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Working together to help young peoplewith SEND achieve good futures
Writing outcomes and developing study programmes
East of England RegionOctober 15th 2015
• To develop a shared understanding of outcomes for young people with SEND
• To improve understanding of the evidence base for the Preparing for Adulthood pathways and how this can support the development of outcomes for students
• To show how clear outcomes can inform the development of study programmes
• To discuss roles and responsibilities of partners in planning and reviewing outcomes in the context of an accountability framework for SEND
Purpose of the day
DfE Update – The SEND reforms one year on
One year on – how do you feel?
In pairs, discuss for 2 minutes:
•Your biggest achievement over the past year;
•Your most difficult challenge
4
All local areas have a local offer in place and a transition plan. Ofsted/ CQC developing an area inspection framework; Ofsted provider inspections now include separate judgement on high
needs provision in mainstream provision for FE and skills Increased engagement from health; NHS England have ensured
SEND sits within its health governance structures Engagement from schools and colleges is good –By June 2014,
87% of LAs said FE colleges were fully or making progress in re-shaping their SEND offer
More colleges offering supported internships or have plans to do so. 320 FE professionals have undertaken fully-funded Level 5 training in
Teaching Disabled Learners; 130 graduates have received bursaries to undertake FE initial teacher training with a SEN specialism.
Progress since September 2014
5
Area based reviews will bring changes to the 16-19 landscape Reviews focused on FE and Sixth Form Colleges, but other
post-16 providers can opt in Moving towards fewer, larger colleges with greater specialism New networks of Institutes of Technology and National
Colleges at levels 3,4 and 5 The needs of learners with SEND are included explicitly in the
review, both with and without high needs. Review steering groups should consider the impact of the
review on those with protected characteristics in Equality Act 2010 (which includes those with SEND)
A changing 16-19 context presents some challenges…
6
Results from summer 2015 surveys: LAs and Parent Carer
Forums
7
LA survey: most challenging aspects of the EHC assessment pathway
Meeting 20 weeks:•36% of LAs - extremely or very confident •25% of LAs - not very or not at all confident
How well practitioners are ensuring that as part of EHC needs assessment pathways families experience person-centred reviews?
• Extremely well – 36%• Quite well – 62%• Limited progress – 3%
LA survey: most challenging aspects of the EHC assessment pathway (2)
Gathering information from health professionals within 6 weeks
78%
Gathering information from care professionals within 6 weeks
66%
LA capacity, including SEND expertise.
68%
Institution responding within 15 days of being named in an EHC plan.
36%
LA deciding whether to conduct EHC needs assessment.
16%
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Parent Carer Forums survey – headlines
• 67% of PCFs - very or extremely well engaged with reform• Joint commissioning arrangements – 51% LAs not started or in early
stages.
Assessments:• EHC reviews being person centred - 40% -limited progress • Meeting 20 weeks - 52% not at all/ not very, confident. (Gathering
information & LA capacity highest factors).
Transfers: • Year 1 transfer of LDAs and statements by 31/8/15 - 14% - confident, or
extremely confident, • All transfers by August 2018 - 20% confident
LA and PCF surveys: FE colleges
Are FE providers in your local area considering their offer for SEND students and re-shaping provision?
LA survey (%)
PCF survey (%)
Yes, fully 21 7
Yes, to some extent
67 27
Yes, to a limited extent
11 44
No 1 6
Don’t know 0 16
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Are FE providers in your local area considering
their offer for SEND students and re-shaping
provision?
Worried about those who do not meet threshold for an EHC Plan and those who aren’t able to make a decision until GCSE exam results are known.
Parents are well involved in co-producing and in
some instances co- designing areas of work. Colleges are keen to work
with parents to improve their services.
Very limited choices for pupils with SEND - young
people want to be on an equal footing in terms of
choices as their counterparts.
YP have to “fit into” existing provision, which often means “parking” them on
foundation learning courses.
Concerned that some colleges see their role as purely educationalists and are failing to consider their fuller duties under the CFA in
terms of the PfA agenda..
Schools were closer to the principles of the reforms and have
embraced the change more fully. FE will take a little longer to see the
benefits.
There are college core standards being produced
so good practice can be shared
Any further queries, problems etc – please do get in touch!
