London Borough of Redbridge and Redbridge NHS Clinical Commissioning group(CCG)

London Borough of Redbridge – Special Educational Needs and Disability(SEND) self-evaluation of the local areas’ implementation of the SEND reforms for children and young

people aged 0-25

(SEND SEF)

Update Spring 2018

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Introduction

This Special Educational Needs and Disability self-evaluation for Redbridge is the result of

working together across the Council, Redbridge schools and education providers, and the NHS

to analyse and understand our areas of strength and those areas where we see priorities for

improvement. We have consulted with parents and held a workshop to ensure the perspectives

of families are included in the self-evaluation. We know there is a lot to do to ensure that we

offer the best services possible for all our most vulnerable children and families. We are

committed to making improvements to our services that will ensure we achieve the best

possible outcomes for our children and young people with special educational needs and

disabilities.

Adrian Loades, Director People Sue Elliott, Deputy Nurse Director

London Borough of Redbridge Redbridge NHS Clinical Commissioning Group

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London Borough of Redbridge – Special Educational Needs and Disability self-evaluation

(SEND SEF) of the local areas’ implementation of the SEND reforms for children and young

people aged 0-25

1 Background

This report examines how all partners in the Redbridge local area are working together to implement the SEND reforms. The report is arranged in two sections – the first dealing with cross cutting themes, the second focusing on the arrangements for identifying, assessing and meeting the needs and outcomes for children and young people with SEND. The SEF identifies areas of strength and areas for development which form part of the local areas’ SEND Strategy Action and Improvement Plan 2016-2018.

2 Methodologies

The SEND SEF has been drawn up using evidence from published data sources, including benchmarking against similar geographical areas and nationally, a developing London Borough of Redbridge SEND matrix, available data sources within the NHS, and from other partners. The SEF has been informed by information published as part of the SEND Local Offer. A number of multi- agency workshops and meetings have been held with partners, individual managers and practitioners across the local area to collect detailed information on practice and outcomes and to inform judgements about effectiveness, including key strengths and priorities for development. The views of parents have been included through parental feedback surveys, a workshop event attended by around 30 parents and through discussion with the Parents Forum (Empowering Parents Together). Parents raised some additional concerns about mainstream school attitudes and support for inclusion which have been captured in the SEF. The Local Authority has strong evidence to support its view that its schools are effective in meeting needs, and that the provision of support and development for SENCOs is a strength; nevertheless, the strength of parental views and the additional pressures resulting from changes to school funding makes inclusion in mainstream schools an area which the local authority wishes to strengthen further. Parents also identified concerns about referral systems, timeliness and consistency of delivery in health services, particularly for CAMHs which has informed the SEF. There is broad agreement across the local area of the priorities for improvement which the SEF has highlighted. The self-evaluation has been endorsed by senior managers in the Local Authority and

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the CCG. The SEF is supported by a SEND Strategy Action and Improvement Plan 2016-2018, driven forward by a SEND Improvement Multi-Agency Group (SEND IMAG) which includes key representatives from across the local area.

3 Cross cutting themes

3.1 Governance, accountability and performance

Governance Summary

1. The Barking and Dagenham, Havering and Redbridge health and care system is comparatively advanced in working as an integrated care system. The Integrated Care Programme Board oversees the work of a Joint Commissioning Board which includes a children’s sub group. Working across the CCG and the three local authorities is increasingly common in the commissioning of services.

2. In Redbridge the SEND Multi-agency Group and Partnership Board [doc 1] is where key leaders from the local area (including parent and educational setting representatives) meet together to oversee the implementation of the SEND reforms. The SEND Partnership Board has been established to take forward the SEND strategy. There are a number of sub groups with specific accountability for driving forward aspects of the SEND agenda, reporting to the SEND Multi-Agency Implementation group, which in turn reports to the Health and Well Being Board (HWBB) and the Children's Partnership Board.

3. Following changes to the senior leadership team in Redbridge Council the SEND Commissioning Board has strengthened its links with the Health and Well Being Board (HWBB) clarifying accountabilities for joint commissioning of services for children with SEND and now reports on progress annually. The People Directorate has produced an integrated Peoples’ Commissioning strategy [doc 2] which embeds SEND commissioning and links to the Joint Commissioning Board Children Sub Group. [doc 3]

4. The SEND strategy for children and young people aged 0-25 is focused on achieving better outcomes through early intervention across all services, improved joint working and joint commissioning. Partners are committed to working together to achieve the overall vision for children and young people with special educational needs and disability so that children and

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young people

Are supported to develop well in their early years

Receive on-going support throughout their formal education to help them develop and achieve their full potential; and

Children, young people and their families are offered opportunities to influence and contribute to the decisions affecting them and their future

5. Public sector bodies in Redbridge have faced significant funding challenges over recent years, and reductions to social care

budgets to support children with disabilities and revised provision of SEN transport has been implemented. There have

already been significant reductions in youth service budgets, including the Connexions service supporting older young

people at risk of becoming not in education, employment or training (NEET). Changes to school funding have resulted in

reductions in school budgets which have impacted on funding available for school support. Further reductions may result

from changes to the High Needs funding block which will further reduce flexibility on spending on SEND. The Local

Authority is currently exploring future models for supporting school services.

6. The Local Authority has recently conducted a high needs review to ensure a sustainable plan for SEND provision. Significant changes to service delivery models are likely to be needed over the next 3-5 year period whilst continuing to implement the SEND reform agenda for a 0-25 service. This review is very recent and consultation regarding options is just starting. Work on the Improvement Plan will be developed and implemented within this context

Areas of strength- Governance Areas for development- Governance

1. The Board has appropriate senior representation from the Local Authority (Access and Inclusion, Children’s and Adult Social Care), the CCG (commissioners and service providers), schools, Early Years, post 16 providers, and parents. It is chaired by the Operational Director- Education and Inclusion

2. There is a strong track record of partnership working and commitment to working together, both within the Council and with key external partners in health and education. Senior managers are passionate about improving

1. The links between the SEND Partnership and joint commissioning, the Health and Well Being Board(HWBB) and Safeguarding Boards are being strengthened through a joint commissioning approach, so that there is greater understanding of the SEND reforms beyond the SEND Board members, the interdependencies with universal services, and targeted services for vulnerable children across Redbridge and the adjoining CCG areas.

2. Governance structures to improve joint commissioning will require restructuring and consolidation. A new joint

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outcomes for children and show commitment to and understanding of the SEND agenda. New senior managers have reaffirmed this commitment.

commissioner will be appointed to fill the vacant post. Tri-borough SEND Commissioning Group established with key areas for development including joint commissioning of specialist equipment (target completion June 2018) and children and young people therapies provision.

How we plan to improve Actions Lead What does success look like (including outputs being measured)

Progress review

Clarify and implement clear reporting and communication channels between the SEND Partnership Board and the HWBB, Children’s Trust Partnership Board and Local Safeguarding Board. Establish governance structures to oversee commissioning for SEND including joint commissioning up to age 25.

