High Expectations for All · PDF file•It embodies our High Expectations for All ... Children share power and responsibility for decision- ... At the point of referral

Confident Place, Confident People.

High Expectations for All

Improving outcomes for children and

young people with special educational

needs and disabilities


You can view the speakers presentations at:

www.wigan.gov.uk/highexpectationsforall

http://www.wigan.gov.uk/highexpectationsforall


Key Messages

Elaine Baulcombe

Service Manager,

Special Educational Needs and Disabilities


The new world of SEND

Building on a history of good

practice in Wigan


What are we aiming to

achieve?

• Culture change

• Partnership working – Joint approaches across

education, health and social care

• Engaging families, children and young people

• Personalisation

• Co-production


Important features of the

reforms

• The Local Offer

• Voice of the Child

• Preparing for Adulthood

• Personal Budgets

• Joint commissioning


What is the HEFA File?

• Son of SPAN – The electronic version!

• How was it produced?

• What does it contain?


This is just the

beginning …..

• A developmental approach over time

• Training opportunities

• Flexibility and creativity

• Transfer of Statements of SEN to EHC Plans


Mantras

• Putting the family at the centre of the process

• Listen and understand

• Look at things from the family’s perspective

• What can we do, NOT what do we do

http://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Pathfinder.aspx


Implementing a new 0 to 25

Special Needs System –

Duties and Timescales

Richard Foster - SEND Service


What do we need to do?

• Cultural change

• SEN Support

• Local Offer

• EHC Plans

• Personal Budgets

• Mediation


EHC Pathway &

Timescales

• Graduated Approach

• Referral

– All About Me

– Information, reports and evidence - checklist

– Costed Provision

• Supporting Parents/Carers, Children & Young

People

• School input to planning

• Deadlines within 20 weeks


Referral

Referral

Group

Gather

Information

Summary

Assessment

EHC

Panel Plan

Meeting (if

required)

EHC

Panel (if

required)

Finalised

Plan

Implement

Plan

Review

Annually

1 week

2 - 6

weeks

8 weeks

10 weeks

18 weeks

20 weeks

Final

EHC Plan

6 weeks

Yes/No

Assessment

16 weeks

Yes/No

EHC Plan

EHC Single Plan Pathway


Statements to Plans

• Conversion Plan

– Key transitions

• Transfer Reviews

– Start early

– Work with parents/carers, children & young

people

– Think about personalisation and outcomes

– Guidance on the Local Offer website


Local Offer

• Landing Page –

www.wigan.gov.uk/sendlocaloffer

• Information for:

– Children & Young People

– Families

– Professionals (Source for documents)

• News

• Preparing for Adulthood

• Health

http://www.wigan.gov.uk/sendlocaloffer


• Review your school’s SEN Policy

• Publish your SEN policy as set out in the SEND

Information Regulations 2014.

• Tell parents and staff about the reforms and explain to

them how the transition will happen

• Engage with LA, in particular with:

– local offer

– process for transferring from statements to EHC plans.

• Ensure SENCO has the right qualifications and

strategic role

• Arrangements to support pupils with medical conditions.

Implementation: What schools need

to do to be ready in September


4. Implementation: What schools

need to do from September

• Review and refresh the school’s the graduated approach.

• Review pupils currently on SA/SA+, being clear about

support they need and impact expected

• Review and refresh the schools procedures for effective

engagement to ensure children, young people and

parents are involved in decision making and planning.

• Review how the school supports pupils with SEN with

their transition to post-16 education and preparing for

adult life.

SEN support isn’t about ‘compliance’

– it’s a cycle of continuous improvement.


Support available

• High Expectations for All

• Local Offer

• Training

• SENCO Clusters



COFFEE!

WiFi: Haydock Guest



www.wigan.gov.uk/HighExpectationsForAll

http://www.wigan.gov.uk/HighExpectationsForAll



• Wigan’s implementation of the SEND Code of Practice-

0-25 years

• Developed by multi-disciplinary working groups

including:

o Professionals from mainstream and special schools

o Professionals from support services across Education Health

and Social Care

o Representatives from the voluntary and community sector

• Opportunities offered through Parent Participation further

informed and influenced this work



• The file is a digital resource: o Accessed via the internet on the Wigan Council website

o Has links to the Local Offer

o Has links to “Related Documents” on the HEFA Webpage

o Has links to other relevant websites

• The file is: o Easy to update and,

o Additional resources can be added as they are developed

• By accessing the file and related documents via

the web you are assured of using the most up to

date version



• Through the Graduated Approach to SEND, the

file sets out the Local Authority’s reasonable

expectations of settings.