Joint team leaders for FE implementation of the SEND reforms:
Jane Carr – [email protected], 0114 274 2523
Helen Brooks – [email protected], 020 7340 8123
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Children and Families Act 2014: Colleges and local authorities - Roles and responsibilities
Conferences
October and November 2015
André Imich, SEND Professional Adviser, DfE
1. Producing Education Health and Care Plans
2. Transfers of LDAs to EHC plans
3. Annual Reviews
4. Resources
Areas covered
Writing a EHC Plan
LA is responsible for writing the EHC plan Should be co-produced with parents/ young person (YP) LA must gather advice from relevant professionals about
YP’s: education, health and care needs, desired outcomes, and special educational, health and care provision Educational advice and information from the manager,
headteacher or principal of the post-16 or other institution attended by the young person.
College advice for EHC needs assessments
Must be provided within a max, of 6 weeks from request Should be clear, accessible and specific. Should provide advice about outcomes relevant for the young
person’s age and phase of education, and strategies for their achievement.
Should limit advice to areas in which they have expertise May comment on the amount of provision they consider a young
person requires
Note – LAs may provide guidance about the structure and format of advice and information to be provided.
Transfer Reviews: Summary
An EHC needs
assessment
For statements,
max 20 weeks
Can use existing
advice where agreed
The LA is responsible
Schools/ colleges play key
role
ISs can help
families and YP
Young person can ask for an
assessment
Statements by April 18,
LDAs by Sept 16
For LDAs, max 20 weeks
No child to lose out
Annual Reviews - Requirements
EHC plans should be used to actively monitor children and young people’s progress towards their outcomes and longer term aspirations.
Must be reviewed by LA as a minimum every 12 months. Reviews must focus on the YP’s progress towards
achieving the outcomes specified in the EHC plan. Review must also consider whether these outcomes and
supporting targets remain appropriate.
LA and college must co-operate to ensure a review meeting takes place.
LAs can request (but not require) that the college convene and hold the meeting on their behalf.
Reviews are generally most effective when led by the college - they know the YP best, have the closest contact with them and their family and have the clearest information about progress and next steps.
May be exceptional circumstances where appropriate for the review meeting to be held by the LA in a different location, for example where a young person attends programmes of study at more than one institution.
Annual Review - Roles and responsibilities
Funding – High needs and colleges
High needs funding system has two main components:
§Place funding - allocated to an institution; includes the funding pupils and students attract for their core education and basic programmes and provides a contribution to the additional costs associated with a support package.
§Top-up funding - paid by the LA which commissions the place, from their high needs budget.
Element 1Funding that all students at the college attract for their study programmes. Most institutions with post-16 provision are funded on a lagged student basis, using the national post-16 funding formula. Total allocation for 2016/17 based on number of students recruited in 2015/6. Colleges should not seek funds from LAs for any shortfall in element 1 in 2016/7 – this will be rectified in the lagged allocation for 2017/8.
Lower-level SENFunding for students with support costs lower than £6,000 is provided within the institution’s disadvantage funding, calculated within the institution’s mainstream 16-19 funding allocation
Element 2£6,000 towards the additional support costs for high needs students (i.e. those students also receiving element 3). Element 2 is additional to, and not separate from, Element 1.
Element 3Top-up funding - the funding required over and above the place funding (Elements 1 and 2) to enable a student with high needs to participate in education and learning. Paid by the LA in which the pupil or student is resident or belongs (in the case of LAC), from the high needs budget.
Note: Although most high needs students will have EHC plans, not all students with plans will be high needs for funding purposes.
Funding - Working well in partnership
LAs, colleges and other providers are engaged on a joint 'preparing for adulthood' plan as part of implementing reforms
Funding mechanisms are understood, opportunities and constraints are understood and recognised by all parties
Arrangements are as equitable, open and transparent as possible
High needs funding is not separate from the other resources of the college but builds upon them.
The Reform agenda created by the Children and Families Act 2014
• extension of the SEN framework to 25 • to include FE as well as schoolsKey principles:
person centred planning emphasis on outcomes most students in colleges will be at SEN
Support and will not have plans, principles still apply.
Outcomes - Three key elements
• What the young person needs to be able to do after a given period of time
• Personalised • SMART - specific, measurable,
achievable, realistic and time related
Section E - Outcomes
• Range of outcomes over varying timescales, • Cover education, health and care • Distinction between outcomes and provision -
provision should help the children and YP achieve an outcome
• Steps towards meeting the outcomes • Arrangements for monitoring progress• Forward plans for key changes• Y9 onwards, outcomes should reflect the need to
ensure young people are preparing for adulthood
Aspiration
•To get a paid job when I leave education
Outcome(s)
• By September 2017 I will have had 4 meaningful work experiences in a range of community based settings so that I have an understanding of different type of job roles
• By Sept 2016 I will have a vocational profile that clearly sets out what I’m good at, what type of employers need my abilities and what support I need to get a paid job when I leave education
• In 12 months time I will be able to travel independently around my local community by either walking, using the bus or the train.