Meeting between Head of Access and Inclusion and Deputy Director public health to clarify roles. Report for HWBB to set out lines of accountability in relation to SEND Partnership Board Section11 - Local Children's Safeguarding Board Audit Clarify responsibilities for SEND commissioning 0-25

LH SEN LH/AL

Clarity on responsibilities re SEND across different Boards Workforce trained and aware. System structures support duties. Joint commissioning and provider specifications in place

Report to Health and Wellbeing board delivered [doc 4] GREEN

LSCB Audit of SEND completed 2017 with recommendations [doc 5] implemented including training and panel participation by social care in place GREEN

SEND Commissioning group reporting to Health and well-being board yet to be embedded. People directorate strategy includes SEND commissioning

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approach. Monitoring systems to be improved. Specifications for targeted therapies to be progressed AMBER

Accountability Summary

1. The SEND Partnership Board seeks to embed joint commissioning and oversees the implementation of the SEND strategic plan. The SEND Multi-Agency Group steers and monitors the work of operational groups taking forward work to embed the SEND reforms [doc 1]

2. Within the Council, the Access and Inclusion service is responsible for the delivery of the SEND reforms with direct line management accountability for the SEND Assessment Teams, Education, Health and Care Plan process, the Educational Psychology Service, The Pre-school Home Visiting Service, The Early Years Advisory Service, SEN Transport and the Behavior and Inclusion service. The Access and Inclusion service has lead accountability for taking the SEND strategic plan and for partnership working, including work with education providers and the Parents Carer Forum. Line management responsibility for Children with Disability services has been retained in Children's Services in order to ensure appropriate professional supervision of social work. The Council has recently restructured services. There have been a number of changes at senior level- all key personnel were in post by November 2016

3. There is a Designated Clinical Officer (DCO) at Redbridge CCG whose role is to support the CCG to ensure it meets their statutory duties and who acts as strategic lead for the EHC plan pathway.

4. There is a long standing and strong working relationship with the local health provider –North East London Foundation Trust (NELFT) which delivers services for children and young people, including Child and Adolescent Mental Health Services (CAMHS) and targeted therapies

5. Redbridge has provided active support to Empowering Parents Together (EPT) (our Parent Carer Forum) so it can develop its organisation and improve representation for parents. EPT has members serving on the SEND Partnership Board and meets with Council officers to ensure parents’ voices are heard and to work together on key issues

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Areas of strength- accountability

Areas for development- accountability

1 The DCO plays a vital role in ensuring processes and decision making across education and health providers are aligned and in ensuring joint working approaches in respect of complex cases. The DCO sits on the EHCP decision making Panels

1 Working in partnership with local authority officers to ensure implementation of the single route of redress. [doc 6]

Performance Summary

1. Improving the quality of data and performance monitoring is a high priority for the local area. Historically, data from different services has not been pulled together into a single place and performance monitoring has been within service areas. A SEND matrix [doc 7] has been established which includes key data on numbers, timescales, attainment and trends. The matrix will continue to be developed to include additional information and improve its value as information and monitoring tool. The SEND matrix is monitored by the SEND Multi-agency group.

2. A review on the development and capacity of the Synergy Management and Case file system has highlighted the need to revise the case management system and to develop a parental and professional portal for the EHCP business processes.

3. The Head of the Virtual School has a specific role in raising the attainment of vulnerable children and provides school level attainment analyses [doc 8] to the Education and Inclusion management team including the School Improvement team. Closer links between School Improvement have been established to raise SEND leadership within schools in connection with the SEN primary adviser.

4. The data for children missing education [doc 9] and those out of school for medical reasons is monitored weekly, as is the position for children missing from home, or in the care process.

5. The delivery of statutory timescales forms part of the monthly performance report and SEND matrix. More detailed monitoring takes place within the Access and Inclusion team on a weekly basis.

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6. Performance monitoring in respect of health provision continues to be developed.

7. Primary schools are supported by an SEN primary advisory teacher in all aspects of their work around SEN. The School Improvement service meets half termly to review all schools which includes consideration of any SEN concerns, attainment data, attendance and exclusion data [doc 10]

8. Early Years settings receive advice and support from the Early Years Advisory Service and the Early Years and Childcare Improvement service. The delivery model for these services is included in the scope of the High Needs review.

9. Parents identified shortfalls in school delivery of SEND reforms, particularly in the waiting times for some services.

10. A Transformation Plan has been put in place in the SEN team to address a back log of Annual Reviews and improve the

timeliness of producing EHC Plans.

Areas of strength –performance

Areas for development –performance

1. Redbridge schools are high performing and achieve good outcomes for children with special educational needs. The council has an excellent understanding of the performance of its schools and uses data to target support and challenge [doc 8]

1 There are gaps in data and performance information in respect of some health services, for example in relation to Preparing for Adulthood outcomes

2 The Council’s performance in the delivery of statutory timescales requires improvement. In addition, the Council needs to improve its ability to complete the Annual Review process in a timely manner

3 Strengthen support for SEN governors role so they can monitor outcomes for SEND children more effectively

How we plan to improve Actions Lead

What does success look like (including outputs being measured)

Progress review

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Refine and develop the SEND performance matrix 0-25 and Improve the collection and use of data from across services Provide more training for SEN governors around outcomes and inclusion Take action in the short and longer term to ensure sustainable capacity to complete statutory timescales and processes around EHC Plans

1. Development of local data set and performance measures for pediatric services and health outcomes

2. Development of performance measures to support Preparing for Adulthood (PfA) outcomes

3. Refreshed governor training programme for SEND [doc 12]

4. Implementation of the SEN

transformation Plan

5. Redesign of SEN team to create sustainable service delivery

DL/EH EA/JA RB/JB LH LH

The SEND matrix includes key information and performance data for outcomes 0-25, with a supporting health matrix Strategy in place, outcome measures identified and work stream implemented Governing bodies review SEND outcomes for their school. Improvements to statutory processes for EHC Plans; Annual reviews /EHCPs within timescales; Transfers of Statements completed within timescales Options for SEN team structure identified and positions filled

Performance data processes reviewed SEND Matrix needs refresh. . Data workshop Jan 2018 examined challenges and opportunities given the volatility/diversity of local area needs. PFA work stream developed. [doc 11] Transition review commissioned across children and adults. RED GREEN Revised TORs for panels completed and EHCP business process reviewed. [doc 13] Revised EHCP template and advice formats in place EHCP plan writing guidance in place. Processes in place to develop Task and finish partners group for AR process implemented, completion March 2017 with rollout September 2018. Evidence of closer monitoring systems in place. Timescales remain challenging as new posts embed and resolve backlog AMBER Achieved. Increased capacity in assessment teams with dedicated 0-16 and 16-25 team leaders. Recruitment to new management posts 2018.

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AMBER .

3.2 Safeguarding, vulnerable children and young people

Summary 1. There is clear Multi-Agency guidance in place relating to thresholds for referral into early help and social care in the

Redbridge. “Are you worried about a child? How to access early help, and thresholds for referral to children’s social care, June 2016 [doc14].

2. There are clear referral routes for services and professionals who are concerned about child protection issues, through the Multi Agency Safeguarding hub (MASH)which includes representatives from the Education Welfare which provides any known education service information about the child/young person

3. Staff in education settings receive training in respect of child protection and there is a named Designated Safeguarding Lead and Deputy in each setting who must have additional enhanced training...

