Building capacity for inclusion in mainstream schools and colleges Mike Stoneman Deputy Director of Children, Families and Education, Portsmouth City Council Julia Katherine Head of Inclusion, Education, Portsmouth City Council

Ordinarily Available Provision Provision that the LA expects to be made available Coproduced with SENCOs Extensive consultation with head teachers and partners At the beginning of implementing the reforms – through SENCO Network and seconded sencos form primary and secondaries schools Identified the range of provision that schools provided. Inc specific packages, resources, focus on evidence based interventions. Comprehensive resource - completed in Dec 2015 11 documents - 16 appendices – zipped file Summary published on LO but whole document not available – “working document for SENCOs” End of 2017 began a review and update Research what other authorities were doing – found a number of examples – particularly impressed with Norfolk – with their consent, I adapted that All SENCOs involved through Network Task and finish group – went through with a fine toothed comb Consulted with all Heads – positively received. Parent reps involved through participation in networks and groups

Partnership with parents and carers Pastoral Assessment Partnership with parents and carers Pastoral Physical and sensory environment Teaching and learning strategies Resources Staff skills and training Transition and Transfer Broadly speaking much of this section will be an integral part of the schools provision for all children. They outline some of the practices and adaptations that are part and parcel of quality first teaching. The provision and strategies outlined in this section may be required for children and young people with SEN and / or disabilities but will undoubtedly be of benefit to many of the learners in the setting.

The Physical and Sensory Environment

This should be in addition to the expectations in section one. We have separated this section by the four areas of need set out in the Code of Practice. Many learners may have needs across more than one category and certain conditions may not fall neatly into one area of need. When reviewing and managing special educational provision the four broad areas of need may be helpful as a guide to ensure you can provide support across these areas. This should be in addition to the expectations in section one. This should be in addition to the expectations in section one.

Approaches and Strategies to support each area of need Resources, Advice and Consultation available Identified barrier and/or need: Provision and/or strategies We have separated this section by the four areas of need set out in the Code of Practice. Communication and Interaction Cognition and Learning Social Emotional and Mental Health Physical and Sensory Approaches and Strategies Resources, Advice and Consultation Available Identified barrier and/or need: Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the learners

Inclusion Quality Mark Identified as a need by the Inclusion Group Developed in partnership with schools Currently being trialled

SEND outreach offer to schools Aims to increase the capacity, capability and confidence of mainstream schools to support pupils with SEND To ensure that all class teachers have the knowledge and skills to deliver the provision and strategies within the OAP guidance and Schools Therapy Pack To provide advice and reassurance to SENCO’s / class teachers To provide expert advice and child specific holistic strategies Overview of offer Telephone advice line Easily accessible and timely advice, support and resources from colleagues with knowledge and experience of supporting pupils with SEND in mainstream schools e.g. experienced SENCOs Specialist advice, support, resources and child level assess, plan, do and review interventions - Expert champions Integrated multi-agency offer City wide and school based training offer / programme as commissioned by the SEND Implementation group

Remodelling Inclusion Centres and specialist provision Inclusion Centres within mainstream schools Communication and interaction – Devonshire Infant Southsea Infant Portsdown Primary Victory Primary ASD – Milton Park Primary Trafalgar Sensory Impairment Northern Parade St Edmunds SEMH/AP Flying Bull Special schools Mary Rose – all through SLD & PMLD Cliffdale – primary SLD & ASD Redwood Park – secondary SLD & ASD The Harbour School – SEMH, AP & Medical Willows – nursery and Year R

SEND Review Project 2018 - overview SSIF R2 successful bid involving 22 schools in Portsmouth Focus on pupils on SEN Support in KS2 and KS4 in Portsmouth who are significantly underperforming compared to statistical neighbours / national Working with Challenge Partners implemented a SEND Review Project whereby NLEs and SLEs worked with schools to raise standards through a bespoke package of support and training using an evidence based, quality assured and collaborative approach KPIs focused on six themes: improving outcomes; leadership; teaching & learning; engaging with families; identification, monitoring & tracking; and developing provision Led by David Bartram, Project Lead Specialist SEND consultant; Alison Beane, SEND Specialist, Portsmouth TSA; Lesley Cox, HMI, National Lead for SEND; Alison Robb-Webb, Ofsted inspector and coach, Oxford Uni; SEN Leaders / SLEs (both external and from Portsmouth) with a track record of outstanding practice in SEND

SEND Review Project – aims Increase the confidence and competence of practitioners in mainstream schools in meeting the needs of children and young people with SEND Enable schools to clearly identify areas for improvement and to develop robust improvement plans Embed a focus on SEND into everyday school improvement Improve outcomes for pupils with SEND

SEND Review project – outline of programme Briefing for Heads, SENCOs and Chairs of Governors of participating schools; followed by training for SENCOs Schools conduct self-evaluation / pre-project SEND audit SEN Leaders / Coaches visit each school – five visits in total during the course of the year to review self-evaluation, review progress, identify CPD needs and arrange additional support (through SLEs and PENSP) QA visits Networking events for SEN Leaders and SENCOs to come together and share best practice Regional SEND CPD event 8th November 2018 Independent evaluation

SEND Review Project – early feedback / impact All participating schools provided evidence of progress towards the project’s 28 KIPs in the 6 thematic areas. Highlights included: Improvements in behaviour / school attendance / exclusions – expect attainment and progress to improve SENCOs developed both generic skills (in peer coaching) and specific skills / knowledge (relating to SEN and inclusive practice) Active involvement of school leaders was crucial Very positive feedback about peer coaching – an essential component of a school-wide community of professional learning Provided opportunities for school participants to develop as middle / senior leaders and be more confident in decision making in respect of SEN Growth in whole school commitment to SEN – greater involvement of non-specialist staff Sharper and more strategic approach in identification and monitoring Better engagement with families

Questions for discussion How do we balance the need to create additional special school places and the need to build mainstream school capability, capacity and confidence? How do we build parental confidence in mainstream schools? Please share examples of good practice from your local area