Inclusion SEN & Disability Services - ISEND
Nathan Caine
Head of ISEND Provider Services
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
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
Changes to ISEND Services• New management structure in place from
1st September
• Full staffing implemented on 1st February 2015
• Revised traded and core offer to schools from 1st April 2015
• New ‘Front Door’ into ISEND from term 5
ISEND Provider Services
Fiona WrightAssistant Director: Schools, Youth &
Inclusion
Nathan CaineHead 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
ISEND Assessment & Planning
Operations Manager Social Work
Assessment & Planning
Fiona WrightAssistant Director: Schools, Youth &
Inclusion
Alison BorlandHead of Assessment &
Planning
Operations Manager Community Resources
Senior Assessment & Planning Manager
Workforce Development & Implementation
Manager
ISEND Project Officer
EHC Assessment & Planning team
Service Offer
3 Levels of Access Across Services:
1) Statutory
2) Core
3) Traded – access by SLA (including top-up)
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
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.
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 1st April.
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
1 2 3 4 5
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
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 formBoth would use the same guided form to gather information consistently
Contact / request Information-gathering Panel decision-making1 2 3
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 / request Information-gathering Panel decision-making1 2 3
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 / request Information-gathering Panel decision-making1 2 3
Overview of Contact Routes
More Information
Breakfast meetings for heads and SEN/Pastoral Managers:•Monday 23rd March – 8am @ Powdermills Hotel•Wednesday 25th March – 8am @ East Sussex National
Volunteers for Panel representation