4. The Local Safeguarding Children’s Board(LSCB) carries out Section 11 audits [doc 5] every two years to review and improve practice in education settings

5. Safeguarding Children with Disabilities (CWD) is a recent priority for the LSCB. 6. Safeguarding arrangements were inspected in 2016 and rated as “good”. 7. Where a request is made for an EHC Plan, a check is made to see if the child is known to children’s social care teams and

professionals are encouraged to work together to plan provision and services for the child and family 8. There are a range of Early Intervention services available to families as part of Early Help services accessed through a

variety of routes, including some through self-referral 9. Historically there has been a wide range of social care provision for children and young people with disability and their

families; a review of short breaks has taken place 10. Currently the Children's with Disability team is seen as the key link between education and children’s social care services for

children with SEND. 11. The Head of Behaviour and Inclusion monitors exclusions of children with SEND and liaises with the Head of Access [doc

15] and Inclusion to address individual cases and ensure children with SEND maintain access to education provision 12. EHC Plans include care packages which can be supported through personal budgets [doc 16]

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13. Social care managers are linked to the EHC panel and there is a joint decision-making Panel for all cases where residential placement is being considered embed link to the Multi-Agency Resources Panel Terms of Reference

14. Liaison with the Adults Safeguarding Board is at an early stage of development

Areas of strength – Safeguarding, vulnerable children and young people

Areas for development – Safeguarding, vulnerable children and young people

1. Professionals are secure in understanding the actions they need to take in respect of child protection concerns

2. New senior managers are committed to the development of coherent better aligned and integrated services for children and young people with SEND, 0-25

3. There is a variety of social care provision for children with disability including short breaks, and additional services some of which are available through self-referral

4. Senior managers are committed to the development of coherent better aligned and integrated services for children and young people with SEND, 0-25

5. There are examples of effective joint working across agencies in respect of the most complex cases [doc 17

6. There is a variety of social care provision for children with disability including short breaks, and additional services some of which are available through self-referral [doc 18] (see paragraph 8, page 10 above)

7. There are robust monitoring arrangements for children with SEND who are excluded or out of school [doc 15].

1. The current working arrangements between children’s social care and SEN services rely on the professionals involved working together as individuals, rather than this being part of established structures and systems.

2. The Child in Need elements of the EHC Plan process would benefit from greater alignment

3. There is a need to update joint working arrangements following the introduction of the Children and Families Act 2014 to ensure an effective response from 0-25 and develop sustainable services in line with available resources

4. Increase access to safeguarding training for professionals in Education

5. Protocols to share information and data across different data bases need to be developed to support joint working

6. Working arrangements safeguarding services for vulnerable adults

How we plan to improve

Actions

Lead

What does success look like (including outputs being measured)

Progress review

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Establish a work stream with social care colleagues to improve how we work together for those children and young people with special educational needs and disability aged 0-25, and their families

1. Review opportunities for integrated working across Families Directorate for children with SEND and their families

2. Training on construction of care elements of EHC Plan, especially for CiN

3. Section 11 audit of SEND services (0-25)

4. Develop children to adult social care transition planning and arrangements within the Preparing for Adulthood framework

5. Review handover

arrangements between Children and Adult safeguarding systems for

LH/JA AH/ CSW SEN team’s LH EA/JA SEN

Systems are in place to identify children and young people known to both services Systems are in place to support joint planning between services to meet the needs of children and young people and their families A SEND Section 11 audit completed Transition aligned with the Preparing for Adulthood framework Post16 EHCP team trained re: adult safeguarding process

Panel and transition processes being reviewed. Attendance at EHC Panel by Children’s Social Care in place. Need for directorate complex needs placement panel identified to further develop Multi-Agency Resource Panel (MARP) Processes. Progress to implementation required full sign up across services. AMBER

Initial training completed in children services. Understanding in practice not evidenced as yet. Need to embed in management oversight and supervision structures. RED

Audit LSCB SEN completed with action plan in place and actions implemented Workforce training – audit of all staff re eLearning completed for Transfer and EHCP teams RAG GREEN Transition policy and arrangements revised. Adult services engagement emerging. SEND training required and clarity on transition process. Integration 0-25 workshop September 2018. RAG RED

Training received 2018. New Post 16 EHCP Team recruited.

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young people with SEND

3.3 Co-production

Local Offer Summary

1. Development and management of the Local Offer is overseen by a sub Group [doc 19] of the SEND Partnership Board with representation from key partners (including parents). The day to day management of the Local Offer sits with the Families and Information Directory Service (FIND). The Local Offer forms a discrete and distinct part of the FIND service directory.

2. The content of the Local Offer has been refreshed and presented in a revised format. There is a wide range of information available about SEND, including identification and referral processes, information about services in the borough and information about schools and other education providers. The health and post 16 sections of the Local Offer are less well developed and the information is not as easy to access as we would like it to be.

3. A peer review and a stakeholder workshop was undertaken by Sutton Council in spring 2016 informed the refresh of the Local Offer. The aim was to ensure the Local Offer remains the main source of information and support for parents of children with SEND, young people and practitioners. There is a positive sign up to this objective across the local area.

4. The High Needs Review will outline where provision and services are to be developed in response to changing pressures and needs. As new provision and services are developed they will be included as part of the Local Offer

Areas of strength-Local Offer Areas for development –Local Offer

1. Positive engagement from parents and services [doc 19] across the local area to the ongoing improvement and development of the Local Offer.

2. A wide range of information about services and

processes is available, particularly in respect of education

and social care (Children with Disabilities), [doc 19]

3. The Youth Forum is regularly involved in reviewing the Local Offer. [doc 20]

1. The Local Offer is still not as easy to access through a web based search as it should be

2. The language of the Local Offer is not as user friendly as it needs to be

3. The young people’s section of the local offer is under developed

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How we plan to improve Actions Lead

What does success look like (including outputs being measured)

Progress review

Work with parent representatives and our partners to improve our Local Offer for SEND Work with young people representatives to improve young people pages

1. Implementation of the Local Offer Development Plan [doc 21]

2. Youth Forum to provide feedback. Young persons to be offered supported employment to develop pages

AH Increased number of “hits” on the Local Offer. Positive feedback on Local Offer Accessible young people pages

AMBER LO publicity campaign planned Forum feedback received. Recruitment to post in development.

Co-Production with parents, children and young people Summary

1. The role of the SEND Parent Carer Forum in Redbridge is undertaken by Empowering Parents Together (EPT). There is a committed core membership who work hard to represent parents’ views across the Borough and work with the Council and CCG at a strategic level. EPT is supported in its work by Redbridge Information, Advice and Support Service (RIASS) and through the Redbridge Community Voluntary Service. A priority is to extend the membership of the group

2. The Head of Access and Inclusion meets regularly with representatives of EPT to hear feedback, to discuss key issues and to share information. The views of parents are sought at both formal and informal levels on issues of strategic importance

3. EPT are represented on the SEND Partnership Board and invited to be members of Sub Groups where appropriate 4. Input from young people's representatives on the Children’s Trust Partnership Board is sought to inform key issues such as

the SEND Vision Statement and SEND Strategic Plan; a SEND Young Persons’ Forum has been commissioned 5. Early Years' services, settings, schools and other education providers are encouraged to work directly with parents and

young people in drawing up their support plans at education setting level and to involve parents, children and young people in the wider life of the school or College

6. Once the SEND Panel has agreed that an EHC Plan should be issued, parents work with an Education, Health and Care Plan Coordinator at a co-production meeting (CPM) to construct the outcomes and detail for the EHC Plan. These meetings take place at the education setting and are attended by relevant professionals/practitioners

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7. The Council offers a meeting with the Tribunal and Conciliation [doc 22] Officer to explain to parents the reasons for the Panel decision if the request for an EHC Plan has been refused

8. The Council collects feedback from parents on their experience of the co-production meeting which is used to inform planning and service development [doc 23]

9. Head of Service of Children with Disabilities and Head of Service from Contracts and Commissioning has a series of meetings with EPT about short breaks provision.

10. The Council and its partners participated in the Personal Outcomes Evaluation Tool (POET) survey in 2015, achieving sufficient response to have its own report. The Council will continue to take part in the POET survey in order to provide benchmarked feedback of user and practitioner experience.

11. Feedback from the SENCO survey was used to inform the transition planning process for 2016/17 [doc 24] 12. Feedback surveys are being developed to cover all areas of the EHC Assessment process [doc 25] 13. We are aware that, as in all LAs, we need to continue to work with parents individually and collectively to build up

confidence in our approach to supporting children and young people.

