1. OFSTED AREA Reviews-Lessons for Services Brian Lamb
Visiting Professor Derby University
NatSIP Associate

2. OFSTED and Commissioning
NATSIP was commissioned to look at the future role of the sector
Fundamental part of influencing commissioners is demonstrating quality and outcomes
What does good look like for a service-who judges-commissioners/OFSTED/users?
SEND Area Reviews give important insights to what is working and how to develop and position sensory support services

3. Quality, Outcomes, Impact
Part of influencing commissioners and funders is being able to demonstrate the Quality and impact of the service
There are many different ways to do this which we have been exploring as part of the commissioning work
One crucial aspect is external review of services by OFSTED-providers both a check and pointer to good practice

4. OFSTED AREA REVIEWS 49 now completed
OFSTED report of first 30 published and analysed and our work based on these-more analysis being undertaken
Possible to research all references to Sensory Support Services in the reports

5. What we did
Initial Analysis of all the reports pulling out all references to sensory support services or issues relevant to sensory impairment-22 direct mentions of services or issues
Thematic analysis of these
Second stage interviews (by Judy Sanderson) with some of the support services who have been featured as having good practice-seeking to understand the underpinnings to securing a positive assessment-report in preparation

6. OFSTED Comments-positive
Dorset. Procedures to identify children and young people with sensory and behavioural needs in schools have improved since Professionals who work in the area’s specialist services have increased the local area’s capacity by providing training and support for colleagues in schools. Consequently, most children and young people receive timely specialist support so that they make at least expected progress from their starting points.
East Sussex. Parents of children with sensory impairment report prompt and accurate identification of their children’s needs.
Greenwich. High-quality support from Greenwich services specialising in HI, VI and autistic spectrum disorders is consistently described as being of high quality by education settings and parents.
Halton. The work of visual impairment services, audiology, teachers of the deaf and school nurses are strengths of the local area. The quality of the support and provision that these services offer makes a positive difference to children and young people.

7. OFSTED Comments-Positive
Middlesbrough. There is a strong and effective multi-agency approach to assessing and meeting the needs of children and young people who have a hearing or visual impairment at the schools with an additionally resourced provision. Pupils at these schools spoke to inspectors about how the specialist support they receive is helping them to learn well and make progress.
Leeds. Parents and young people describe the benefits of school-based resourced provision. Children and young people access specialist support, including support provided by health services, while being included in all aspects of school life with other children. For example, in a resourced provision for deaf and hearing impaired children, deaf children learn about deaf culture that defines aspects of their lives that they have in common with other deaf people, while being included with their hearing peers.
Telford and Wrekin. The assessments of children’s and young people’s visual and hearing impairments are timely and effective in meeting the needs of children and young people.

8. OFSTED-Positive
Windsor and Maidenhead. Provision for children and young people who have a hearing or visual impairment is strong. For example, children who have a hearing impairment have greater access to a teacher of the deaf than is typical nationally. The quality of provision is reflected in the views of children and young people who are visually or hearing impaired and their parents. The vast majority reported positively about their involvement in designing their provision, and how this helps to secure strong outcomes.
Gloucestershire. SEN leaders work closely with advisory specialist teachers to ensure that mainstream staff deliver effective support to pupils with HI, VI and communication and interaction needs. This work is changing the culture in the local area schools, with a greater focus on delivering provision in pupils’ local community schools.
Hull. Services such as the autistic spectrum disorder (ASD) outreach service and the Integrated Physical and Sensory Service provide effective support and many health professionals give detailed and helpful advice.

9. OFSTED-Challenges
Southampton. Provision for those who have hearing or visual impairments has been negatively affected by recruitment issues in this area. This means that the experience for children and young people with visual and hearing impairments is not of a consistently good quality
Trafford. Parents report that the support post-diagnosis does not meet their needs and that sensory occupational therapy is not available in Trafford.
Surrey. Parents of children with sensory impairment report prompt and accurate identification of their children’s needs.
Rochdale. Parents report limitations in the short breaks offer. There are gaps in provision for young children and some options are deemed inappropriate or ineffective in meeting the needs of the whole family. For example, some activities do not take enough account of the sensory needs of young children

10. Lessons
Positive assessments focus on the outcomes from the practice, judged against appropriate identification of need, quality of provision, outcomes and parental and young peoples perceptions-opportunity to make case for more resources
Negative perceptions have so far been solely about capacity of service not quality-opportunity to make case for more resources

11. Need to Focus on….
Strong practice in identifying and meetings needs in early years with good evidence of well-planned transition from nursery to school.
Strong strategic leadership that leads to established joint working between education, health and care services ensuring the best possible outcomes for CYP and families
Strong working partnerships and working together to provide the structure for improving outcomes and experiences for children, young people and their families.
Supporting the quality and capacity of early years’ providers, schools and colleges, in order to meet the needs of local families and their children with SI and to enhance their outcome and attainment.
Strong partnerships in health, education and care – good impact in evaluating provision and outcomes for children and young people right across 0–25 years.
Strong processes of meaningful engagement and participation with young people and families so that they have greater choice, feel they have control, are being listened to and feel supported and involved in processes.
Evaluative feedback from children, young people and their families and using this to illustrate not only the outcomes from, and the impact of service delivery, but also to develop and continually improve service delivery.

12. OFSTED Some Key conclusions
Access to therapy services was a weakness in half of the local areas inspected. Access to child and adolescent mental health services (CAMHS) was poor in over a third of local areas.
There had not been enough progress in implementing a coordinated 0– 25 service for children and young people who have SEND. In particular, the commissioning of health services for up to 25 was inconsistent.
Children’s and young people’s SEND were identified well in the early years, particularly for those with complex needs. Parents generally felt supported and involved in the process.
In over a third of the local areas inspected, leaders across education, health and care did not involve children and young people or their parents sufficiently in planning and reviewing their provision (a process known as co-production).
A large proportion of parents in the local areas inspected lacked confidence in the ability of mainstream schools to meet their child’s needs.

13. Next Steps Integrating learning into the NatSIP commissioning guidance
Publish thematic report with research from services featured in the OFSTED report to inform good practice
Submit learning to the DfE and OFSTED
Reports available from