1. SEND Reforms, The potential for change Christine Lenehan Director, Council for Disabled Children

2. The key features of the new SEN system 1. Involvement of children, young people and parents 2. All relevant duties apply to all state-funded schools and colleges, 3. Coordinated assessment; 0-25 Education, Health and Care Plan 4. LA, health and care services to commission services jointly 5. Clear, transparent local offer of services 6. Statutory protections for 16-25s; focus on preparing for adulthood 7. Offer of a personal budget; more choice and control 8. Applies to CYP detained in youth custody

3. Early Implementation Issues Ensuring there is genuine, and continuing, co- production Moving towards the full vision of the local offer. Transition from statements to Education Health Care Plans Ensuring all agencies play their role Developing the workforce

4. Areas for Focus in 2015 4 Local offer – improving information & accessibility; continuing engagement Outcomes New tribunal pilots Co-production – at individual and strategic level Engagement of young people Joint commissioning/ engagement of health and social care SEND young offenders regulations EHCPs – QA/SEN Support

5. Culture and Partnerships across the locality Continued coproduction with parents, children and young people, even when its difficult ! Bringing together statutory agencies with both health and social care playing their role in partnership with Education What will deliver the Change ?

6. Working with NHS England and Department for Educations to develop resources for health professionals. Briefings Conferences for Health professionals Online e-learning resource modules Upcoming Designated Medical/Clinical Officer Summit and regional seminars www.councilfordisabledchildren.org.uk/makingithappe n Council for Disabled Children Health and the SEND Reforms

7. Why are Joint Commissioning Arrangements Important.

8. 50%: joint commissioning arrangements well developed. 14% fully in line with requirements of CoP. Implementation of Children and Families Act has focused on operational aspects(e.g. EHC Plans and maintaining a Local Offer) without Joint Commissioning Arrangements fully established in all areas. BUT Joint Commissioning Arrangements are required for strategic changes required to support this delivery. Without JCA there will be increasing pressure on operational delivery and frontline professionals- potentially undeliverable. Progress at Implementation?

9. Participation: Children, young people with SEN and disability and their families at the centre Outcomes: Develop outcomes in partnership with children and young people and their parents at strategic and individual level- based on principles of participation and coproduction Integration: How services across education, health and social care will work towards more integrated services to achieve this outcomes: Information and Data: Lack of information and data significant barrier to integrated working JCA: Key Principles and Considerations

10. Joint Commissioning Arrangements Who should be around the table? CCG Lead Commissioner for children/ disabled children Local Authority Officer responsible for schools Designated Medical/Clinical Officer Parent and Young People Representatives Local Authority Head of SEN and Disability SEN Reform Implementation Lead SEND Joint Commissioner Local Authority Officer responsible for Post-16 Provision NHS England Local Area Team Representative Local Authority Officer responsible for early years Director of Public Health Director of Adult Social Care Schools Forum Representative Youth Offending Team

11. The Health and Social Care Act 2012: Health and Wellbeing Boards and Joint Strategic Needs Assessment The NHS Mandate: Support EHC Plans and Joint Commissioning. National Health Service Act 2006: Integration of services to improve services. Section 75 Pooled Budgets Children Act 2004: Promote cooperation with partners to promote the wellbeing of children and young people under 18 Not Just the Children and Families Act

12. Joint Strategic Needs Assessment and Joint Health and Wellbeing Strategy Personalisation and Personal Budgets Implementation of Care Act Reform of National Framework for Children and Young People’s Continuing Care The implementation of the supporting pupils at school with medical conditions guidance Better Care Fund integration of NHS Funding with Local Authority Social Care Funding Alignment with wider local processes in education health and care

13. Strategic Joint Commissioning Outcomes

14. The SEND Joint Commissioning Cycle Joint Analysis of Need Agreeing Outcomes and Planning Joint Delivery of provision Joint Review of progress against outcomes Partnership with children and young people with SEN and disability and their parents

15. Frontline Professionals

16. Delivering Change

17. We are six month in to a 10 year process, key is Momentum Belief And Partnerships ! Final thoughts

18. Anne Fox Director- The Communication Trust Achieving much needed change The reformed SEND system and outcomes for children and young people with SLCN

19. The changing landscape for CYP with SLCN The SEND Reforms came into effect from September 2014, with the exception of requirements for detained children and young people which come into force on 1st April 2015. The reforms fit into a wider programme of change in schools and other settings which all have impacts for children and young people with SLCN. SEND Reforms Assessment, accountability and curriculum changes Changes to childcare and early years settings An increased focus on ITT and CPD in schools The Communication Trust has been working to respond to and influence them all from the perspective of what's best for children and young people with SLCN

20. The SLCN sector and the SEND Reforms The Children and Families Act, the regulations and the 0-25 SEND Code of Practice Huge amount of influencing work Consultations Education Select Committee Children & Families Bill task group SLCN working group led by Paul Maynard MP Thank you NAPLIC

21. Key changes within the SEND Reforms for SLCN 0 - 25 system Outcomes, engagement and participation focus Single SEN support category EHC plans Personal budgets Joint working Local offer – co-produced with families

22. The SEND reforms change the way services are planned and delivered across education, health and social care. The greater emphasis on joined up working, a graduated approach, early identification and the engagement of children, young people and their families, when delivered effectively and robustly will improve provision for SLCN in education, health and social care settings.

