1. Wednesday 19 October 2016, Birmingham
Local area reviews and recent developments - Implications for SI services
Wednesday 19 October 2016, Birmingham
André Imich, SEN and Disability Professional Adviser, DfE

2. What does successful implementation of the Children and Families Act look like?
2. All parties meet their statutory duties
1. Co-production with children, young people and parents
3. Increased satisfaction with access to local services
8. Improved parental confidence
4. Accurate and timely identification of SEN and disability
7. More YP go on to post-16 education, training & employment
5. Improved attainment and narrowing of gap for CYP with SEND
6. Strong focus on those at SEN Support

3. Local area reviews - inspection arrangements
All local areas will be inspected, with an inspection interval of up to five years.
Inspection teams include a HMI, a CQC inspector and a local authority inspector.
A notice period – 5 days.
There will be re-inspection activity where this is appropriate.
Inspectors will review available national data as part of their preparation, including within area inspection outcomes from CQC and Ofsted.

4. Local Area Reviews - the focus of inspection
How effectively does the local area identify children and young people who are disabled and/or have SEN?
How effectively does the local area meet the needs and improve the outcomes of children and young people who are disabled and/or have SEN?
Judgements are about the performance of the local area since the implementation of the reforms in September 2014.
Important to note that this is a local area inspection and not a local authority inspection.

5. Local area SEND inspections
8 inspections completed in summer term.
Wide range of stakeholders involved – inc parents, young people, Independent Supporters, health and care professionals
Developmental as well as holding local areas to account
First reports - a range of areas of strength as well as areas for development
Highlight the importance of (a) evaluating impact and outcomes, and (b) the views of service users
Reports should be used alongside other intelligence to support and challenge progress
Key question for the local area – what are you doing to build on all the learning from the inspection, not just the findings in the published report?

6. General progress since Sept 2014
All LAs have a local offer in place
All LAs have a new EHC needs assessment pathway,
All LAs are issuing EHC plans - 59% of new EHC assessments completed within 20 weeks
All LAs making progress with transfers of statements to EHC plans - 29% of all statutory plans now EHC plans
89% of LAs report joint commissioning in place
79% of LAs report that some or all of their schools have an information report published
Ofsted/CQC area inspections have started

7. The new SEN system – Key elements
1. Involvement of children, young people and parents

8. Strategic Planning - Engagement of children, young people and parents – Summer Survey 2016

9. Engagement of children, young people and parents in planning own provision – Summer Survey 2016

10. The new SEN system – Key elements
2. A clear, transparent local offer of services for all CYP with SEND
1. Involvement of children, young people and parents

11. Our local offer……………
When did you last really look at/ your local offer?
What’s really good about it?
What needs to be improved urgently?
How can more parents be encouraged to use it?

12. Our local offer – testing it out
Can families understand from our local offer what the sensory impaired service does, and how they can access it?
Can I find information about what support and provision my LA provides for autism?

13. The new SEN system – Key elements
2. A clear, transparent local offer of services for all CYP with SEND
1. Involvement of children, young people and parents
3. SEN Support - all state-funded schools inc academies), colleges, early years

14. % with SEN (not statements/ECH plans) 2005-16

15. Making SEN Support work - Schools
A quality SEN Information Report
Trained workforce, inc SENCO – quality first teaching
Clarity about provision it makes
High aspirations for all
Improving outcomes for SEND
Parental engagement

16. School Information Report - Key questions
Is the School Information Report easy to find?
Does it cover all 14 required areas?
Is it up-to-date/ Has it been reviewed annually?
Is it easy to understand?
Does it convey a welcoming message?
Does it mention support from sensory services?