Areas of strength- Co-Production with parents, children and young people

Areas for development - Co-Production with parents, children and young people

1. There is a strong commitment to working in partnership with parents at all levels, from strategic planning to co-producing individual Plans at school support and Education, Health and Care Plan level

2. The co-production meeting is valued by parents and professionals/practitioners in constructing the EHC Plan

3. Access to personal budgets for care packages provides flexibility for families to meet their needs

4. There are positive working relationships with schools/education providers who attend training and development sessions offered though the Council and work positively to involve parents [doc 26]

1 Feedback is not collated and reviewed systematically, making it difficult to have an overview in one place of parental views

2 The mechanisms for co-production with young people at both a strategic and individual level require further development

3 Information, advice and guidance for young people with SEND requires further development, particularly for 18+

4 Parental confidence has been undermined by some instances of historic failings of process, some of which have been high profile.

How we plan to improve Actions Lead

What does success look like (including outputs being

Progress review

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measured)

Work with services and parent/carer representatives to set up feedback loops to shape service development and reporting mechanisms to the SEND Partnership Board Set up mechanisms to improve communications with young people and ensure young people with SEND have a place to express their voice

1. Workshops in collaboration with Empowering Parents Together (EPT) Redbridge’s Parent Carer Forum to get a “state of the nation,” across all services areas.

2. Involvement in consultation w task groups – SEN travel, High needs review, local offer, short breaks and data workshop

3. Parents and Young people actively contribute to co-production of EHCP outcomes

4. Work with young people with

SEND to set up Young Peoples Forum

LH LH/JA SEN AH AH/ CM

Parent representatives feedback that the Local Authority listen and respond to their views Co-production of strategy and policy Services developed responding to parent views Co-production meetings embedded as core in process Positive findings in the POET survey in respect of parental/carer involvement Youth Forum established and Forum meets at least twice a year

Workshops run. Support for drop-in sessions provided to raise EPT visibility in Redbridge Area Regular meetings with steering group and presence on strategy and consultation work groups in place AMBER

SEN Transport Matrix co-produced. This has been seen as an innovative and strong example of co-production taken as an exemplar by the DfE Advisor and other LA’s [doc 27] EPT presence on stakeholder HNB review group, LO and partnership board. In-control conference jointly attended. Consultation with CSW and input into strategic plans to be strengthened AMBER Positive feedback on Co-production meetings. Embedded practice in system. GREEN

POET response rate poor. We need to enhance mechanism by which we obtain feedback from parents and carers. RED Initial workshop held. Views shared with SEND officers and health partner workshop Feb. 2018. AMBER

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5. Prepare updated Information

Advice and Guidance (IAG) materials to support young people with SEND

AH

Information for young people with SEND is published as part of the Local Offer

Yet to be commenced RED

3.4 Commissioning and contracting

Summary 1. Historically, service planning and commissioning for SEND has been led by the services with coordination from a Directorate

wide resources team. Following restructuring Operational Directors have assumed oversight for commissioning of services in their areas

2. The Local Authority Joint Strategic Needs Assessment(JSNA) [doc 28], Annual Public Health report, specifically commissioned needs assessments, data and trend analysis is used to identify future needs for education, health and social care provision

3. The SEND Multi-Agency group has oversight of joint commissioning with the CCG and links to the Health and Well-being Board who have overall accountability for the development of a SEND (0-25) commissioning strategy. Arrangements are being developed to clarify lines of accountability and responsibility. A send commissioning group feeding into the people directorate commissioning framework and the wellbeing board needs to be established

4. Public Health has commissioned a 0-19 Integrated Healthy Child Programme [doc 29] which includes improvements to the health visiting service; this will improve the identification at an early age of children with special educational needs and disabilities

5. The Council is reviewing its provision of specialist school places required and is developing plans to make changes in response to growing population pressures and a changing SEND profile in the Borough.

6. The Local Authority has revised its SEND travel arrangements policy [doc 30] to enhance the development of independence for young people and achieving efficiencies in service delivery.

7. There is a joint commissioner post (currently vacant) funded jointly by the CCG and the Council whose role is to support the development of joint commissioning arrangements for children and young people with SEND

8. To date, joint commissioning has been focused on systems issues; there is a commitment to explore a jointly commissioned

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therapy service with neighbouring local authorities. 9. A jointly commissioned review of Speech and language services is underway with a view to a new service delivery model.

New service specification for special schools agreed. Mainstream review Summer 2018 10. A review of short breaks provision has been completed and Cabinet has agreed that short break provision should be

retendered [doc 31] 11. The Preparing for Adulthood Development manager is identifying commissioning requirements for post 16 provision to

ensure appropriate pathways for young adults with SEND 12. The Local Authority has a number of contract and service level arrangements in place with specialist services which have

recently been updated. The longer-term aim is to renegotiate these arrangements to include improved performance management measures and an outcomes framework

13. The use of personal budgets to support care packages for children with disabilities is well established, with a direct payments scheme in place. Personal transport budgets, particularly to support Preparation for Adulthood outcomes have been established.

14. The use of education and health personal budgets, and integrated personal budgets is at an early stage of development

Areas of strength- Commissioning and contracting Areas for development - Commissioning and contracting

1. Managers involved in decision making for individual children are able to use their knowledge of the needs of children to inform commissioning and planning

2. There is a shared priority between the Council and the CCG to jointly commission services for children and young people

3. Commissioners in the Council and CCG have positive working relationships with providers which enable issues to be identified and addressed (within existing resources)

1. The current arrangements for commissioning are still evolving with new governance structures being developed.

2. Data systems used individual partners do not always allow accurate analysis of needs, particularly of children who have a disability at a population level.

3. Improve joint commissioning, including CAMHS 4. Commissioning arrangements with the CCG must ensure

that therapies are provided based on the needs of the child or young person.

How we plan to improve

Actions

Lead

What does success look like (including outputs being measured)

Progress review

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Work with partners to create a governance structure for SEND and to identify those services to be commissioned within an overarching 0-25 commissioning strategy for SEND Improve our data collection and intelligence sharing around SEND children and young people Ensure priority areas for re-commissioning are identified and developed within the principles established as part of the overarching strategy

1. Establish governance structures to oversee commissioning for SEND (0-25) including joint commissioning (see section 3.1 above)

2. Establish and implement data collection in the NHS to allow accurate analysis of the health needs of children

3. Develop an overarching 0-25 commissioning strategy for SEND

4. Implement a joint commissioning programme for therapies

LH/GX /SE

NM/JG/ML/DZ LH/YS /SE YS/ML

A Commissioning group with multi agency representation is set up to oversee SEND commissioning, reporting to the HWB board Data and information re children and young people with SEND is shared across agencies and a work programme to collect data is in place A clear commissioning work programme is in place, agreed by the Council and the NHS (Health and Well Being Board)

People Directorate commissioning strategy has been completed. SEND joint commissioning statement in place. [doc 2] CCG/cross borough commissioning structures in review. Meeting schedules cross-directorate attendance RED

Data workshop Jan 2018 with partners [doc 32]– identify need for coding and sharing system RED

Limited progress – re 0-25 due to wider CCG Commissioning restructure.

