1. The inspection of local area responsibilities for disabled children and young people and those who have special educational needs Mary Rayner HMI Lesley Cox HMI Charlie Henry HMI National leads for disability and special educational needs Lea Pickerill Lee McWilliam Children Services Inspectors, CQC Autumn workshops, 2015

2. Introduction The Department for Education has asked Ofsted and the Care Quality Commission (CQC) to inspect local areas on their effectiveness in fulfilling their new duties. The framework for this new inspection is currently being developed and Ofsted and CQC are currently speaking with a wide range of stakeholders. We are keen to gather the views of parents and carers. The following description of the inspection has not been finalised. There will be a formal consultation about aspects of the inspection soon.

3. Successful implementation of the reforms The reforms include many structural changes, including  special educational needs (SEN) support  a requirement for local authorities and their health partners to jointly plan and commission education, health and care services  education, health and care needs assessments and plans personal budget  responsibility for young adults up to 25 years old where they remain in further education or training  the publication of a local offer in each area.

4. Successful implementation of the reforms  In order to achieve these local areas must work in partnership with these children and young people, and their parents and carers to understand their needs so that outcomes can improve.  Early years providers, schools and colleges must also work in partnership with the local authority and social care and health services to identify and meet these needs effectively.  Education, health and social care services must work closely together to jointly commission the support and services their children and young people require, including where these are not located in the same area.

5. Successful implementation of the reforms  Focusing on the needs of children and young people who have an education, health and care plan cannot be at the expense of providing for those others who require support but who do not need a plan.  Early intervention and timely support can prevent some children and young people from needing an education, health and care plan at a later stage.  Each local authority must set out the support it expects to be available in its local offer and ensure that this information is accessible. The local offer needs to be well communicated to relevant parties and properly understood.

6. Successful implementation of the reforms  Above all, local areas must know whether their provision is improving outcomes for children young people or not. They must agree aspirational yet realistic targets for young people and monitor their progress towards achieving them. The setting and reviewing of goals or targets must involve children and young people and their parents and carers.

7. Successful implementation of the reforms  The local authorities surveyed had, overall, made a good start in getting ready to implement the reforms.  Most were prepared for the transition to education, health and care plans as required and had worked with healthcare partners to jointly commission services to meet the area’s needs.  All of the areas surveyed understood the importance of effective early intervention.

8. Successful implementation of the reforms  Most had appointed senior managers to oversee implementation. They had generally engaged well with their partners, especially with representatives of parents and carers.  The local authorities recognised that the effective implementation of the reforms will take time.  Many, but not all, set out a process of ongoing review and improvement based on rigorous and regular evaluation, the identification of the most effective practice and feedback about things that had been less successful.

9. Successful implementation of the reforms However, some important aspects of the reforms were, at the time of the survey, insufficiently, or only partly, developed, namely:  the participation of children and young people and their parents and carers in decision making about local provision  the effectiveness of communication with partners about the reforms  identifying and meeting social care and health needs

10. Successful implementation of the reforms  monitoring the identification of special educational needs  consistency of agreements with education providers about their contribution to the local offer  monitoring of the impact of early intervention  a lack of shared understanding of what constituted ‘good progress’ for the lowest attaining children and young people and for personal and social skills development

11. Successful implementation of the reforms  a lack of focus on achieving good outcomes in health and social care  the development of personal budgets  transition to adult social care and health services and where young people receive services from different local areas  joint commissioning arrangements.

12. Proposed focus for inspection  How effectively does the local area identify children and young people who are disabled and/or have special educational needs?  How effectively does the local area meet the needs and improve the outcomes of children and young people who are disabled and/or have special educational needs? These judgements are to be made about the performance of the local area since the implementation of the reforms in September 2014. It is important to note that this is local area inspection and not a local authority inspection.

13. Effective identification of need The evaluation includes children and young people who require SEN support and those who have education, health and care plans.  Timeliness  Usefulness (to inform planning/teaching/other provision; and as a baseline to set targets for progress/improvement, and evaluate the effectiveness of support)  Engagement with children and young people (participation and communication)  Engagement with parents/carers (participation and communication)  Effectiveness of involvement and communication with others, as appropriate  Effectiveness of local area arrangements in providing evidence that needs have been identified

14. Effective identification of need  How would your area demonstrate it effectively identifies disabled children ands young people and those who have special educational needs?  Would this information identify areas of strength, where further improvements need to be made and where the situation is improving or deteriorating? And across education, social care and health needs?  Is there information that is available but not currently used that would contribute to your self-evaluation?  Is there information that is not currently available that would be valuable?  Is the information sufficiently specific to allow consideration of different groups of children and young people, and their services and providers?  Does your information show convincingly that children and young people, and their parents and carers are properly involved in identification? And are satisfied with their experience?