• It describes the support available to settings to

enable all children and young people to achieve

their outcomes.

• It embodies our High Expectations for All

children and young people in Wigan.



• The HEFA file brings together the:

• Education Health and Care Pathway

• Early Years Pathway

• Autism Pathway

• Preparing for Adulthood Pathway



• The file is divided into chapters and

sections.

• They can be accessed by clicking on the

chapter or section number in the left hand

margin of the contents pages.

• Each page has a “Back to contents” link



www.wigan.gov.uk/HighExpectationsForAll

http://www.wigan.gov.uk/HighExpectationsForAll

Parental Engagement

New Reforms

Statement VS EHCP

Statement

Parents’ paragraph and signature during statutory assessment

Parents sent paperwork

Parents attend annual review

EHCP

Informal meetings - EHCP referral

Parents are sent letter - statutory assessment

Parents meet with key worker - RIQ

All About Me section

Meeting with parents - draft EHCP

Review meeting with parents

Listen

Being able to listen in education is a given

Allows opportunities for all to work

together collaboratively for the outcomes

of the child

We also need to listen to the children and

young people where appropriate

Personalisation

“Good, honest and open communication is

key to the development of positive working

relationships and requires practitioners

who listen to parents and are trusted by

them.” Lamb enquiry

Vital for key worker’s role.

Outcomes

More meaningful

What is working well? What is not

working so well?

Outcome driven – seems more parent

and family focused language

Working practices

Seems to be more meaningful and easier

as a document to work from

Always been a firm believer in Team

Around the Child (TAC)

Time spent well at beginning of process

Ongoing Practice

Keeping SEND Information Report

(Local Offer) up to date

Making sure that our families have

internet access

Access arrangements for EAL families

Ongoing feedback


LUNCH!


The Graduated Approach

Targeted Education Support Service

&

Educational Psychology Service


ACTIVITY

Organise the statements, arranging them

so that they illustrate a graduated

approach.

Start by placing the things that you do to

support all children/young people at the

top and then start to think about how

children with additional needs are

supported.


Effective Inclusive Classrooms

Teacher notices some difficulty

Consider tracking data

Conversation with SENCo flagging up difficulties

Checklists/Audits of current provision

Differentiation

Discuss with parent/carers

Specific Intervention/ Low Level Support

Removing Barriers to Achievement

Personalisation

Progress Meetings/ review

Specific Intervention/ High Level Support

Personalisation

Consider referral to external agencies

External Agency

Act on Advice

Reviews

Refer

EHC


Implementing the

Graduated Approach…

• Whole School Approach

• High Quality Teaching

• Every teacher is responsible for every

pupil


The Graduated

Approach

The child and

their family.

2.Plan

1.Assess

3.Do

4.Review

http://www.google.co.uk/url?q=http://www.doncastersafeguardingchildren.co.uk/&sa=U&ei=t2MRVITQEMXiavP-gIAP&ved=0CDIQ9QEwDg&usg=AFQjCNFhA4ykVhVkZrLRwScfL8tnNdjIEw


Assess

• Pupil’s work

• Observations of pupil

• Discussions with pupil, parent, staff

• Progress Data

• Attendance and Behaviour Data

• Support Services

• Assessment Tools


Plan

• Pupil, Parents, SENCO, Teaching Staff all

agree

• Support Services consulted

• Outcomes – linked to SMART targets

• Recorded and shared


Do

• Personalisation is paramount

• Whole School Training

• Joint planning and/or assessment

• Co-teaching

• Peer modelling

• Mentoring or coaching

• Case Studies

• Learning Walks


Review

• Has the pupil achieved their targets?

• How do we know they have made

progress?

• Does the pupil know they have made

progress?

• Does everyone else?

• Next steps?


So what do I do…

• Continue to develop pupil voice and

parents’ involvement

• Clarify your school’s interpretation of the

graduated approach

• Review and develop your systems

• Consider staff training needs


Engaging Young People

Shier 2001 models of engagement

• 1. Children are listened to.