Some Progress on SLT sp. school work stream and school Early intervention CAMHs support specification. AMBER

20

5. Development of the post

16 education offer within the PfA framework

6. Implement an updated transport policy

7. Review and implement a revised short breaks statement

8. Develop and implement a personal budgets policy to include health, social care and education

10. Analyse school places and special needs data to inform future SEN place planning

11. Implement the recommendations in the specialist place planning report

12. Identify and commission CAMHS services for SEND children and young people as part of a CAMHS commissioning strategy

EA JH JA AH JB/JH/LH LH YS

Clear destination pathways and support in place Policy review and arrangements in place Access to PB understood and used appropriately SEND provision in place to meet growth

Clear assessment pathways and support in place

OT, Adult send and MS therapy school commissioning work streams in process Work stream in place. Conference planned but requires greater consistency across services AMBER

Policy and consultation completed. GREEN Review in place. Consultation with EPT. Short breaks statement to be completed 2018 Amber

Personal Budgets policy revised. Summer 2018 deadline Red

HN review on track and analysis of place planning data identified RAG Green HN recommendations implementation plan 2018 /19 in line with wider council proposals CCG/LA leaders group established for reviewing CAMHs Transformation plan. Roll out June 2018.

21

4. Identification and assessment of children and young people with SEND

This section sets out how partners in the local area work to together to identify and assess the needs of children and young people with SEND. It is broken down by age group for ease of reference.

Summary 0-5

1. Young children with disability or SEN are referred to the Child Development Centre for early intervention and assessment by

community pediatricians and therapies. The identification process is supported by a specialist health visitor

2. Health referral pathways are in place, with weekly meetings of health professionals at the CDC to triage referrals. Section 23

notifications now embedded in pathways. Difficulties in securing a lead pediatrician in North East London NHS Foundation

Trust (NELFT) has impacted on the development capacity of the service. CCG have put in further funding.

3. The Early Years SEND Panel has revised Terms of Reference [doc 13]and acts as a multi-agency decision making forum for

inclusion and statutory processes.

4. Family Support Workers from Children’s Centre’s, or parents, can also refer to the EY SEND Panel

6. We are aware that separate data systems exist between services and processes are in place to ensure sharing of

22

information.

7. Early Years settings and Nurseries follow the graduated approach to the identification and assessment of young children

with SEND with support from the Early Years area SENCOs and Early Years Advisory Service. We believe we are good at

early identification for example The Early Support plan is part of the graduated response. Early Years settings follow a co-

production outcome focused model of assessment and planning ensuring close involvement of parents and families There

are banding arrangements to support children with SEND (with or without an EHCP) within a setting [doc 33]

Areas of strength-Identification and Assessment 0-5 Areas for development –Identification and Assessment 0-5

1. There is robust identification and assessment of those

young children with the most complex needs with the

involvement of health, social care and education through

the SEND Panels

2. Early Years settings are well supported to identify and

assess children with SEND and effective monitoring of

education providers is in place

3. The EY SEND Panel provides effective monitoring and

tracking, including the transition to school for young

children with SEND who are known to the EY SEND

Panel

4. The EY SEND Panel is an effective multi agency group

with representation from Educational Psychology, Early

Years services, CDC, social care, specialist nursery for

1 Engagement and attendance of children social care at

the Early Years panel needs to be improved, though

involvement at the EHCP panel is evident.

2 The five universal developmental checks are

commissioned by Public Health and provided by NELFT.

Whilst there has been increasing coverage of the checks

this has been varied since the introduction of the new 0-

19 Healthy Child Programme service in 2017. A skill mix

approach has been implemented to manage capacity.

Commissioners have requested an Improvement Plan for

each mandated check to be implemented from 2018/19.

3 Mechanisms to share health data could be improved

4 Clearer section 23 process in place with revised protocol

23

Hearing Impaired (HI) children at Roding, outreach

services and home teaching service.

5. Family to family peer support is available to families of

children with the most complex needs

in place. Continue to monitor the impact.

5 The links between EY SEND Panel and EHCP Panel

have been improved with greater synergy between

systems established.

How we plan to improve Actions Lead

What does success look

like (including outputs

being measured)

Progress review

Develop more effective health service provision and systems in the early years and introduce an effective notification system to the Local Authority of children with SEND

1. The Council has agreed a

Service Improvement Plan

with NELFT and extra

resource to support them

in improved coverage of

the five mandated checks.

NELFT have been

awarded the contract for a

new Integrated 0-19

Healthy Child Programme

service which will

commence from April

2017.

2. Improve data collection to

allow accurate analysis of

GX/DSA

Progress to meeting targets

within the Healthy child

programme.

AMBER – update

required

RIO system changes

implemented to begin data

24

the health needs of

children

3. Within the CCG, undertake

a service review of

Children and young people

services to improve

capacity and service

delivery

4. Monitoring impact of the

process by which children

under school age with

SEND known to health

service are referred to LA.

5. Produce a multi-agency

guidance document about

identification and

assessment of children

with SEND in the Early

Years

CCG

CCG

SE/SS

Complete clarity on

resources available to

deliver revised best practice

service specifications

A formal notification system

in place from CCG to Local

Authority of children with

SEND

Pathway and guidance

understood by parents and

partners and published on

Local offer

tracking RED

Protocol in place.

Paperwork revised

notification process now

distinct from SA request.

Monitoring impact since

January 2018

AMBER

Guidance on local offer.

To produce a guidance

document to reflect

information on local offer

and outcome of HNB

review

Training to settings and

nurseries on arrangement

documents and statutory

process completed

GREEN

25

6. Measure impact of

transition conference for

settings and Schools

7. Improving SEN Support

within EY Settings to

ensure equity of support

for children

8. Review and establish

SEND EY recording and

decision-making

procedures within the

EHCP business processes

KC

EY/Area

SENCo

Improved relationships and

shared understanding

between settings and

schools leading to improved

outcomes for children

To raise knowledge and

expertise in settings

to achieve equality

Clear Terms of reference

and system in place for

timely EHCPs

Initiate a

longitudinal

Case-study

Terms of

reference in

place. QA system

implemented to

monitor delivery

26

Summary 5-16

1. There is clear guidance and regular training provided to schools to help them identify (screen) and assess children with special educational needs. The LA has well established links with The Eastern Partnership to deliver accredited training in the borough including The National SENCO Award. There is also active collaboration in the borough with UCL (formerly SENJIT) on staff development and involvement with SEN research projects. The CPD offer includes professional development in regard to the role of SENCO, an induction day and visit from the SEN primary adviser for new SENCOs, a termly SENCO Forum and Newsletter. Schools can access guidance and information as part of the Local Offer through “Just for SENCOs”.

2. The Local Authority and Schools use a person centred approach introduced as part of the SEND reforms and work closely with parents to agree plans for their child

3. Primary schools SEN systems and processes are monitored and checked by an SEN advisory teacher [doc 34] 4. Schools have access to a range of support services offering expertise in the identification, assessment and management of

children with special educational needs/disability and with behavior issues. This includes the outreach services from the four special schools and the Education Psychology service.

