1. 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

2. 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

3. 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.

4. The Physical and Sensory Environment

5. 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.

6. 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

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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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