1. SEND CONFERENCE

2. Welcome and Introductions
Linda Clegg, Director of Children’s Services

3. Blackburn with Darwen Council’s Draft SEND Strategy

4. SEND Strategy Refresh

5. SEND Strategy Questions
What services/Support do you feel would improve outcomes for children and young people with SEND in your school?
Which school contributions to the 0-25 SEND Reforms should be reflected in the strategy?
Are there any key priorities you feel should be included in the strategy
What are drivers for change from a school perspective?
Is there anything else you feel would be important to include?

6. SEND local area inspections and what this means for schools
Sue Hayward, Service Lead SEND

7. SEND Local Area Inspections
To raise awareness of:-
Purpose of the inspection
Pre-inspection process
Scope of the inspection
Determining the effectiveness of a local area
Visits to schools
Post-inspection process
Next steps – what does this mean for schools

8. Purpose of the SEND Local Area Inspection
A local area is defined as the local authority, clinical commissioning groups, public health, NHS England for specialist services, early year’s settings, schools and further education providers
How well the area fulfils its responsibilities towards individual children and young people who have special educational needs and/or disabilities from the age of 0-25 years.
The inspection framework is designed to test the local area’s response to individual needs by assessing how well it helps all children and young people with SEND and how the impact of the work by the local area supports better outcomes for children and young people

9. Pre-Inspection Process
Lead HMI will contact the local authority’s Director of Children Services 5 working days prior to inspection
The Local Authority must appoint a nominated officer – single point of contact for the lead HMI for all agencies
CQC Inspector will then contact the Chief Executive of CCG
Lead HMI will contact Parent Carer Forum and SEND Information, Advice and Support Service to ensure that they inform parents and carers of the inspection

10. Scope of the Inspection
The inspection covers all children and young people with special educational needs and disabilities who are being considered, assessed, or receiving support – EHCP, SEND Support
Inspectors will also pay particular attention in gathering evidence about how needs are identified and met for groups of children and young people whose specific circumstances require additional consideration as set out in the SEND Code of Practice – Chapter 10, Page 208

11. Determining the effectiveness of a local area
Expectation – The starting point for the inspection is the expectation that the local area should have a good understanding of how effective it is, including any aspects of its responsibilities that require further development

12. Determining the effectiveness of a local area
inspectors will gather evidence for three primary questions:-
How effectively does the local area identify children and young people who have special educational needs and/or disabilities?
How effectively does the local area assess and meet the needs of children and young people who have special educational needs and/or disabilities?
How effectively does the local area improve outcomes for children and young people who have special educational needs and/or disabilities?

13. Visits to Schools
Teaching and learning will not be observed. No evaluations will be made about the overall quality of the individual schools visited
The purpose of the visits and discussions are:-
To discuss with leaders, managers and staff their contributions to and understanding of, the local area’s evaluation of its own effectiveness
To gather the views of children and their parents and carers
To sample young people’s files and other relevant sources of
information to confirm or otherwise the local area’s own evaluation .

14. Post Inspection Process
The inspection is not graded – the report will identify areas of strength and areas where improvements need to be made, including any urgent priority areas for improvement
Where a written statement of action is required (identification of significant areas of concern) DfE will work closely with DoH and NHS England, where relevant, to provide appropriate challenge and support to the local area to bring about necessary improvements – timescale 12 months
Final feedback meeting at the end of the 5 days – DCS, Chief Executive, Lead member with responsibility for SEND, local area nominated officer, senior managers from LA, Chief Executive CCG, senior health service managers, representatives of the local area’s education, health and social care providers and services

15. Next Steps School Local Offer and BwD Local Offer
Qualified teacher designated as SENCO for the school
Accuracy of data
Person centred reviews – voice of the child ( are we capturing their aspirations), support from LA and Health
Gathering feedback from parents and pupils with SEND
How well are children with SEND both on EHCP and SEND support achieving compared to non SEND children?
Focus on vulnerable groups eg LAC with SEND
Attendance and exclusions of SEND
Can you evidence both progress and improved outcomes for children with SEND?

