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

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

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

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

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

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

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

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

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

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

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

Any Questions?