SEND in Nottingham City 5th October 2016 Alison Weaver Janine Walker Fiona Gray

Aims of Session Provide up to date information about current levels of SEND and provision in the City Update re actions taken to implement the SEND reforms (inspection readiness) Discuss how we can meet the needs of pupils with in light of new legislation, the decreasing role of LA and increasing responsibility of MATs Consider how LA and schools will work in partnership to identify strategic priorities for pupils with SEND Agree a plan how schools and LA will take forward key priorities highlighted throughout the session Intro – aims to address questions raised in recent months/consider how LA and schools can work together in coming months to develop strategic approach to address challenges faced by city schools/children and families Finite resources From SEND review evident that All aware due to pressures on schools and LA with number of reforms, changing landscape it is some time since we have had open discussion Now in preparation for white paper and funding reforms, now we have taken on role as interim HoS as a key priority we agree we need to plan strategically with schools   Challenge today – scope of discussion – focus on key messages rather than detail – record more detailed information required for future focussed discussion/circulation of information Don’t want to fill 2 hours with presentation – looking for discussion Some slides to contain data – don’t really want to discuss in detail (but not shirking/avoiding questions)

SEN Support identification Proportion (%) of pupils with SEND, National and Nottingham Historically very high levels of identification – too high Work in preparation for new legislation, provision maps – framework for identification – based on “diagnosis” and also levels of intervention Provision maps providing framework for expectation for schools, published on local offer, which most schools refer to as their offer As a result – apparent significant fall in SEND support – coming more in line with national expectations and statistical neighbours Have we gone too far in some cases? Do some schools still have exceptionally high numbers? Where some schools still look very high/very low – support services working with schools to confirm their processes (up to schools but need to have clear rationale for Ofsted etc)

Types of need Key areas of need Significant discrepancies SEMH   National Stat neighbours Nottingham MLD Primary 25% 32% 30.1% Secondary 25.2% 32.5% 28.2% SEMH 15.5% 13.6% 18.3% 18.5% ASD 6.3% 5.3% 11.1% 8.3% 6.4% 11.9% SLCN 28% 27.3% 20.7% 10.3% 9.2% 6.1% Key areas of need Significant discrepancies SEMH Slcn – asd – is this about diagnosis ?

Outcomes (2015) Attainment Nottingham Early Years Foundation Stage attainment for SEN Support pupils is lower than national (2015) but in line with CIPFA neighbours. Around 21% - improved from 8% 2013, 16% 2014 Nottingham Key Stage 2 attainment for SEN Support pupils is better than national (2015) and better than CIPFA neighbours (50% to 43%) and improving (45% 2014) Nottingham Key Stage 4 attainment for SEN Support pupils is notably lower than national (2015) Nottingham Post 16 L2+ attainment for SEN Support is lower than national (2014).

Outcomes (2015) Progress In 2015, Nottingham pupils with SEN Support were most likely to make expected Key Stage 1-2 progress writing (89.6%) and exceeded national proportions (88.6%) for the same. In 2015, Nottingham pupils with SEN Support were most likely to make expected Key Stage 2-4 progress in English (42.7%), a lower proportion than that recorded nationally (54.7%) for the same. Progress at KS2-4 below national expectations but SEN/Non-SEN gap similar at SEN Support Level 2 qualifications by age of 19, including English and Maths 29% compared to 32.7% CIPFA neighbours (consistent trend) 19 year olds with level 3 qualification 21.7 compared to CIPFA 24.9%

Summary of High Needs Expenditure   £m HLN funding for mainstream schools 3.889 Special school budgets 9.911 SEN Resource Unit funding 0.471 Out of City (Net cross border, Independent Non-Maintained) 1.072 HHE PRU 1.379 Behaviour PRUs 3.461 Other HN block (e.g Post 16, Central services) 6.064 TOTAL HN Block 2016/17 26.247 Support services – including statutory services - £2m Transport £1m Post 16 £1m FAP etc £0.5m IASS/mediation ISG Average £8000 per pupil

SEND Provision Mainstream Pupils with HLN funding 475 (inc 72 with EHCPs) Focus provision 24 Deaf, 12 ASD Specialist City Special School places 515 in Aut 2016 (inc 45 Non-City residents) This is a 30% increase from 396 in 2010 (0-19 population increased by 5% over the same period) Pupils in Independent specialist placements 20 (11 of these placed for educational reasons) Notes a

SEND Provision – current developments Agreed expansion of Westbury school Primary Focus Provision for ASD Early work happening on a secondary MLD Focus Provision, including an offer from a host school Expansion at Oak Field – capital options being explored Supported Internship Pilot being run by Bulwell Academy and Mencap Narrative Reality vs perception, increasing investment population explosion – early years

Place planning SEN & Mainstream Pupil Place Planning Data Collection Data Review Current Projections / Forecasts Commissioning Strategies Commissioning Tools/strategies Narrative Reality vs perception, increasing investment population explosion – early years

AP Review Reasons for the AP Review Significant increase in exclusions Escalating and unsustainable costs with little evidence of positive outcomes Impact on pupils – safeguarding, educational outcomes and long term life chances White paper – expectation that schools will responsible and accountable for excluded pupils and their provision   Increase in exclusion 274% increase from 2012/2013 to 2015/2016 across all phases.

AP Review – where are we now Range of discussions and meetings with secondary and primary heads/senior leaders Draft SLA developed and being adapted to enable devolution of funding to secondary schools, linked to full cost recovery Primary Schools invited to submit expressions of interest to pilot early intervention provision with further development through 2016/2017 academic year.  

Education, Health and Care Plans Number of Statements and EHCPs 797 (Aut 2016) (Increased by 47% from 542 in 2010) The number of Statements and EHCPs remains low relative to other authorities as resources to support pupils with SEN are available in Nottingham City at SEN Support without the need for a Statement/EHCP. Numbers are increasing due to: Extension of the eligible age range to 0-25 Increase in demand nationally, generated by publicity surrounding the SEND reforms Increase in complex needs and survival rates Is it too low What would be the advantage of increased numbers

EHCP Assessment and Developments Positive feedback from stakeholders on person-centred processes Newly devised criteria for statutory assessment – consultation on draft document to take place at SENCo Network on 12th October Moderation Panel has representation from Education, Health and Social Care New Annual Review processes being developed to include Preparation for Adulthood from an early age, and improved links with universal and targeted health services

SEND Reforms – 2 years on The LA, schools and partner agencies have worked closely to ensure that all statutory requirements have been met. Key achievements include: Provision map framework in place to enable consistent identification at SEN Support All conversions of statements to EHCPs have been completed on time and final tranche will be completed ahead of schedule All EHCPs have been issued within timelines Feedback from children, families and schools indicates the process is now much more child centred Appeals to SENDIST remain low Workstream including all phases of education looking at preparing for adulthood Increased opportunities for meaningful employment and training progressing

Local Area Review - Inspection Inspection of SEND reforms implementation any time over next 5 years Peer Review – 3rd/4th November 2016 – preparation for inspection. Proposed key lines of enquiry: –statutory processes, Preparing for Adulthood/engagement of children and families Process – paperwork, focus groups, school visits for both – so will be contacting schools/settings

Discussion In your schools: (Fiona will do nice wording) What is working well for pupils with SEND What is not working well What are your priorities for development How can you as schools work together with the LA/other partners to support these strategic developments? Record names/schools volunteering to support developments  

Summary and next steps Emerging key themes Collation of information Triangulation of emerging themes with data and views of other key stakeholders Development of strategic plan and workstreams, involving schools representatives