16. SEND CONFERENCE

17. SEND Data
Vikki Dugdale, Intelligence Officer

18. SEN Data Statutory Assessment statistics Data reliability
SEN information in School Profile
Demographics 0-25
Characteristics of school age pupils
Some statistical neighbour comparisons
Primary School Assessment data 2016
Fischer Family Trust website - FFT Aspire

19. Requests for Statutory Assessment – 1st Sept 2015 to 31st August 2016
NC Year
LA Referral
School Referral
Total
Nursery 1 1
Nursery 2 4
Reception 61
NC Year 1 20 24
NC Year 2 2 12 14
NC Year 3 7 15 22
NC Year 4 13
NC Year 5 10
NC Year 6 6
NC Year 7 11 25
NC Year 8 3 5
NC Year 9
NC Year 10
NC Year 11
128 82
210
Type of Special Need
LA Referral
School Referral
Total 4
Speech, Language Communication Needs 38 20 58
Social, Emotional And Mental Health 15 40 55
Moderate Learning Difficulty 21 11 32
Autistic Spectrum Disorder 23 3 26
Physical Disability 13 1 14
Severe Learning Difficulty 6 7
Hearing Impairment
Profound Multiple Learning Difficulty
Specific Learning Difficulty 2
Visual Impairment
128 82
210
Age at time of referral to panel
Specific Learning Difficulty 3     9.8
No Category  4    
Autistic Spectrum Disorder 26     6.5
Hearing Impairment 4    
Moderate Learning Difficulty 32     7.8
Physical Disability 14    
Profound Multiple Learning Difficulty 4     3.4
Severe Learning Difficulty 7     6.1
Social, Emotional And Mental Health 55     9.3
Speech, Language Communication Needs 58     5.5
Visual Impairment 3    
Total 210    

20. Final EHC plans issued – 1st Sept 2015 to 31st August 2016
Type of Special Need
New EHCP
Transfer to EHCP
Total
Speech, Language Communication Needs 58 4 62
Social, Emotional And Mental Health 44 17 61
Moderate Learning Difficulty 27 26 53
Autistic Spectrum Disorder 34 51
Physical Disability 16 20
Severe Learning Difficulty 15 19
Hearing Impairment 7 14
Visual Impairment 8
Profound Multiple Learning Difficulty 2 6
Specific Learning Difficulty
Other 1
201 96
297

21. SEND Data School age pupils from January School Census
0-25 dataset = Census data + additional LA data for pupils with an EHCP, Statement or IPRA not included in the school census
The LA data and school data didn’t always match!

22. Pupil Level School Census (PLASC) information relates only to the 26,620 pupils who were, as of January 2016, attending maintained schools and academies in the LA area, whether resident here or not. Of these, 4,326 pupils receive SEN Support in school, 297 are identified by school as having a Statement, and 342 are classified as having an EHC Plan.
Tribal SEN reports comprise 784 of these pupils plus an additional 235 children and young people at Code of Practice (CoP) Stage 4 and above that do not appear in the School census, either because they are older or younger than school age, or due to placement outside the borough, in independent and non-maintained settings or educated otherwise than at school.
Tribal and census data doesn’t always match - notably, there is a very significant tendency for pupils recorded as Moderate Learning Difficulty (MLD) in Tribal to be listed as Speech, Language and Communication Needs (SLCN) in the census and for pupils listed as SLD in Tribal to appear as PMLD in the census.
The graph shows the category recorded in SEN Tribal at Stage 4 and above along the horizontal axis, with the bars showing the split between matching (green) and non-matching (yellow) primary categories in the School Census. The grey section of the bars represents those 235 children and young people not appearing in the BwD school census as described above.

23. Action to improve SEND Data quality
School Profiles sent to all schools with a request to review SEN categories and agree high needs pupils with the LA
Check at each annual review if category is still appropriate, discuss with LA if not
Guidance on how to record SEN pupils in SIMS to improve census accuracy and consistent recording across schools
Please avoid “Other”
IPRAs should be recorded as K – Use top-up funding indicator

24. How can we use the data? Planning support services
Planning for training needs
Identifying patterns
Forecasting trends over time
Measuring outcomes
EHCP progress scales in review paperwork
Are the outcomes appropriate? Should they be reviewed?

25. How can we use the data? Benchmarking, sharing best practice
Identify similar schools
Identifying potential areas of unmet need
School Profile highlights bottom quartile of pupils in the LA and pupils with uneven attainment across subjects
Progress data available now in FFT Aspire for KS2, more coming soon
Raises questions we might not have thought to ask

26. Demographics 0-25

27. Placement type (21st January 2016)
EHCP, Statement, IPRA, being Assessed
SEN Support
All Pupils with SEND
BwD Mainstream Primary/All-through
366
2705
3071
BwD Mainstream Secondary
197
1350
1547
BwD Special
222
FE College 71
Independent & non-maintained Special 65
Nursery/Children's Centres 5 63 68
Out-of-borough state-funded schools 58
BwD Alternative Provision 11 24 35
Educated at Home/no school place
Hospital School 1
Grand Total
1007
4142
5149
27 Service children in BwD schools, 26% SEN
1 EHCP, 4 SEN Support, 2 Statements

28. This 0-25 dataset includes pupils attending out of borough, independent and non-maintained schools, early years or post-16 settings, and pupils educated otherwise than at school in addition to pupils attending Blackburn with Darwen state funded nursery, primary, secondary and special schools and alternative provisions.
Locally, Speech, Language and Communication Needs are the most prevalent, with 28% of 0-25 year old pupils with an identified SEND having this as their primary category. The next largest group is Moderate Learning Difficulties (21%), followed jointly by Social, Emotional & Mental Health and Specific Learning Difficulties at 14% each.

