1. Julie Killey Commissioning Service Manager
Key themes from inspections to date
Julie Killey Commissioning Service Manager

2. Reports published to date
The following Ofsted/CQC SEND Inspection letters have been released:
Brighton & Hove published 14 July 2016
Bolton published 14 July 2016
Gloucestershire published 3 August 2016
Nottinghamshire published 10 August 2016
Enfield published 24 August 2016
Hertfordshire published 7 September 2016
Stoke published 8 September 2016

3. Key Themes Key themes have been collated under the following headings:
Early Years
Health Themes
Public Health
Parents and Carers
Preparing for Adulthood
Social Care
Themes for schools
Short Breaks
These will be published on the Wiki – so if any colleagues find them useful you can download and amend for your own areas

4. Key themes continued
A number of key themes in the reports published to date link to the preparation inspections will do prior to arriving: This is included in the guidance: •outcomes for children and young people with special educational needs and/or disabilities in national assessments •attendance and exclusion information •data relating to the identification of special educational needs at special educational needs support and education, health and care (EHC) plan levels

5. information about the destinations after leaving school, including about young people not in education, employment or training (NEET) – the number of young people who are NEET in the area is reducing…
performance towards meeting expected timescales for statutory assessment
inspection reports for the local area,
the published local offer
the local authority short break statement e.g. individual support plans for short-breaks do not have clear and measurable outcome targets….
schools’ and nurseries’ published special educational needs information reports

6. the joint strategic needs assessment (JSNA) the JSNA has been revised to ensure current and emerging themes are communicated to the HWB
the joint health and well-being strategy
special educational needs and disability strategic plans devised and used by the local area – plans focus on measuring compliance rather that impact
the level of appeals to the First-tier Tribunal (Health and Social Care Chamber) (Special Educational Needs and Disability)
complaints to Ofsted and CQC
any relevant serious case reviews and outcomes
performance information published by the DfE and DoH – until recently CAMHS did not provide a full service to meet needs

7. Commissioning and performance data on delivery:
of healthy child programme (previous 12 months) staff within the healthy child programme are not required to access mandatory training for SEND
of school nursing service (previous 12 months) no access to a school nursing service that is operational all year round – not available in school holidays
on neonatal screening programme effective screening processes are in place to identify needs
on 0−25 services for child and adolescent mental health services (CAMHS), speech and language therapy, occupational therapy, physiotherapy (to include commissioned care pathways and specialist arrangements for children with SEND) some services such as OT are not well informed about the reforms

8. PfA Arrangements for transition need to improve
More work needs to be done for the 19 to 25 year old cohort
EHC plans need to have more of a focus on PfA and wider outcomes
More work to do on NEET figures for young people with SEND
Employment opportunities need improving on some areas

9. Social Care How effective is collaborative working?
Do all social care staff understand the reforms and have they accessed training?
Quality of social care input into EHC plans
Information sharing arrangements

10. Public Health
Impact of school nursing service on children and young people with SEND
How effectively PH and the services they commission work with settings, schools and wider partners
Evidence of the views of children and young people and parents and carers into their strategic plans and services
Training on SEND
Effectiveness if JSNA
Healthy child programme
Incorporation of SEND into specifications

11. Schools Evidence that the whole school are fully aware of the reforms
Attendance rates and exclusions
How effective schools work with the Local Authority and wider partners
Is the SENCO effectively supported
Evidence of how the school incorporates voice of the child & parents/carers into individual and strategic plans
How effective is the schools self-evaluation

12. Any Questions?