework.

21. FUNDING TO EY SETTINGS LCC retains duty to ensure that children's special needs are met and to monitor spending and qualifying settings will be required to continue to record and report progress to the SEND Integrated Assessment team and Early Years Panel members as is currently expected Additional Inclusion Support (AIS) will continue as recommended and will be provided from the term after the child's 3rd birthday

22. SEND GREEN PAPER CONSULTATION

23. SEND Green Paper 2011 - A consultation SUPPORT AND ASPIRATION: A NEW APPROACH TO SPECIAL EDUCATIONAL NEEDS AND DISABILITY

24. JOINING THE AGENDA FOR CHANGE The White Paper - The Importance of Teaching 2010  free teachers from constraint and improve their professional status and authority  raise the standards set by our curriculum and qualifications to match the best in the world  hold schools effectively to account for the results they achieve  ensure that school funding is fair, with more money for the most disadvantaged  support teachers to learn from one another and from proven best practice The Education Bill 2011  Role of the Local Authority  Academies and Free Schools The Green Paper - Support and Aspiration: A new Approach to Special Educational Needs and Disability  5 chapters

25. ROLE OF LOCAL AUTHORITY Strong strategic role as champions for parents and families, for vulnerable pupils and of educational excellence Promote a good supply of strong schools – encouraging the development of Academies and Free Schools Ensure fair access to all schools for every child. Stand up for the interests of parents and children. Support vulnerable pupils – including LAC, those with SEN and those outside mainstream education. Support maintained schools performing below the floor standards to improve quickly or convert to Academy status with a strong sponsor. Develop their own school improvement strategies – market their School Improvement Services to all schools.

26. ROLE OF LOCAL AUTHORITY LA role as convenor of local services also means that they are best placed to act as the champion for vulnerable pupils in their area Ensure that children with SEND can access high-quality provision that meets their needs Responsible for funding provision for pupils with statements of SEN. Free to develop new and innovative approaches to providing services and deploying resources. Act as the corporate parent for LAC – with a key role in improving their educational attainment

27. ACADEMIES Academies DO NOT receive a share of local authority funding in the following areas:  educational psychology services;  SEN administration, assessment and co-ordination;  parent partnership services, guidance and information;  monitoring SEN provision;  SEN transport;  support for inclusion between mainstream & special, and  PRUs, education out of schools and excluded pupils. Academies DO receive a share of funding which is for:  centrally provided SEN support services;  behaviour support services;  therapies and other health related services; and  education and welfare services. Note – LA funding protected re SEN support services in 2011-12

28. GREEN PAPER - THE CASE FOR CHANGE Around two million children and young people identified as having a special educational need or who are disabled; Their life outcomes are disproportionately poor; Post-16, young people with SEN are more than twice as likely to be not in education, employment or training (NEET) as those without. They can feel frustrated by a lack of the right help at school or from other services; Children’s support needs can be identified late; Parents say the system is bureaucratic, bewildering and adversarial; and Parents have limited choices about the best schools and care.

29. GOVERNMENT’S VISION A radically different system that: Supports better life outcomes for young people Gives parents more confidence By giving them control Transfers power to front-line professionals and to local communities The Green Paper proposes: A new approach to identifying SEN A single assessment process and ‘Education, Health and Care Plan’ A local offer of all services available Parents to have the option of a personal budget by 2014 Giving parents a real choice of school Greater independence to the assessment of children’s needs

30. THE GREEN PAPER – FIVE CHAPTERS ChapterTitle 1 EARLY IDENTIFICATION AND ASSESSMENT 2 GIVING PARENTS CONTROL 3 LEARNING AND ACHIEVING 4 PREPARING FOR ADULTHOOD 5 SERVICES WORKING TOGETHER FOR FAMILIES

31. 1. EARLY IDENTIFICATION AND ASSESSMENT Children’s needs should be identified as early as possible so that the right support is put in place for them and their family. Government proposes to:  help professionals identify problems as they emerge, with a robust system of early checks for children involving education, health and social care  put in place a reformed assessment process for children with complex needs, with a single multi-agency approach and ‘Education, Health and Care Plan’ for 0-25, focusing on outcomes, giving parents the same statutory protection as the current statement of SEN  in the meantime, speed up the process for families, by reducing the time limit for statutory assessments

32. 1.EARLY IDENTIFICATION AND ASSESSMENT To work towards this, Government will: test how to reform the statutory SEN assessment and statement system to create an ‘Education, Health and Care Plan’ through local pathfinders explore whether the voluntary and community sector could coordinate assessment and bring greater independence to the process