5. The CAMHS transformation programme will provide training for school nurses and specialist school nurses to manage low level mental health issues [doc 35]

6. Special Educational Needs Coordinators (SENCOs) can refer directly to the Child Development Centre(NHS) through a single access point and have close working relationships with the team

7. Speech and language therapists attend SENCO training events and will offer advice to SENCOs (primary) on individual cases

8. The Speech and Language therapists work closely with outreach education services to undertake joint reviews/assessments of pupil plans and progress and offer advice

9. Following referral, the Council’s multi-agency Education, Health and Care(EHC) Panel decides whether or not a statutory assessment should be carried out, and once assessments are completed, the arrangements and resources required for the child/young person [doc 13]

10. A Co-Production Meeting (CPM) is held with parents/carers at school with an officer from the SEN team, the SENCO and other professionals working with the child to co-produce the Education, Health and Care Plan. This meeting draws on all assessments undertaken as part of the EHC Plan process

27

11. There are arrangements in place to secure and track assessments from all agencies as part of the EHC business process 12. Social care assessments and outcomes are built into the EHC Plan and services are delivered through a personal budget 13. Social care identification and assessment for children with a disability is undertaken initially as part of the early intervention

process. Historically the service has identified a high number of children with a disability who may require a service 14. The ability for the SEND partnership to develop its joint commissioning capacity for both specialist foster and residential

placements is enhanced by the authority’s access to the West London Alliance Procurement Framework 15. Timescales within each stage of the statutory assessment process are tracked and reported to the Head of Access and

Inclusion 16. There are still inconsistencies in the content of the EHC Plans, which reflects the learning gained through the

implementation of the reforms. Newer plans are more coherent than older ones! 17. There is a multi-agency decision making process for any for any child or young person with SEND being considered for a

residential placement 18. Work is ongoing with schools and other partners to ensure reviews from Year 9 upwards fully incorporate the Preparing for

Adulthood framework

Areas of strength- Identification and Assessment 5-16 Areas for development - Identification and Assessment 5-16

1. Schools are secure in their working practices in the identification and assessment of SEND at SEN support and EHC Plan level.

2. The High Needs Review has identified the need for school’s staff do develop their skills in supporting children with complex special educational needs and the desire for parents to have confidence in mainstream schools for their children and young people.

3. There is a good range of education advisory services available to schools, both in respect of individual pupils and at a whole school level

4. Professional staff in Early Years settings, schools, the Council and CCG have a good understanding and knowledge of special educational needs.

5. Assessments are effective in helping plan support and provision. [doc 37]

1. Recording and achievement of statutory timescales for EHC Plans, transfers of Statements to Plans and Annual Reviews is insecure

2. Provide enhanced training to schools through the redesign of outreach services

3. The CAMHS Hub for referrals and support will be launched to improve access and support for children with SEMH. Ensure engagement with CAMHS as part of the transformation project for children and young people with SEND

4. Data on referrals to health is not routinely analyzed sufficiently to understand future demands for assessment and service provision

5. Improvements to the way in which education, social care and health services work together to identify, assess and make provision for SEN children and young people

28

6. The Co-Production Meeting (CPM) with parents/young people as part of the Education, Health and Care (EHC) Needs assessment process helps ensure the plan is co-produced and is effective in contributing to the content of the EHC

6. Understanding of outcomes and consistent application of thresholds needs to improve to support the consistency in identification, referral and decision-making processes (see section 5)

7. Improve the quality of information and communication about the assessment process available to parents

How we plan to improve Actions Lead

What does success look like (including outputs being measured)

Progress review

Prioritise implementation of new business processes and systems to deliver statutory timescales going forward Establish a work stream with social care and health colleagues to improve how we work together for those children and young people with special educational needs and disability aged 0-25, and their families The CAMHS Hub for referrals and support will be launched to improve access and support for children with SEMH.

1. Implement SEN Transformation Plan

2. Ensure schools and fully engaged with access arrangements for the HUB and that children and young people have timely assessments and support.

3. Review opportunities for integrated working across the Council’s People Directorate and NHS for children with SEND and their families

LH LH/KW/YS SS/YS AH/SEN

Progress towards achievement of statutory timescales and SEND restructure Additional service for SEND children and young people is in place Systems are in place to support joint planning between services to meet the needs of children and young people and their families Panel Process and guidance published on Local offer

Improved monitoring of data established. Teams recruited. Management recruitment process 2018 RED

Early Intervention service reviewed. Introduction of ELSA network and assistant EPs. New service spec 2018. Progress on HUB [doc 38] RED

Update needed Guidance refreshed on LO site. Working with film

29

4. Develop guidance for parents /carers about the EHC Plan process, including videos

5. Review take up of SEN training in schools, and target those not engaging in any CPD on SEN

AH/CD

supported with visual quick guide to process and video material Schools informed, inclusive and confident to meet wide range of needs

maker re panel process. AMBER SEN training audit to be conducted. Parent feedback indicates lack of confidence/inclusion in Mainstream at SEN support. SENCo forums focus on leadership supported by SIP conversations AMBER

Summary 16-25 1. Work is ongoing with schools and other partners to ensure reviews from Year 9 upwards fully incorporate the Preparing for

Adulthood framework 2. The post 16 specialist EHCP coordinator is the key point of contact for schools and Colleges working with young people

aged 16 + 3. Colleges are advised of the process to identify any young people with SEND who requires additional College support and to

request an EHCP 4. Currently decisions as to whether to carry out an assessment are made by the post 16 panel which includes education,

health and social care representation. Those professionals who will contribute to the assessment are identified as part of the Panel decision. Proposals to merge the Post 16 panel with the EHC panel are under consideration

5. A Co-Production Meeting (CPM) is held with young people (and parents/carers) at the education setting with an officer from the SEN team, and other professionals working with the young person to co-produce the EHC Plan. This meeting draws on all assessments undertaken as part of the EHC Plan process

6. Transition meetings initiated by Children with Disabilities Team identify young people with EHC Plans who will need support at post 16. These meetings include the Children with Disabilities (CWD) social care team, the education setting and the post 16 EHC Plan Coordinator

7. A process exists for Further Education (FE) Providers to hold regular reviews for College Support Plans and EHC Plans and send the Council a six-monthly review of progress. However, compliance is not yet fully established

8. Redbridge works with neighbouring Councils and Colleges as part of the North-East London College cluster to develop practice

9. Where resources are needed across education, social care and health there is a Multi-Agency Resource Panel (MARP) 10. Work is on-going to strengthen transition to adulthood across all services to reflect the Preparing for Adulthood framework

30

and outcomes, including an updated integrated Transition Protocol

Areas of strength- Identification and Assessment 16-25 Areas for development- Identification and Assessment 16-25

1. Improving practice working with Children and young people with more complex needs who are supported by CWD team as they transition to adult social care services. There is coordinated planning across social care, education and health to support these YP and their families

2. Some Colleges conduct their assessments through the Preparation for Adulthood Framework, identifying employment as an outcome to be reflected in the EHC Plan and have begun to adapt provision

1. Further work is required with all providers to embed identification processes and review mechanisms at College support level, including greater participation from students

2. Further development of integrated identification and assessment processes supporting the Preparing for Adulthood outcomes for older young people needs to be undertaken and services aligned

How we plan to improve Actions Lead

What does success look like (including outputs being measured)

Progress review

Work with partners to embed new ways of working with young people with SEND. Ensure services are developed to support delivery of the Preparing for Adulthood outcomes

1. Training and support to mainstream Colleges and schools to improve the quality of assessment and reviews

2. Develop a process to agree which health professional will undertake assessments or provide information in respect of young people with EHC Plans or requesting or being

EA/MV MT/YS

Paperwork from Colleges demonstrates implementation of the requirements of the SEND Code of Practice There are clear referral, assessment and planning processes in place across education, health and social care for 16-25-year-old with Education Health and Care Plans.

16 + Partnership work with region established. Paperwork being reviewed. New City College attends secondary network.

Task and finish group for Annual Reviews. Schools process established with school leaders, outreach and SEN PfA group reviewing arrangements for collaboration and joint commissioning AMBER

31

transferred to an EHC Plan aged 18 or over

3. Review transition planning arrangements from children to adult social care services in the light of the PfA framework

4. Implement an integrated transition protocol in collaboration with education, health and social care for those young people with the highest levels of need to support delivery of the PfA outcomes

JA JA

Transition arrangements are clear and transparent and children are identified at an early age and joint planning takes place with all the relevant agencies. Transition arrangements are holistic and capture the necessary multi agency inputs to ensure young people meet their PfA outcomes.