•By Sept 2017 I will have a way of making myself understood in the work place by work colleagues
•By 2017 I will be able to read the key words that I will need at work
Employment
AspirationTo live in my own home
Outcome(s)•I will have decided who I want to live with and where I want to live by the end of year 12.• By the end of year 13, I will have a clear idea of how I want to be supported•By the July 2016, I will be able to use money to buy my food each week.• I will have a clearer understanding of key things I need to do to be safe at home, online and in the community and (when I know where I will be living) be able transfer this learning to my new home
Independent living
Aspiration•To have friends, be part of my community and have people who can help me have fun and get what I want in life
Outcome(s) •By the end of year 12, I will be going out with my friends at least twice a week. We will be going to the gym, swimming, walking, going to the cinema, music events or a club.•By September 2015, I will have a volunteer circle of support who meet 4 times a year and regularly help me to live my life and implement my person-centred plan•By the end of year 12, I will be able to text my friends to make arrangements
Community Participation
Good Health
Aspiration
•To be as fit and healthy as I can be
Outcome(s)•I will be eating three balanced meals a day by the end of year 12. •By the end of year 13, I will writing a shopping list and going shopping with support buying healthy options.•By the end of year 13, I will be taking exercise at least three times a week (walking, swimming & going to the gym).•By the end of year 12, I will be using my health plan to remind me about my medicines, my diet and exercise.•By the end of year 12, I will be attending regular health checks, with my GP or nurse, to review my health plan.
Outcomes must contain
• An active verb that describes an observable or identifiable action
• Focus on the child or young person as the performer (what will they be able to do/ know)
• Include a timescale in which the outcomes can be measured
Table activity 1
On your tables, please read the case study and then write one outcome based on the young person’s aspirations
If you have time write a second outcome
The SEND Code states that:
All reviews of EHC plans from Year 9 onwards must include focus on preparation for adulthood and planning must be designed around the individual
Must look at 4 areas:•Support in finding a job or learning how to do a job•Independent living•Maintaining good health•Participating in society
Should lead to high quality study programmes for those aged 16-19/25
Table Activity 2 Designing a Study Programme
Students should receive:
• packages of support up to 5 days a week but do not have to take place with one provider
• could include a range of activities such as: Volunteering or community participation Work experience Skills to support transition to adulthood,
e.g. travel training, skills for independent living
Support to develop and maintain friendships and access facilities in local community
Health related activities e.g. therapies.
Study programmes for those with EHC plans
• Should arise out of EHC plan• • Should address four areas of plan
plus integrating appropriate English and maths
On your tables agree the main elements of a study programme based on case study and outcomes drawn up in previous session
Table activity 3
• Looking forwards, what might we do differently to improve outcomes and pathways for young people?
• What are the key actions for LAs and colleges that have arisen from the morning and afternoon sessions up to this point?
OUTCOMES AND STUDENTS WITH HIGH NEEDS
OFSTED INSPECTIONS FROM SEPTEMBER 2015
• Students with high needs will be studying across all of the provision and on all programmes.
• Under the new framework, inspectors will inspect, as appropriate, the following types of provision:
• Discrete Study Programmes Supported internships Programmes up to Level 4, including Study Programmes,
Apprenticeships, Traineeships, Community Learning
Inspectors will grade the provision for students with High Needs unless the number of students is low.
OUTCOMES AND INSPECTIONS
The new framework focuses mainly on the impact of provision for students, with strong links to outcomes. Indicators of outcomes in outstanding provision: Learners make substantial and sustained progress from their different starting points. Learners are typically able to articulate their knowledge and understanding clearly and demonstrate the skills they have acquired convincingly. The standard of learners’ work is high and, where appropriate, meets industry standards very well.The proportion of learners completing their courses and achieving meaningful qualifications, including, where appropriate, in English and mathematics, that are relevant to their career aims or learning goals is very high or improving rapidly.
Learners progress as soon as they are ready to higher level learning and/or into sustained employment or gain promotion at work. The proportion of learners progressing to positive destinations is very high.
Learners are exceptionally well-prepared for the next stage of their education, training or employment and have attained relevant qualifications, skills, knowledge and understanding. They progress to positive destinations that are relevant to their career plans.