• 2. Children are supported in expressing their views.

• 3. Children’s views are taken into account.

• 4. Children are involved in the decision-making

processes.

• 5. Children share power and responsibility for decision-

making.


Thank you for your time

and attention

Please put any questions on a

Post-it note


What makes a good referral?

Shona Formby

Principal Officer of SEND / Education,

Health and Care Plan Coordinator


It’s not just about the

referral! Good practice is everything you do BEFORE

you consider referring.

• Involving the child, young person and the

family from the start

• Gathering evidence over time : assess,

plan, do and review (including All about

me information)

• Involving professionals across education,

health and social care, as appropriate.


• Education is still the trigger

• Elements 1 & 2 can be used really

creatively – its not just about 1:1 support

• Remember the positives about what the

child/ young person can do and the

positive steps interventions you have put

in place have had.


What we want to

achieve ….

• A more streamlined integrated

assessment process

• Ensure better involvement from children,

young people and their families (CYP&F)

• Bring services and families together

• Be focused on improving outcomes

• The assessment to be completed quickly


Referral form contents

Contents

• Guidance Notes

• Section 1: Essential Information (Name, Address, etc.)

• Section 2: Views, Interests and Aspirations. All about **

• Section 3 : ** needs

• Section 4: Progress, Assessments and Current Provision

• Section 5: Outcomes for ** and how you plan to achieve them

• Section 6: Consents

• Fair Processing Notice


At the point of referral…

• ALWAYS start with the referral form on the

website : EHC Pathway (Related Documents)

• A good referral is:

– Well planned

– Proactive not reactive

http://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Information-for-professionals/Education-health-and-care-plans.aspx


Common reasons why

referrals are refused • Lack of information across Education, Health

and Care

• Lack of evidence / process over time

• Details of support / interventions over time are

unclear, including the impact of any tried.

• Conflicting information

• Costed provision maps – lack of detail/accuracy/

double counting. – Good examples have linked the provision to outcomes, detailed

interventions and resources over and above what would be

reasonably be expected.


A Person Centred

Outcome

• Is personal, not expressed from a service

perspective

• Is something you have influence/control

over

• Is measurable and specific

• Need to consider the IMPACT

All these make the outcome well formed


Developing Outcomes –

Key questions to ask

• What do you want to do that you can’t do now?

• What support would you need to achieve it?

• Who is best placed to give you that support?

• Does it keep something that is working

(maintain)?

• Does it change something that isn’t working?

• Does it move towards a future that you want?


One of the main difficulties we have

when developing outcomes is our

tendency to embed the solution into

the outcome.


When writing your outcome you may find it helpful to do the following…..

• Write your outcome as though it has already been achieved-it makes it more compelling

• Write it as positively moving towards something you want to achieve rather than away from something you want to avoid

• If you got your outcome, what would it…

– Give you?

– Do for you?

– Make possible for you?


• Your input doesn’t stop at the referral.

• This is a journey that will continue for you,

the child / young person and their family,

and the professionals involved.

• Continued coordinated input and

communication will be vital


Discussion…

• What have been your experiences of

referrals to the Education, Health and

Care Pathway so far?

– Have you been involved?

– What you have done pre-referral?

– How you have involved CYP&F and other

professionals?

– Have you completed an All about me? How?

Who?


TEA!


What makes a good

School Information Report?

Richard Foster

SEN Implementation Coordinator


What has to be there?

• Must publish

• On your website

• Updated annually

• Other updates asap

• Must include certain information

– Section 6.79 of Code of Practice

– All included in LA guidance

– Local Offer on HEfA page


What makes it good?

• Parent friendly

– Navigation

– Language

• Co-produced

• Answers parents questions

• Up-to-date


Where’s yours?

• Schools’ Local Offer Page

• Give us the link

– Post-it

– Email


Some examples

Beech Hill

Lowton J&I

Runshaw

College


Discussion

• What do we already have?

• How could it be better?

• What needs to be in place to

maintain and develop?


Feedback for future

developments

• Post-its from today

• Contact Us button

– Local Offer website

– Top right link

• SENCo Clusters and Network

• 16+ Networking

• Informal contacts with any LA Officer

– SENDS, TESS, EPS etc.


Q and A

Session