Transition review exploring future models. RED PfA group established. Fragmented system RED

5. Meeting the needs and improving outcomes for children and young people with SEND

This section sets out how partners in the local area work to together to identify and assess the needs of children and young people with SEND. It is broken down by age group for ease of reference. This section focuses on the current arrangements and provision; commissioning and contracting issues are considered in section 3.4 above.

Summary 0-5 1. Young children have access specialist health services via the Child Development Centre. 2. The multi-agency EY SEND Panel appropriate provision and agrees the level of funding required to support children with

SEND in an education or pre-school setting or service. 3. Inclusion funding for Early Years settings includes outcome measures which are monitored by Early Years area SENCOs 4. From September 2016 children with inclusion funding or complex needs have had Early Support plans which include

outcome objectives that can be measured and progress monitored on an annual basis.

32

5. An Early Year pathway with links to the health pathway has been developed 6. The pre-school home visiting service provides home visits and group sessions in the local community for children with

complex needs, including support for parents and families 7. There is a range of services/provision available locally for parents of children with a disability through self-referral and Early

Intervention (CAF). In general, the CWD team (social care) care package and short break services are not available to very young children and their families, though there are exceptional cases where bespoke packages of support are identified (usually because of safeguarding concerns)

8. There is specialist nursery provision available at Hatton and Astrum Special Schools, and more provision is under development to meet growing demand. There is a specialist assessment nursery for children with Hearing Impairment at Roding School.

9. Early Years settings provide additional provision to meet the needs of individual children and are supported in their work through an Early Years Area SENCO structure. The Early Years area SENCO forum provides a network for SENCO’s for mutual support. [doc 39]

10. There are effective transition arrangements in place for children starting primary school known to EY SEND Panel 11. The Head of Early Years monitors outcomes in respect of early learning goals for children with SEN. 12.

Areas of strength-meeting needs & improving outcomes 0-5 Areas for development-meeting needs & improving outcomes 0-5

1. The EY SEND Panel is effective in agreeing health and pre-school education resources to meet the needs of those children referred to it. It is effective in signposting families to other services available to them through Early Intervention or through self-referral [doc 13]

2. The introduction of Early Support Plans will enable individual outcomes and progress to be tracked more consistently and systematically

3. Early Years settings have access to specialist support from the Early Years area based SENCOs

4. There are a range of services available to young children with SEND and their families

1. Continue to work with professionals and settings to develop a single coherent understanding of outcomes for children in Early Years with SEND

2. Consider how Early Intervention processes (CAF) can be integrated more effectively with the work of the EY SEND Panel for children with SEND

3. Review the services offered from the Child Development Centre

How we plan to improve Actions Lead

What does success look like (including outputs

Progress review

33

being measured)

Be clearer about the outcomes we are seeking to achieve, our thresholds and how services work together

1. Take forward work on understanding outcomes for children with SEND in Early Years in line with the outcomes framework

2. Produce an arrangements and thresholds guidance document for Early Years settings

3. Review opportunities for integrated working across Children and Families Directorate for children with SEND and their families (early intervention)

KC/EYC KC KC/EP/DB

Children make progress towards early learning goals Clarity about the outcomes being sought for children with SEND in Early Years Systems are in place to support joint planning between services to meet the needs of children and young people and their families, including early intervention/prevention

1. Early Years Banding arrangements and funding mechanism completed. Support for settings under High Needs review. Identified need for equitable support service.

Completed 3. UPDATE

Summary 5-16 1. Mainstream schools have access to specialist education support through the outreach services form Redbridge special

schools and specialist Centres which include expert teachers and teaching assistants, and from educational psychologists. There is a wealth of resources available through the Specialist Education Resources Centre(SERC) accessed through Astrum Special School

2. Mainstream schools have access to speech and language therapists and occupational therapists to support children and young people to achieve their outcomes either directly or through advice and support to school based staff However, paediatric therapy provision is based on a historic delivery model

3. Social care packages and short break provision for children assessed and agreed as meeting the threshold for services for children with disabilities receive individual care packages decided by managers in the Children with Disability social care

34

team or through a Resource Allocation Pane, based on assessed need and taking account of information from the EHC Plan assessment if applicable/completed.

4. The Education, Health and Care Panel determine the arrangements and provision required to meet the needs of a child or young person following assessment. This includes any specific health provision and incorporates social care provision identified through the assessment process. Around 47% of children and young people with EHC Plans are supported in mainstream education settings.

5. Special Education Resource Centre (SERC) provides support for children who require AAC 6. Redbridge has four special schools -a primary and secondary school to meet the needs of children with significant learning

difficulties, including social communication needs and autism; a 2-19 school for children and young people with severe and profound learning difficulties, and a 5-16 school for children and young people with social, emotional and mental health difficulties

7. In addition, there are specialist provisions for children with speech, language and communication needs, hearing Impairment and physical difficulties in designated mainstream schools

8. Special schools have specialist school nurses (other than at New Rush Hall Group) 9. The majority of pupils with Education, Health and Care Plans can have their needs met by local schools; around 4% of

children and young people with SEND are attending an out of borough non- maintained specialist provision as their needs are not able to be met locally

10. Parents express concerns about transition between phases and changing school attitudes to inclusion 11. Redbridge analyses pupil attainment for SEN pupils on an annual basis and uses this information to inform school

improvement planning. This work forms part of the remit of the Virtual Headteacher and aims to improve outcomes for all vulnerable children

12. A new Annual Review process has been developed which includes a RAG rating to monitor how well outcomes are being met. This has not yet been fully implemented and is due for review

13. Occupational therapy support for children in their local community is provided by NELFT and decisions are made by a Panel following assessment

14. Where a residential placement is being considered, the Multi Agency Resources Panel(MARP) pools knowledge about the quality of providers under consideration and puts in place monitoring arrangements to ensure value for money and that outcomes are being addressed

15. An outcomes framework is being developed to support improved outcomes for children and young people with SEND

35

Areas of strength- meeting needs & improving outcomes 5-16

Areas for development- meeting needs & improving outcomes 5-16

1. There is a wide range of well-resourced high-quality SEN provision (up to the end of statutory school age) and the Local Authority works well with its education settings to develop provision to meet emerging needs

2. Redbridge mainstream schools are able to meet the needs of around 47% of Redbridge children with EHC Plans. 97% of Redbridge Schools are judged good or outstanding

3. All Redbridge Special Schools (including the Pupil Referral Units) are rated good or outstanding and meet the needs of a wide range of children. They adapt their arrangements and provision in response to changing needs

4. There is a variety of social care provision for children with disability including short breaks, and additional services some of which are available through self-referral

5. A local outcomes framework has been developed which aims to support all education providers and other service providers to improve long term outcomes for children and young people with SEND

6. Specialist education provision is reviewed each year in discussion with schools and adapted to meet the known needs of new children entering the system

7. The proposed extension of the “hub and spoke” model from Hatton School and Special Needs Centre promotes inclusion for primary aged pupils with SEND

1. Monitoring the effectiveness of outcomes for children and young people including therapy interventions

2. Understanding of outcomes and consistent application of thresholds needs to improve to support a consistent approach to improving outcomes across all school settings

3. Consider the future role of the outreach services in improving outcomes and supporting education providers

4. Improve analysis of data at school level to improve attainment

5. Consider how services can be configured in the longer term to achieve sustainability and maximize impact (see section 3-commissioning)

6. Strengthen transition arrangements between education phases

36

How we plan to improve Actions Lead

What does success look like (including outputs being measured)

Progress review

37

Be clearer about the outcomes we are seeking to achieve, our thresholds and how services work together