Outcomes for learners are likely to be inadequate if one or more of the following applies:
• Learners’ progress is too slow relative to their starting points
given the time spent on learning programmes.• There are wide gaps in the progress and/or attainment of
different groups and these are not improving. • The proportion of learners completing and achieving relevant
and meaningful qualifications is low or is in decline. Any improvement is insufficient, fragile or inconsistent.
• Learners have not attained the qualifications, knowledge, understanding or skills they need for the next stage of education, training or employment.
• The proportion of learners progressing to further/higher education courses, employment or self-employment is low.
Key areas for consideration in the inspection of provision for students with high needs:
Leaders, managers and governors use the funding for high needs learners
so that their individual learning programmes challenge learners to develop their independence and prepare them for their future
Learners participate in good quality and individually tailored learning programmes that lead to paid employment where appropriate, including to supported internships, traineeships and apprenticeships and/or greater independence in their everyday lives
All specialist support, including speech and language development, behaviour management and physiotherapy is coordinated
The choice of accreditation helps learners progress towards further learning, vocational training, employment and independent living.
Procedures for recognising and recording learners’ progress and achievement are rigorous and purposeful, and support achievement for all learners.
• Staff have appropriate expertise to support learners or specific groups of learners; and how well learning resources, including assistive technology, are to the required standard and specification and are used to support learners to overcome their barriers to achieving their learning goals.
• Learners have opportunities to develop their independence, improve their communication skills and make relevant personal choices and decisions.
• Learners develop skills to enhance their employability and independence in their everyday lives in real life situations, including meaningful work experience, and how well they take an active part in their local communities.
• Learners following mainstream qualifications make progress and achieve, compared with all learners on the same programme, and progress into paid or voluntary employment, further learning or other activities.
Most of these relate to outcomes.
THE EDUCATION, HEALTH AND CARE PLAN• Relevant legislation: Section 37 of the Children and Families Act 2014
and Regulations 11 and 12 of the SEND Regulations 2014
• Children and Families Act 2014 aims to encourage education, health and social care services to work together. Central to the arrangements is the Education, Health and Care plan (EHC) for each young person.
• The EHC plan was a requirement from 2014, so it is likely that many students with high needs are legacy students, and may not have either an LDA (S139A) or an EHC plan. Inspectors will expect to see a programme based on previous information and a baseline/initial assessment.
• The Ofsted guidance on outcomes parallels the EHC guidance.
SEND Code of Practice 2015, provides statutory guidance about the EHC PLAN:
• EHC plans must specify the outcomes sought for the young
person
• Outcomes underpin and inform the detail of EHC plans. Outcomes will usually set out what needs to be achieved by the end of a phase or stage of education in order to enable the young person to progress successfully to the next phase or stage.
Inspectors will evaluate the robustness of the transition planning
• EHC plans should be focused on education and training, health and care outcomes that will enable young people to progress in their learning and to be well prepared for adulthood.
Inspectors will evaluate the effectiveness of the ILP/PLP in implementing a programme that focuses on progress
• EHC plans can also include wider outcomes such as positive social relationships and emotional resilience and stability.
Inspectors will evaluate the effectiveness of strategies,
for example, that help students learn to control anger, or develop self-advocacy skills
• EHC plans should be focused on education and training, health and care outcomes that will enable young people to progress in their learning and to be well prepared for adulthood.
Inspectors will evaluate the effectiveness of the ILP/PLP in implementing a programme
that focuses on progress • EHC plans can also include wider outcomes such as positive social relationships and
emotional resilience and stability. Inspectors will evaluate the effectiveness of strategies, for example, that help students
learn to control anger, or develop self-advocacy skills • EHC plans should always enable young people to move towards the long-term aspirations
of employment or higher education, independent living and community participation. Inspectors will evaluate the effectiveness in teaching the skills, knowledge and
attitudes required to progress to the next stage
• EHC plans must specify the special educational provision required to meet each of the child or young person’s special educational needs. The provision should enable the outcomes to be achieved
Inspectors will evaluate the extent to which the organisation has the specialist staff and resources to meet the needs of the students, including use of communication aids
• An outcome can be defined as the benefit or difference made to an individual as a result of an intervention
Inspectors will evaluate whether, as a result of the lesson, activity or programme, a student can demonstrate gains in understanding, skills or attitudes
• Local authorities must describe the provision available to young people in the area by publicising the ‘local offer’.
