Candy Holder Head of Pupil Services Parent Forum SEND Strategy and SEND Support in Islington Candy Holder Head of Pupil Services

Local Context More Islington children per 1000 are placed in specialist settings than in similar Local Authorities [a local rise of 213 between 2010-2016, i.e. from 310 to 523] A higher % of children and young people with statutory plans (3.7% compared to 2.8% national and 2.9% for inner London) and at SEND Support: (15.3% at SEND Support compared to 11.6% national and 13.1% for Inner London A 40% increase in requests for EHC assessment locally in last 12 months Higher levels of exclusions from schools than Inner London and statistical neighbours, with twice no. permanent exclusion from 2015/16 to 2016/17 Autistic Spectrum Condition (ASC) and Social, Emotional and Mental Health (SEMH) provision are particular challenge areas; fewer pupils with ASC and SEMH are educated in mainstream settings than in comparator LAs; the majority of our out-borough independent school placements are for pupils with SEMH Notes:   EdMas consultants were commissioned to work with us to carry out a diagnostic review to inform the development of a strategic plan during the Summer 2017 Our local review has considered the above in the context of the four areas of need identified within the SEND Code of Practice, accepting that many children will have needs in more than one of these areas: Four areas of need: Communication and Interaction (including Autistic Spectrum Condition) Social, Emotional and Mental Health needs Learning and Cognition Physical and Sensory needs Main findings were….. ASC: Review undertaken by National Autism Society says we are bang on trend…a 1000 lemmings can’t be wrong…. SEMH: 20% of all new EHC assessments currently in progress are for SEMH – this is 3 times the proportion of the total SEMH cohort; SEMH have the highest unit cost of £24.4K] All suggests our continuum of SEMH support may not be meeting our local continuum of need, particularly if we count the large numbers we have in AP, PRU, Secure Units, offending who don’t show here…

Islington children in special schools

Main presenting need But… 20 PX 18 NRC Primary 73 NRC Secondary 118 Student at AP = 229 more students who might be included here

SEND Support / EHCPs

Requests for EHC assessment

Strategic response

Improving the SEND Support Offer Priority What will success look like? How will we measure success Improving the SEND Support Offer [Strengthening inclusion] Most SEND needs met in mainstream, supported by good inclusive practice All schools provide quality provision to meet the needs of children with SEND locally Schools work collaboratively to share good practice and make best use of resources Children, young people and parents have confidence in the local SEND Support offer Support services that help schools build ability to meet SEND. Number of Early Years children transferring to mainstream school % population 0-25 with EHCPs % population 0-25 with EHCPs EHE % appeals to First Tier SEND Tribunal % pupils attending state funded schools

SEND Support in Islington

The purpose of the handbook This handbook is written for schools and settings to help them to identify a child or young person’s special educational needs, the level of support they are expected to offer and how to arrange and monitor the support given. It also sets out expectations of what they must offer for the funding they receive. It is intended to help all schools and settings have the same approach, wherever they are in Islington. It is also an assurance to parents that their child will be given as much support as any other child with a similar need in any school or setting in Islington. It will also help parents to understand what a school is basing decisions on and help them ask informed questions.  

How to use the Handbook

Leaflets for parents

Support in mainsstream… Activity Support in mainsstream… Working well Not Working If only….

Activity

And finally…. SEND Parent Parliament What will the Pupil Parliament do? Respond on-line to consultations on current issues (e.g. short breaks statement) Give views on age / phase specific developments (e.g. early years, hearing impairment, transition) Vote on / approve content in the Local Offer Volunteer to take part in ‘task and finish’ (i.e. short term) groups to give a parents perspective Give feedback or raise any shared issues or concerns that may apply to a number of parents