33. EDUCATION, HEALTH AND CARE PLAN By 2014, all children who would currently have a statement of SEN or learning for further education and skills training should have a single statutory assessment process and ‘Education, Health and Care Plan’, from birth to 25. Makes clear who is responsible across education, health and social care for which services and includes a commitment from all parties to provide their services. Like a statement sets out needs but also set out learning and life outcomes Would be transparent about funding for support package

34. LOCAL PATHFINDERS Will focus on: Single assessment process less bureaucratic approach where agencies work together whether the voluntary and community sector could coordinate assessment and bring greater independence to the process Also explore: personal budgets mediation transition between phases and areas

35. 2. GIVING PARENTS CONTROL Parents to be at the heart of decisions made about their child and feel confident that support will be put in place. Government proposes to:  make services more transparent for families, with local services publishing a ‘local offer’ of what is available  strengthen the choice and control given to parents, with the option of personal budgets by 2014 for all families with children with a statement of SEN or a new single plan  support families through the system, with trained key workers to help parents navigate services  ensure parents have a real choice of a range of schools  ensure that parents and local authorities always attempt mediation before making an appeal to the Tribunal.

36. 2. GIVING PARENTS CONTROL To work towards this, Government will: local authorities and health services will explore how to extend the scope of personal budgets we will give parents of children with statements of SEN the right to express a preference for any state-funded mainstream or special school, including Academies and Free Schools.

37. 3. LEARNING AND ACHIEVING All children must receive a high quality education whether in mainstream or special schools. Government proposes to:  address over-identification of SEN with a new single early years- setting and school-based SEN category to replace School Action and School Action Plus  sharpen accountability on progress for the lowest attainers, introducing a new measure into school performance tables  better equip teachers and support staff to address SEN and poor behaviour through training and CPD  give schools more autonomy to innovate and transform SEN provision, and allow special schools to become Academies.

38. 3. LEARNING AND ACHIEVING To work towards this, Government will: produce clearer guidance on SEN identification support the best schools to share their practices continue funding SENCO training in 2011-12 introduce an indicator in performance tables that gives parents clear information on the progress of the lowest attaining pupils ensure that all maintained special schools will in due course have the opportunity to become Academies enable parents and members of local communities to establish new special Free Schools.

39. 3. LEARNING AND ACHIEVING For behaviour, Government will: Work with Anti Bullying Alliance to share best practice Evaluate the trial of the delegated funding to schools for alternative provision on pupils with SEN Exclusion guidance will suggest schools trigger multi-agency assessment for pupils not responding to normally effective behaviour management techniques Support to build the capacity of voluntary sector to contribute to TaMHS

40. 4. PREPARING FOR ADULTHOOD All young people should make a successful transition to adulthood and enjoy making a full contribution to society. Government proposes to:  increase the range and quality of learning opportunities;  provide effective help for young people to move into employment;  improve joint working across paediatric and adult health services, with GPs providing annual health checks for disabled young people over 16; and  help young people to live independently by working across government to build on the Independent Living Strategy.

41. 4. PREPARING FOR ADULTHOOD Government will take forward a programme of action so that by 2015 disabled young people and young people with SEN will have: early and well-integrated support for, and advice on, their future as part of the proposed ‘Education, Health and Care Plan access to better quality vocational and work-related learning options so that they can progress in their learning post-16 good opportunities and support to get and keep a job a well-coordinated transition from children’s to adult health services. Government will set out more detail on these plans by the end of the year.

42. 5. SERVICES WORKING TOGETHER FOR FAMILIES The Green Paper vision requires a strong role for local government alongside schools, health agencies and social care. Government proposes to:  set out a strong role for local authorities as champions of families and vulnerable children;  encourage greater collaboration between local authorities and between services in local areas; and  explore a national framework for funding specialist provision for children with SEN that improves consistency across areas and allows continued local flexibility.

43. 5. SERVICES WORKING TOGETHER FOR FAMILIES To work towards this Government will: explore with GP consortia pathfinders how best to commission healthcare services for disabled children and those with SEN reduce bureaucratic burdens by simplifying and improving the statutory guidance work with the educational psychology profession and local commissioners to review future training arrangements for educational psychologists provide targeted funding to voluntary and community sector organisations explore how the different funding arrangements for special provision pre-16 and post-16 might be better aligned.

44. NEXT STEPS Four-month period of consultation to 30 June and a period of testing proposals in local areas from September 2011. By June Government will invite expressions of interest from groups of local authorities to: Start piloting a new approach involving a single assessment process and plan, including testing how the voluntary and community sector can support this process Join the existing Individual Budget Pilots and how the scope of personal budgets could be increased Government will set out detailed plans by the end of the year. This will form the basis of any necessary legislative changes to be taken forward from May 2012.

45. QUESTIONS?