23. The need to transform a failing system for children with SLCN Often focus of provision based on ‘category of need’ rather than ‘individual need’ Evidence of under and misidentification Evidence of delayed identification Variability in support and interventions offered Very challenging experiences for children, young people and families in getting support needed

24. Reforms with real potential for positive change for children Profiling children’s strengths and needs Early and accurate identification Effective support and evidence based interventions Monitor and review progress Right support, by the right people, at the right time Involvement and engagement all the way

25. The proof of the pudding.... Early days but practitioners reporting challenges Practicalities of joined up working Meaningful engagement Accessibility of information and services to support SLCN Transition from statements/LDAs to EHC plans

26. Practitioner experience We have consulted with practitioners to inform our implementation support work This information is not from a representative sample so not for publication Indicative however of some of the practical experiences which we need to be mindful of

27. Experience to date – November 2014

28. Experience to date- November 2014

29. Recurring themes in feedback Reform positives EHC plans mark a positive shift in culture and provision Children/young people and parents lead and are at the centre of EHC plans Steam-lining and sharing paperwork between services Challenges to overcome Concerns that the ‘joined up’ aspect of EHC plans is difficult to achieve Meaningfully engaging parents in discussions that are often complex Can be overwhelming alongside other changes

30. Recurring themes in feedback Reform positives Supports co-ordinated, multi-agency, trans- disciplinary working Reduced timeframe - 26 weeks to 20 weeks SLT provision included as an educational need Challenges to overcome Which professionals will lead and ‘co-ordinate’ – time constraints The speed and process of implementation SLT’s being ‘actively’ involved in EHC plans – limited capacity and time

31. Support and challenge for implementation is our focus now Including... Producing practical resources updating existing resources to reflect the changes SEND Reforms web pages Continuing partnerships Keeping pressure on to influence changes What next for TCT and reforms?

32. A Voice for implementation Communication council Monitoring implementation YJ support for implementation Partnerships Political influence Supporting others with practical support

33. Practical support for implementation What Works? - The Code is clear that evidence based interventions and approach are essential; a new factsheet shows how What Works can support these aspects of the Code.

34. Practical support for implementation Joint Commissioning for Children and Young People With SLCN - Free guidance that is supported by useful presentations and additional resources. Developed from practitioner seminar with Marie Gascoigne

35. Practical support for implementation The Communication Commitment - updated to reflect the new Code and highlights explicitly where actions will support professionals in meeting their responsibilities under the Code.

36. Practical support for implementation The Progression Tools – support identification -track progression of these skills over time or following interventions as the SEND Information Report requires.

37. Practical support for implementation Our Consortium Catalogue - updated in line with the Code to reflect the 0-25 age range

38. Practical support for implementation New website and resources for the Early Years sector supporting identification and support through workforce development and resources

39. Practical support for implementation Local Offer web page and project - Supporting greater access to specific services and support for SLCN from our consortium- with such wealth of expertise.

40. Not only reforms creating change though Assessment, accountability and curriculum changes Childcare and early years changes ITT and CPD in schools

41. Assessment, accountability and curriculum changes Performance descriptors for KS1 and KS2 SEND Data descriptors New Ofsted framework proposals National Curriculum Review Ofqual consultations Primary and Secondary School Accountability

42. Resources to help with impact changes We’re working to provide practical support to schools engaging with the new curriculum for spoken language... Baseline assessment guidance 2015/16 Curriculum guidance 2015/16 Universally Speaking Progression Tools

43. Changes to childcare and early years settings The Early Years Pupil Premium The Regulation of Childcare Teacher Standards - Early Years Early Years Educator Early Education and Childcare Staff Deployment Proposed Changes to the role of the Local Authority in early education and childcare

44. We’re working to provide practical support to early years settings and practitioners in a number of ways including... Developed a quick look poster to help early years practitioners get to grips with what the principles of the SEND reforms mean for them Developed an early identification framework to support settings to more effectively spot children who are struggling with speech, language and communication Platform 3 provides an online learning route for early years practitioners to gain the Level 3 qualification Supporting Children and Young People's Speech Language and Communication Resources to help with changes to childcare and early years settings

45. Increased focus on ITT and CPD in schools The Carter Review of ITT Developing teaching profession to a world- class standard Teaching assistants standards Ofsted framework for ITE inspection

46. Resources to help with increased focus on ITT and CPD in schools We’re developing a suite of resources for ITT Activities to drop into programmes Trainees identify knowledge and skills - fill any gaps with accessible information and learning activities, tailored to needs We’re also looking at how these resources can support all teachers’ CPD

47. Change isn’t easy, but it’s worth it