Inspectors will evaluate the extent to which the programme is appropriate
for the students and whether sufficient careers advice and local information is available
MESSAGES FROM OFSTED INSPECTIONS AND SURVEYS ABOUT OUTCOMES
• Post-16 providers work well with schools to give young people with high needs a smooth transition into the further education and skills environment. However, the learners do not always have a clear baseline from which to measure their progress from the start of the programme. Reviewing of progress is often weak.
• Learners on mainstream programmes usually achieve as well or better than their peers. The best GFEs prepare them well for the next stage, including HE. However the quality of support provided, and the effectiveness of adjustments made is variable.
• The implementation and quality of EHC plans is very variable. Health and social care agencies do not work closely enough with post-16 education providers to ensure that suitable therapeutic support and expertise is readily and consistently available to enable learners to achieve.
• Local authorities and / EFA do not always check the quality or appropriateness of the provision, and the specialist staffing and resources available so that learners can make progress. On one inspection the provider only had one fully qualified teacher; the students did not have a baseline; managers did not observe lessons or write a SAR. It was impossible to identify progress made.
• Although more providers now prepare young people well for positive destinations, not enough do so. Independent, high quality, specialist advice and guidance is not readily available for many young people, and not all LAs identify a sufficient range of ‘local offers’.
• Although outstanding providers do so, not enough make good enough use of real life experiences through their programmes of learning to prepare young people for adult life and their destinations
OUTCOMES, AIMS, GOALS, TARGETS and ASPIRATIONS
• The usage and definitions in the sector are hugely variable and practitioners sometimes use these interchangeably, as synonyms.
• Ofsted uses OUTCOMES to describe the impact of interventions that can be, measured, audited, contribute to management data and / or are demonstrable: QSRs, destinations, rates of progression, development of skills, knowledge and attitudes
NOTES OF CAUTION: The use of outcomes-based approaches to learning have been contested: Wolf (1994 and 2011) points out that the quality of the criteria is
crucial, as outcomes can be of ‘low value’ and ‘meaningless’.HC 422 (2010) found that ‘teaching to the test’ to meet outcomes, limits learning.
Approaches based on outcomes, goals and targets are only as good as the quality of the criteria: these can be challenging or too easily achievable
The guidance on EHC plans points out that long-term aspirations are not
outcomes in themselves.
OUTCOMES, AIMS, GOALS, TARGETS AND ASPIRATIONS IN ILPs and LESSONS
10 years ago, on discrete programmes, students could have as many as 50 targets, many behaviourist, some intrusive and often negative o Not to go near glass when agitatedo Not to drop your coat on the flooro Not to interrupto Not to look away when spoken to
This has evolved so that it is common to find students with around four to six targets/ goals : o behavioural goals or targets o communication goals or targetso practical goals or targetso long-term goals or targets
An observed cookery lesson
o Greet the teacher appropriately (communication goal)o Dry up the dishes at the end of the lesson, with support (practical goal)o Remain in the lesson for most of the time (behavioural goal)o Progress to supported living (long term goal)
The recording of progress was based on the goals the student had for the term, with
drying the dishes as the lesson goal. Nos.1-3 had been completed for several weeks, and continued to be ticked as achieved
Question: what does recording actually capture about other learning and progress? Is the
student more than the sum of those goals? The challenge is to keep both the baby and the bathwater
An outstanding example of assisting a student to prepare for semi-supported living:
A member of staff accompanied a student to the actual supported living setting. She carried out risk assessments and travel training in that locality. The student and member of staff spent time there, taking photos and videos for use on a smartphone. On leaving, the student had a smartphone with pictures that she had chosen to assist her in the new setting. This included instructions on the use of gadgets and equipment, and a reminder how to check visitors at the door to ensure safety. The contacts included local emergency numbers.
The student had learnt to use the phone, identified what needed to go on it,
demonstrated knowledge of the locality, familiarised herself with the kitchen and laundry equipment, with road crossings, shops and places she found important.
References
Children and Families Act 2014; www.legislation.gov.uk/ukpga/2014/6/contents/enacted.House of Commons Select Committee Report (2010) HC 422 From Baker to Balls
London: The Stationery Office LimitedWolf, A. (1994). Competence-based Assessment Buckingham, Open University Press.Wolf, A. (2011) Review of Vocational Education: the Wolf Review, DFE
Questions and Discussion
www.preparingforadulthood.org.uk
http://www.sendgateway.org.uk
http://www.sendpathfinder.co.uk
Contact
Useful information sources