15. Effectiveness in meeting needs  Satisfaction by children and young people in the progress they have made  Satisfaction by parents/carers in the progress made.  Outcomes for children and young people - progress made, towards high expectation targets (towards age expectations for skills/knowledge/understanding, and preparing for adulthood to include progress to higher education or employment, independent living, participating in society, being as healthy as possible in adult life)  Effectiveness of local area arrangements in providing evidence that needs have been met (as above)

16. Effectiveness in meeting needs  How would your area demonstrate it effectively meets the needs of disabled children and young people and those who have special educational needs and improves their outcomes?  progress made, towards high expectation targets  progress to higher education or employment  independent living  participating in society  being as healthy as possible in adult life  Would this information identify areas of strength, where further improvements need to be made and where the situation is improving or deteriorating? And across education, social care and health needs?

17. Effectiveness in meeting needs  Is the information sufficiently specific to allow consideration for different groups of children and young people?  Does your information show convincingly that children and young people, and their parents and carers are satisfied with the outcomes?  Does the information demonstrate convincingly that children and young people, and their parents and carers are properly involved in the area’s strategy for meeting needs, and in reviewing its effectiveness?

18. Proposed inspection arrangements  All local areas will be inspected, with an inspection interval of up to five years.  Inspection teams will include a HMI, a Care Quality Commission (CQC) inspector and a local authority inspector.  Inspectors will review available national data as part of their preparation, including within area inspection outcomes from CQC and Ofsted.  It is expected that local areas will know how effective they are and will be able to demonstrate this.

19. Proposed inspection arrangements  The field work is likely to include discussions with elected members, key local area officers from health, education and social care, and meetings with leaders of early year settings, schools and colleges, and specialist services.  Visits will be made to a range of providers and services. These visits will not inspect the provision but focus on their understanding and participation in meeting the area’s responsibilities.  Inspectors will look at children and young people’s files to contribute to their evaluations.

20. Proposed inspection arrangements  There will be a strong emphasis on gathering the views of young people, and parents and carers, involving:  Meetings during visits to early years settings, schools and colleges.  Meeting with established parent and carer groups  Meeting with any reference groups established by the local area.  A webinar for parents and carers during the inspection.

21. Proposed inspection arrangements  There will be a narrative evaluation report following the inspection. There will not be an overall effectiveness grade.  Local areas will need to produce an action plan  There will be follow-up inspection activity where this is appropriate.  As appropriate, the findings of the area inspection will contribute to other CQC and Ofsted inspection activity.

22. Your views are sought:  Is the focus for inspection right?  Are there other important local area responsibilities that need to be considered by inspectors?  How can we best gather the views of children and young people, and parents and carers during inspection?

23. The following Slides have not been produced by OFSTED How the inspections will work  They start May 2016  The lead inspector will be the HMI. They will phone the director of education on the Thursday and the 5 day inspection will start on the Monday  The first two days will be in the local authority office based with stakeholders from schools, etc.  The Wednesday and Thursday will be an inspection of schools  A sample of school files and paperwork will be inspected

24. How the inspections will work  The inspection will be leadership and governors not teaching and learning  The Friday will be summing up and feedback  there will be no judgments and no overall grade it will be in two, identification and effectiveness of meeting needs  12 providers will be inspected, 3 primary, 3 secondary, SEN schools, PRUs, Children’s centres.  It will be Ofsted deciding where they will visit not the authority  The inspection can trigger a section 8 inspection if there is an issue with safeguarding

25. How the inspections will work  Inspectors will review available national data as part of their preparation, including within area inspection outcomes from CQC and Ofsted.  visits to schools will not inspect the provision but focus on their understanding and participation in meeting the area’s responsibilities  Inspectors will look at children and young people’s files to contribute to their evaluations  There will be a strong emphasis on gathering the views of young people, and parents and carers  As appropriate, the findings of the area inspection will contribute to other CQC and Ofsted inspection activity.

26. SEN Information report http://www.clerktogover nors.co.uk/sen- information-report/ SEN Information report

27.  the kinds of SEN that are provided for  policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools)  arrangements for consulting parents of children with SEN and involving them in their child’s education  arrangements for consulting young people with SEN and involving them in their education  arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review SEN Information report must include:

28.  arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society  the approach to teaching children and young people with SEN  how adaptations are made to the curriculum and the learning environment of children and young people with SEN  the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured

29. SEN Information report must include:  evaluating the effectiveness of the provision made for children and young people with SEN  how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN  support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying  how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families  arrangements for handling complaints from parents of children with SEN about the provision made at the school