17. Making SEN Support work - Local authority
LAs must set out the responsibilities for special educational provision made from school, early years and post-16
Clear arrangements for accessing support services, e.g. specialist teachers/ support services; EPs; CAMHS; therapists
SENCO and class teacher, with specialists, involving the pupil’s parents - focus on evidence-based effective teaching approaches, equipment, strategies and interventions.
Support systems for SENCOs
Recognising and publicising good practice

18. Activity to develop and maintain effective SEN support systems in schools

19. The new SEN system – Key elements
2. A clear, transparent local offer of services for all CYP with SEND
1. Involvement of children, young people and parents
3. SEN Support - all state-funded schools inc academies), colleges, early years
4. LA, health and care services to commission services jointly
5. Coordinated assessment; Education, Health and Care Plan

20. Total numbers of statements and EHC plans
2014 –
Statements
2016 –
EHCPs +SSENs
Change
England
237,110
256,315
+8.1%
Proportion of population with statements/ EHC plans remains the same:
2.8% in 2010 and 2.8% in 2016

21. % EHC plans issued within 20 weeks (excluding exceptions) 2015
England
Average
59.2%
Range
0-100%
>70%
44% (67 LAs)
31-70%
32% (49 LAs)
<30%
24% (36 LAs)

22. Barriers to completion of 20 week statutory EHC assessment timescale

23. Transfers - % with statements who were issued with EHC plan by 21/1/2016
England
Average
18.2%
> 33% of total
15% (22 LAs)
11-33% of total
64% (100 LAs)
< 10% of total
21% (32 LAs)

24. Progress towards a full EHC plan system
By Jan 2016, 29% of all statutory plans
for 0-25 year olds
were EHC plans

25. Confidence that all statements will be transferred by April 2018 (Summer 2016 surveys)

26. A good Education Health and Care (EHC) plan
Meets the requirements of the Act, regs and the Code.
Describes positively what children and YP can do
Clear, concise, understandable and accessible
Is co-produced
Sets good, relevant outcomes
Tells the child or young person’s story well/ coherently
Needs
Outcomes
Provision
Aspirations

27. EHC plans/ Statements – Changes in placements

28.
Parents generally reported that they liked the new philosophy behind the reforms - which promote:
being involved - with a person-centred approach, in which their opinions are listened to and respected;
their child being at heart of process;
professionals taking a multi-agency approach;
developing an holistic view of their child;

29. EHCP - Parent feedback, 2016
“What was most improved was the involvement of Philip whose opinion was listened to and taken into consideration. It made a big difference”
The EHC plan “is less convoluted and confusing…… Not just a name or an age”
“This new openness means she has a real chance of achieving her outcomes”
“I couldn’t have asked for more. The plan describes our child exactly and all the information and help, support is exactly what he needs. I have complete faith that he has a fantastic team……….”

30. The new SEN system – Key elements
2. A clear, transparent local offer of services for all CYP with SEND
1. Involvement of children, young people and parents
3. SEN Support - all state-funded schools inc academies), colleges, early years
6. Statutory protections for 16-25s; focus on preparing for adulthood
4. LA, health and care services to commission services jointly
5. Coordinated assessment; Education, Health and Care Plan

31. How far post-16 providers are re-organising provision to meet the needs of all young people with SEND

32. EHCPs post-19 – Key messages
No automatic entitlement to continued support at 19 or an expectation that those with EHCP should stay in education until 25.
Some YP with EHCP may need longer in education or training to achieve their education and training outcomes
For those who need more time, aim of FE is preparing for adulthood within an adult orientated environment
Should include opportunities to:
experience the world of work
develop independent living skills and ability to make independent choices and decisions in an adult context
LAs must not cease EHCP simply because YP turns 19

33. Moving into year 3 – Support services actions
Co-production with parents
Ensure person-centred approaches to planning/ reviews
Parent feedback – regular, published
Review and further develop local offer – with parents, children and young people
Focus on priority points (Y6, Y9, school leavers)
Monitor & evaluate impact of SEN support on progress
Improve support for post-16 transition/ post-19 landscape
Using benchmarking data to evaluate impact and identify evidence-based practice.