1. Inclusion SEN & Disability Services - ISEND Nathan Caine Head of ISEND Provider Services

2. Our key strategies Provide help earlier to children and young people Build education provider capacity to meet the needs of children and young people Integrate and streamline a responsive, sustainable offer to schools Reduce demand for statutory processes Target deployment and collaborate to achieve outcomes (commissioned approach) Create effective frontline services

3. Key Principles Separation of A&P and Provider Services Early intervention is essential Integrated working is key to service delivery Clear route of access for support Clarity over functions that are: –School-delivered –Core Local Authority –Additional/Traded

4. Changes to ISEND Services New management structure in place from 1 st September Full staffing implemented on 1 st February 2015 Revised traded and core offer to schools from 1 st April 2015 New ‘Front Door’ into ISEND from term 5

5. ISEND Provider Services Fiona Wright Assistant Director: Schools, Youth & Inclusion Nathan Caine Head of Provider Services Intervention & Support Manager Provision Manager Business Development Manager Intervention & Support (Behaviour, Attendance, EPs, Traveller Welfare, Anti Bullying, Legal Interventions, LLSS, ASD, Early Years) Provision (Sensory Needs, Flexible Learning, E Learning, Traveller Education, EAL teachers Principal EP

6. ISEND Assessment & Planning Operations Manager Social Work Assessment & Planning Fiona Wright Assistant Director: Schools, Youth & Inclusion Alison Borland Head of Assessment & Planning Operations Manager Community Resources Senior Assessment & Planning Manager Workforce Development & Implementation Manager ISEND Project Officer EHC Assessment & Planning team

7. Service Offer 3 Levels of Access Across Services: 1) Statutory 2) Core 3) Traded – access by SLA (including top- up)

8. Service Offer Statutory (ALL schools), for example: Statutory Assessment processes and associated work (i.e. child assessments, casework) Attendance – where children meet LA threshold Exclusion processes Provision for ill children

9. Service Offer Core Offer Across All Services, for example: EPS – Strategic Planning (regular meetings) and targeted support CLASS– whole school and support for individual children with language, learning communication and ASD ESBAS – whole school and individual support for children with attendance or behavioural difficulties, including targeted interventions* *BSS for maintained schools only SNS – Support to children with sensory needs as part of their statement EAL – Support for individual children who have EAL* *Maintained schools only Core offer for each area of ISEND Provider Services will be published towards the end of Term 4.

10. Service Offer Traded Services Additionality across all services, for example: Non-statutory/core work (e.g. EPS) BSS and EAL to Academies or Free Schools Non-statutory attendance functions (late swoops, whole- school work) CLASS training packages E-Learning for individual children Traded offers across all services are being revised and will be available for purchase from 1 st April.

11. The context: challenges and aims Scope: which children and how many? Conditions: what needs to be in place? The front door mechanism : how it works Support pathways: what happens next 12345 Three aims: (i) Filter requests for support (ii) Swift, effective, integrated support (iii) Build settings’ capacity All non- traded referrals from schools/ academies Three conditions: (i) Statutory (ii) Core Offer (iii) Clear expectation of schools / settings Four steps: (i) Contact (ii) Info.- gathering (iii) Panel decision- making (iv) Allocation Possible Outcomes: (i) Back to school for discussion (ii) Support offered (iii) Passes to A&P team for SA ISEND Front Door

12. The front door: Contacts and Requests Aim Who How To screen contacts, questions and requests for support systematically, and direct them to the most appropriate route swiftly and effectively Schools and other settings Must be broad enough for parents and professionals Must not be seen as a way to bypass appropriate processes Admin staff – initial contact from the school / setting and initial information-gathering on a rota system Will be as simple as possible – staffed via some form of rota system Phone-line – weekdays, office hours Online contact form Both would use the same guided form to gather information consistently Contact / requestInformation-gatheringPanel decision-making 1 2 3

13. The front door: Information-gathering Aim Who How To gather enough information about the case and the wider context to enable a decision to be taken about the package of support or appropriate further steps “Identified Professional” – pool of experts (advisers, EPs, team leaders) on a rota / availability system Existing cases - can be referred to this stage by professionals if “stuck” Requests for Statutory Assessment – enter this stage Identified Professional – gather information, iteratively Wider pool of experts – consult as necessary Decide on route – (a) back to the school / setting, (b) route to service (for traded/core offer), or (c) consideration by panel Contact / requestInformation-gatheringPanel decision-making 1 2 3

14. The front door: Panel decision-making Aim Who How To enable credible, multi-service decisions to be taken about the right integrated packages of support or the appropriate further steps for the right children Senior managers of key ISEND services Identified Professionals (those who worked on the case at the previous step) Headteacher/school representation Fortnightly multi-service panel discussion – to review cases Identified Professionals (from part 2 of process) – present cases Panel – takes decisions, based on clear criteria and thresholds School Representative Contact / requestInformation-gatheringPanel decision-making 1 2 3

15. Overview of Contact Routes

16. More Information Breakfast meetings for heads and SEN/Pastoral Managers: Monday 23 rd March – 8am @ Powdermills Hotel Wednesday 25 th March – 8am @ East Sussex National Volunteers for Panel representation