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Education Inclusion Programme

Baseline Review, Implications and Progress

Children and Young People’s Overview & Scrutiny Committee

27th April 2011

Appendix (iv)

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Scope of Inclusion Programme (1)

Vulnerable pupilsmoderate learning diffs (MLD)behavioural, emotional & social (BESD)specific learning diffs (SpD)sensory impairments (HI,VI etc)communication & autismsevere learning diffs (SLD)excluded pupils (EOTAS)school phobicsteenage motherselective home educated (EHE)

… and others (EAL, Travellers etc)…

Continuum of provisionnursery provisionmainstream schools enhanced provision in mainstream schoolsPupil Referral Unit (PRU)Other EOTAShospital educationspecial schoolsout of county provisioncapacity building: tools & CPDsupport services

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Scope of Inclusion Programme (2)

Resources £000smainstream school budgets 2,837 (includes special classes)

Inclusion Service 4,275special schools 6,592SEN transport 1,416Devolved (new) funding 450Total 15,570Estimated shortfall approx.1,500

Governance & Accountability LMS, statutory processes, monitoring, thresholds etc

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Main groups of pupils with ALN Oct 2010 numbers

moderate learning difficulties (MLD) 2327behavioural, emotional & social (BESD) 589specific learning difficulties (SpD) 731sensory impairments (HI,VI etc) 150communication & autism 1143severe/multiple learning difficulties (SLD) 131physical & medical difficulties 277

excluded pupils (EOTAS) 52 pupils in PRU per yearschool phobic/vulnerable 12 (all CAMHS referrals)teenage mothers 10+ elective home educated (EHE)

approx 300 pupils in special schools7000+ (35%) of all pupils have ALN, half needing external supportnot all needs (especially linked to social deprivation) identified

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Moderate Learning Difficulties (MLD)..

Where we were:

18 KS2 MLD special classes (for only 50+ schools)pupils remained in the class throughout KS2 some classes consistently over/under under populatedvariable integration opportunitieslimited friendship circlesissues re transition into secondary educationgovernance issueshigh per pupil and transport costsinsufficient data around outcomes

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Overall Trend in MLD class numbers:

238

208183

169

10

55

100

145

190

235

2007/08 2008/09 2009/10 2010/11

Year

Nu

mb

ers

of

Pu

pil

s

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MLD - Where we are now:

we now have MLD class entry criteriaInclusion Scales & other tools for teachers12 KS2 MLD special classes1 outreach teacherincreasing costs per child some classes consistently over or under populatedimproving better class dynamics more consistent data around outcomes still poor integration opportunitiesspecific and general governance issues

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Specific Learning Difficulties (SpLD) Where we were:

large number of referrals to EPS for children with specific literacy difficulties large number of private assessments for dyslexiaparents going to SEN tribunalslanguage support team providing support to schools large numbers of pupils being supported, particularly at KS3KS3 Resource Centreunsuitable entry/exit criteria – once supported, always supported!dependency culture

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Where we are now with Spld:

What we did …

Language Support review and consultationdesignated SpLD team – cluster basedreferrals/assessments undertaken by specialist teachersDyslexia moderating panelappropriate criteria for entry and exitinvolvement of parentstraining programme for schoolsdevelopment of resources for schools

Current position …

no private dyslexia assessments only 1 SpLD tribunal in 8 yearsno ancillary support/applicationsreducing number of referralsno. of children supported at SA+ : 93SpLD team savingsschools training programme better school ownership of pupilschange in model of provision at KS3 early intervention pilot – 6 schoolsBCBC - experts in the field!

But …. still too many requests for assessments

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Communication & Autistic Spectrum Disorder (ASD)

Where we were:

small outreach teamno clear referral routes4 Communication Resource Bases (CRBs) – but poor class dynamics and pedagogy places at YBC for children with significant communication needsloose entry / exit criteriaplacements staticgovernance issues limited joint working with healthhigh levels of ancillary supportlimited data around outcomeslimited school capacity to address difficulties

Where we are now:

bigger outreach team established joint service with healthclear referral routestraining & tools for schools early intervention on languagebetter data around outcomesentry/exit criteria for CRBsKS2 mainstream pilot for children with severe learning difficultiesYoung Children’s network

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… but still have:

high / increasing levels of ASD diagnosisinsufficient provision for rising numbers ASD outreach funded entirely through WAG grant (so issue re sustainability)continued high ancillary referrals (for ASD) high parental pressure for costly provision limited support for parentsgovernance issues around the classes ongoing Speech and Language Therapy issueshigh costs per pupil (up to £22k in units)

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Behaviour Support

Where were we?

schools were unhappy about lack of support, inconsistency of provision, staff changes and staff absence

the too few teachers were used to reactively manage pupils – no capacity building in schools being developed

lack of monitoring, evaluation and performance management

Where are we now?

all clusters now have a link Behaviour Support Teacher

4.5 FTE staff (50% grant-funded) – but still not enough for the number of pupils (and teachers) needing support

Nov 2009 to July 2010 – 223 referrals to the Behaviour Service

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Sensory (Visual / Hearing / Motor impairments & Complex Medical)

Where we are now:

more joined up working between service areasless demand for costly resourced provision increased integration within local schoolsincrease in outreach working reducing transport costsBCBC Mobility officer good working links with health pre-school involvement – specific playgroupsstatic trend in demand

Where we want to be:

flexible support staff to deploy where needs arisereduce resource basesmore equitable distribution of resources to other SEN needssuccesses of this service replicated for MLD, EBD etcregional service

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Ancillary Support (1:1s)

Where we were …

3 panels providing ancillary support (1:1) ad hoc recruitment and selection processinconsistent monitoring and reviewing of pupils increased overspends each yearpoor conditions of employment for 1:1shigh levels of sickness absence

Where we are now …

induction training now in place for all new startersprocess being developed to monitor and improve attendancerate of overspend has reduced in last two yearscontinued conflict with schools and families in relation to distribution and allocation of support stafftied-up resources not available to build capacity

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Comparison of Spend for each Cost Centre from 2000/01 to 2009/10

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Other provisions … similar issues

Pupil Referral Unit

Vulnerable Groups EOTAS

KS4 Learning Pathways

Hafod Newydd Hospital School Child and Adolescents Mental Health (CAMHS)

Elective Home Education

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Overview of where we want to be …

range of provision (resource centres and outreach services) in each of three zones of BridgendTAPPAS approach – team around the pupil, parent and schoolgreater capacity in schools cost effective provisionpositive class dynamics with appropriate pedagogyincreased integration opportunities robust outcome dataclear governance protocolsimproved transitions, especially from KS2 to KS3