1. Development of the outcomes framework to include performance measures from 0-25 in order to maximise educational outcomes and where appropriate employability, increase the ability of young people to live independently, to stay as physically and emotionally healthy as possible, and participate in their local community

2. Produce arrangements and thresholds guidance document for school settings

3. Adopt a consistent approach to outcomes for school support and EHC Plans

4. Training to ensure consistent understanding of arrangements

5. Development of the service level agreement (SLA) with outreach

KW/YS/JA LH CD/RB CD/KC JH

Children with SEN make good progress at school, reflected in their attainment Redbridge mainstream schools continue to be able to meet the needs of around 47% of Redbridge children with EHCPs. All Redbridge

Special Schools (including the Pupil Referral Units) are rated good or outstanding and meet the needs of a wide range of children. Schools are consistent in the application of thresholds (measured by review of requests to EHC Panel)

Systems are in place to support joint planning between services to meet the needs of children and young people and their families with EHC Plans SEN Support services support schools in SEN identification and

Workshop on outcomes held. Task and finish group established AMBER re impact measures

Banding arrangements and guidance published and used in panel decision-making. SEN2 data indicating appropriate referrals GREEN SENCo Forum strengthened links with School improvement through training GREEN CPD delivered and ongoing plan place EYFS and school conference held. GREEN SLAs in place. Review services as part of HNB review outcome AMBER

38

services

6. Produce annual analysis of school support attainment data

7. Identify how support

available children and young people with SEMH can be focused to improve outcomes for children and young people with SEND and put monitoring arrangements in place

8. Improved monitoring of paediatric therapy outcomes

DL/DT KW/YS

intervention CYP attainment is consistently performing above average Additional service for SEND children and young people is in place Outcome measures in place and services meet needs in timely manner within schools

Reports completed. Gap analysis indicates inconsistencies. SEND Key Stage 2 attainment concern –AMBER

Review of SEMH support to schools receiving CIES indicated inequitable service. New model developed across borough. Implementation from 2018 AMBER

Paediatric monitoring captured in special SLT spec. (need to establish NELFT /joint commissioner monitoring meetings (termly) Work ongoing with electronic record system team to enable outcome focused reports. Clinical leads working with their teams to focus on outcomes in assessment and report writing.

Summary 16-25 1. There are well established pathways from local mainstream schools to FE Colleges in Barking and Dagenham and Waltham

Forest 2. Post 16 services are a crucial priority for development 3. New provision is being developed at Redbridge College and with specialist providers such as Ambitious for Autism to ensure

39

an improved offer for young people with SEND is available, particularly in relation to employment opportunities/internships 4. Training is provided for local secondary schools and special schools to support their work on Preparing for Adulthood (PfA)

outcomes 5. Special schools work with young people up to19, and plan pathways into adulthood with social care, health and the SEN

service 6. A post 16 EHC Panel makes decision on provision (except where it is residential) for young people with Education Health

and Care Plans 7. The SEN team works with partners (Transition team, CWD team and NHS) to create individual programmes using FE and

social care provision to meet young people’s needs 8. The MARP makes decisions on out of borough specialist provision as above 9. Work is on-going with Redbridge College, other education providers, and employers to develop curriculum and provision to

support outcomes

Areas of strength- meeting needs & improving outcomes 16-25

Areas for development- meeting needs & improving outcomes 16-25

1. Commitment to the development of the post 16 offer, in particular supported internships and routes to employability

2. The creation of individual programmes and packages so that young people can remain close to home post 16

3. The use of the PfA framework to inform outcomes in the transfer of Statements to EHC Plans in Year 9 and above

1. Further development of the post 16 offer and pathways to adulthood for children and young people with Special Educational Needs (SEND)

2. Monitoring the effectiveness of outcomes for children and young people

How we plan to improve Actions Lead

What does success look like (including outputs being measured)

Progress review

Work with local partners (including Work Redbridge) to improve the Local Offer to young

1. Development of SEND provision at local Colleges Development of

EA/AH

A published Local Offer for post 16 with better and more routes into employment,

Employment coaches supported in Redbridge College. Some internships established

40

people with SEND across the Preparing for Adulthood outcomes

Be clearer about the outcomes we are seeking to achieve, our thresholds and how services work together Review of local day opportunities to assess their effectiveness in leading to meaningful life outcomes.

the supported Internship programme

2. Produce arrangements and thresholds guidance document for Further Education(FE) settings

3. Development of health pathways up 25. Development of health and social care provision to support young people with EHC Plans in local Colleges

4. Development of a data set and performance measures to support Preparing for Adulthood outcomes

EA/MV YS/JG/MT EA LH/DD

training and apprenticeships for young people with SEND Skilled staff available in the college to ensure young people are supported effectively to access employment opportunities. Systems are in place to support joint planning between services to meet the needs of young people with EHC Plans A set of performance data for Preparing for Adulthood is routinely produced and shared and used to shape strategy

AMBER Work yet to commence on guidance RED

Health pathways for post 19 not clear RED

Data workshop Jan 2018 held Commissioning post 16 data review by Public health identified need for co-ordinated data set. LA Data hub project needs SEND in scope RED

Glossary

41

AAC Augmentative and Alternative Communication

CAF Common Assessment Framework

CAMHS Child and Adolescent Mental Health Service

CCG Clinical Commissioning Group

CDC Child Development Clinic

CPD Career and Professional Development

CPM Co-Production Meeting

CWD Children with Disability(team)

DCO Designated Clinical Officer

EHC Education, Health, Care

EHCP Education, Health and Care Plan

EPT Empowering Parents Together

FE Further Education

FIND Family Information Directory

HI Hearing Impairment

HWBB Health and Well Being Board

IAG Information, Advice and Guidance

JSNA Joint Strategic Needs Assessment

LA Local Authority

LBR London Borough of Redbridge

LSCB Local Safeguarding Children's Board

MARP Multi-Agency Resources Panel

MASH Multi-Agency Safeguarding Hub

NEET Not in Education, Employment nor Training

NELFT North East London Foundation Trust

NHS National Health Service

PfA Preparing for Adulthood

POET Personal Outcomes Evaluation Tool

PSLG Pre- School Liaison Group

RAG Red, Amber, Green

RIASS Redbridge Information Advice and Support Service

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SEF Self-Evaluation Framework

SEN Special Educational Needs

SENCO Special Educational Needs Coordinator

SEND Special Educational Needs and Disability

SEND IMAG Special Educational Needs and Disability Improvement Multi-Agency Group

SLA Service Level Agreement

STAR Short Term Additional Resources

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Plan Leads

LH Head of Access and Inclusion, LBR CM Head of Positive Activities, LBR

JB Senior SEN Officer, LBR GX Deputy Director Public Health, LBR

SE Deputy Nurse Director, CCG YS Joint Commissioning Manager, CCG/LBR

SS Designated Clinical Officer, CCG DSA Public health consultant, LBR

EA Preparing for Adulthood Development Manager, LBR

JH SEN Commissioning Manager, LBR

RB Head of School Improvement, LBR JG Operational Lead, Targeted Children’s Service, NELFT

KAK SEND Service Manager, LBR KC Head of Early Years Advisory and Support Service, Astrum School Outreach Service

JA Head of Adoption, Fostering and CwD, LBR CD SEN Advisory Teacher(Primary)

AH SEND Development officer, LBR MT Adult Social Care cluster team Manager, LBR/NELFT

LP LSCB Business Manager, LSCB DM Post 16 EHCP Coordinator

KW Principal Education Psychologist, LBR DT Head of Virtual School

HJ Head of Community Social work and Looked After Children, LBR