29. Boys are more than twice as likely to have a Statement or EHC plan
Boys are more than twice as likely to have a Statement or EHC plan. In January 2016, 3.3% of boys and 1.5% of girls in BwD state-funded schools had a Statement or EHCP.
19.5% of Boys and 12.9% of Girls in BwD have SEN Support without a Statement or EHC Plan (as at January 2016). This has fallen from 22.9% and 15.6% respectively in January 2015.
Gender differences are most pronounced for pupils classed as ASD (approximately 5:1 in the 0-25 age group and 7:1 school age), SEMH (3:1) and SLCN (2:1), although boys are overrepresented in nearly every category.

31. Characteristics of school age pupils with SEND
Pupils with SEN are nearly twice as likely to be eligible for free school meals as those with no SEN (25.4% compared to 13.2%). Nationally, the proportion of eligible pupils with SEN is 27.2% (compared with 12.1% of those without SEN).

32. Approximately four-fifths of pupils in state-funded education provision within BwD live in the bottom half of areas nationally as measured by the Indices of deprivation affecting children (IDACI).
A cumulative distribution of pupils at each stage shows that pupils in the bottom half are more likely to have identified SEND than those in the top half, and where an SEN is identified, pupils in the bottom half are less likely to have a Statement or EHC plan rather than SEN Support relative to those in the top half.

33. Pupils with SEND open to CSC by level of provision
681 matched to BwD Education data
Under Assessment includes transition from one type of plan to another as well as new assessments

34. Pupils with SEND open to CSC by type of need
Percentages of pupils with each type of need e.g. a third of pupils with MSI are CIN

36. Age profiles by type of SEN and level of provision
Fixed Term Lunch Permanent
44.1% No SEN recorded
1.6% ASD 7
0.5% HI 2
5.5% MLD 24
0.2% NSA 1
1.6% OTH 7
34.5% SEMH
2.3% SLCN 10
5.1% SPLD 22
4.6% Unknown
Total
At the national level in 2013/14, pupils with SEN accounted for 6 in 10 of all fixed period exclusions and 7 in 10 of all permanent exclusions. For the same year in Blackburn, fixed period exclusions (where pupils were matched) were in line with this rate.
In the year from 1st June 2015 to 31st May 2016, there were 4 lunchtime exclusions, all of pupils with SEMH, and 7 permanent exclusions, all but one of which were pupils with a recorded SEN.
Over half of fixed period exclusions were of pupils with an identified SEN in the year from 1st June 2015 to 31st May 2016.

37. Separate charts show the percentage of boys and girls in each year group with SEN Support and a Statement or EHC plan, respectively.
SEN Support tends to peak around age 10 or 11, and pupils in the older age groups are more likely to have a Statement or EHC plan. This is in line with the picture nationally.
4,965 with SEND out of 26,620 total pupils or 18.65%. 4,326 SEN Support (16.25%), 639 Statement or EHCP (2.4%).

38. MLD
Moderate Learning Difficulty
874 SEN Support, 72 Statement or EHCP

39. SLCN Speech, Language, Communication Need
1344 SEN Support, 117 Statement or EHCP

40. SPLD Specific Learning Difficulty
724 SEN Support, 13 Statement or EHCP (all boys)

41. ASD Autistic Spectrum Disorder 71 SEN Support, 74 Statement or EHCP
16 in I&NMSS, mainly post secondary

42. SEMH Social, Emotional, Mental Health
596 SEN Support, 74 Statement or EHCP
Note fall at older secondary age – 45 SEMH in I&NMSS

43. Incidence by type of SEN Rate per 10,000 pupils
Blackburn with Darwen
England
Statistical Neighbours

44. Rate per 10,000 pupils in State-funded Primary, Secondary and Special schools
Total numbers derived from Statistical First Release 29 - Special educational needs in England: January 2016 local authority tables
Pupils in State-funded Primary, Secondary and Special Schools
Rates per 10,000 of any identified SEND by category – Pupils in state-funded schools only are:
England BwD
MSI
NSA
PMLD VI HI
SLD
ASD PD
OTH
SEMH
SPLD
MLD
SLCN