SEND
in Nottingham City
5th October 2016
Alison Weaver
Janine Walker
Fiona Gray
Aims of Session
• Provide up to date information about current levels of
SEND and provision in the City
• Update re actions taken to implement the SEND reforms
(inspection readiness)
• Discuss how we can meet the needs of pupils with in
light of new legislation, the decreasing role of LA and
increasing responsibility of MATs
• Consider how LA and schools will work in partnership to
identify strategic priorities for pupils with SEND
• Agree a plan how schools and LA will take forward key
priorities highlighted throughout the session
SEN Support identification
Proportion (%) of pupils with SEND, National and Nottingham
Types of need
MLD
SEMH
ASD
SLCN
National
Stat neighbours
Nottingham
Primary
25%
32%
30.1%
Secondary
25.2%
32.5%
28.2%
Primary
15.5%
13.6%
18.3%
Secondary
18.5%
18.5%
25.2%
Primary
6.3%
5.3%
11.1%
Secondary
8.3%
6.4%
11.9%
Primary
28%
27.3%
20.7%
Secondary
10.3%
9.2%
6.1%
Outcomes (2015)
Attainment
• Nottingham Early Years Foundation Stage attainment
for SEN Support pupils is lower than national (2015) but
in line with CIPFA neighbours. Around 21% - improved
from 8% 2013, 16% 2014
• Nottingham Key Stage 2 attainment for SEN Support
pupils is better than national (2015) and better than
CIPFA neighbours (50% to 43%) and improving (45%
2014)
• Nottingham Key Stage 4 attainment for SEN Support
pupils is notably lower than national (2015)
• Nottingham Post 16 L2+ attainment for SEN Support is
lower than national (2014).
Outcomes (2015)
Progress
• In 2015, Nottingham pupils with SEN Support were most likely to
make expected Key Stage 1-2 progress writing (89.6%) and
exceeded national proportions (88.6%) for the same.
• In 2015, Nottingham pupils with SEN Support were most likely to
make expected Key Stage 2-4 progress in English (42.7%), a lower
proportion than that recorded nationally (54.7%) for the same.
• Progress at KS2-4 below national expectations but SEN/Non-SEN
gap similar at SEN Support
• Level 2 qualifications by age of 19, including English and Maths
29% compared to 32.7% CIPFA neighbours (consistent trend)
• 19 year olds with level 3 qualification 21.7 compared to CIPFA
24.9%
Summary of High Needs Expenditure
HLN funding for mainstream schools
Special school budgets
SEN Resource Unit funding
Out of City (Net cross border, Independent NonMaintained)
HHE PRU
Behaviour PRUs
Other HN block (e.g Post 16, Central services)
TOTAL HN Block 2016/17
£m
3.889
9.911
0.471
1.072
1.379
3.461
6.064
26.247
SEND Provision
Mainstream
• Pupils with HLN funding 475 (inc 72 with EHCPs)
Focus provision 24 Deaf, 12 ASD
Specialist
• City Special School places 515 in Aut 2016 (inc 45 NonCity residents)
This is a 30% increase from 396 in 2010
(0-19 population increased by 5% over the same period)
• Pupils in Independent specialist placements 20
(11 of these placed for educational reasons)
SEND Provision – current
developments
• Agreed expansion of Westbury school
• Primary Focus Provision for ASD
• Early work happening on a secondary MLD
Focus Provision, including an offer from a host
school
• Expansion at Oak Field – capital options being
explored
• Supported Internship Pilot being run by Bulwell
Academy and Mencap
Place planning
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SEN & Mainstream Pupil Place Planning
Data Collection
Data Review
Current Projections / Forecasts
Commissioning Strategies
Commissioning Tools/strategies
AP Review
Reasons for the AP Review
• Significant increase in exclusions
• Escalating and unsustainable costs with little evidence of
positive outcomes
• Impact on pupils – safeguarding, educational outcomes and
long term life chances
• White paper – expectation that schools will responsible and
accountable for excluded pupils and their provision
AP Review – where are we now
- Range of discussions and meetings with secondary and
primary heads/senior leaders
- Draft SLA developed and being adapted to enable devolution
of funding to secondary schools, linked to full cost recovery
- Primary Schools invited to submit expressions of interest to
pilot early intervention provision with further development
through 2016/2017 academic year.
Education, Health and Care Plans
Number of Statements and EHCPs 797 (Aut 2016)
(Increased by 47% from 542 in 2010)
The number of Statements and EHCPs remains low relative to other
authorities as resources to support pupils with SEN are available in
Nottingham City at SEN Support without the need for a
Statement/EHCP.
Numbers are increasing due to:
• Extension of the eligible age range to 0-25
• Increase in demand nationally, generated by publicity surrounding
the SEND reforms
• Increase in complex needs and survival rates
EHCP Assessment and
Developments
• Positive feedback from stakeholders on person-centred
processes
• Newly devised criteria for statutory assessment –
consultation on draft document to take place at SENCo
Network on 12th October
• Moderation Panel has representation from Education,
Health and Social Care
• New Annual Review processes being developed to
include Preparation for Adulthood from an early age,
and improved links with universal and targeted health
services
SEND Reforms – 2 years on
The LA, schools and partner agencies have worked closely
to ensure that all statutory requirements have been met.
Key achievements include:
- Provision map framework in place to enable consistent identification
at SEN Support
- All conversions of statements to EHCPs have been completed on
time and final tranche will be completed ahead of schedule
- All EHCPs have been issued within timelines
- Feedback from children, families and schools indicates the process
is now much more child centred
- Appeals to SENDIST remain low
- Workstream including all phases of education looking at preparing
for adulthood
- Increased opportunities for meaningful employment and training
progressing
Local Area Review - Inspection
• Inspection of SEND reforms implementation any time
over next 5 years
• Peer Review – 3rd/4th November 2016 – preparation for
inspection. Proposed key lines of enquiry: –statutory
processes, Preparing for Adulthood/engagement of
children and families
- Process – paperwork, focus groups, school visits for
both – so will be contacting schools/settings
Discussion
In your schools: (Fiona will do nice wording)
- What is working well for pupils with SEND
- What is not working well
- What are your priorities for development
- How can you as schools work together with the LA/other
partners to support these strategic developments?
- Record names/schools volunteering to support
developments
Summary and next steps
- Emerging key themes
- Collation of information
- Triangulation of emerging themes with data and views
of other key stakeholders
- Development of strategic plan and workstreams,
involving schools representatives