STATEMENT OF PURPOSE
Children’s Disability Service
MAY 2012
Contents
1.1 Introduction
2
1.2 Function of the Service
2
1.3 Service Position
3
2.0 Eligibility for Service
4
3.0 Service Standards - The Core Offer
5
4.0 Management and Staffing Arrangements
7
5.0 Service Plan
8-
5.1 Policy Drivers
5.2 St Helens Plan Priorities 2012-15
5.3 Key outcomes of Previous Years Plan
5.4 Other achievements
5.5 Consultation and communication
5.6 Service Plan Priorities and Action Plan 2012- 2013
5.7 Service Documentation
1
1.1 Introduction
Established in September 2008, The Children’s Disability Service ( CDS) is divided
into three operational teams, each with a lead manager. Staff members belong to
their professional groupings and meet on a regular basis for professional
development and supervision purposes (current staffing compliment shown in table
below).
Specialist staff members continue to provide the specialist support to children,
families and schools. The service provides an assessment nursery with specialist
early years assessments and support located at the Bridge Centre.
The service has reception staff based at the Bridge Centre, and clerical staff within
each professional grouping to support the teams.
The three managers are line managed by the Head of Service, Clive Groves, who
reports to the Assistant Director for Social Care, Chris Williams. A Service Review is
anticipated which will result in a new structure which will reinforce the family support
functions – realign team structures – and seek to provide an improved service
structure.
1.2 Function of Service
The function of this multidisciplinary service is to provide support to disabled children
aged 0 - 18 years and their families. Areas of support include:

Safeguarding disabled children

Support to disabled young people who are looked after or care leavers.

Multi disciplinary assessments of needs of children and their carers.

Early support and intervention, including Portage and assessment nursery
provision.

Teaching, assessing and supporting children in mainstream schools who have
Language, social communication and sensory impairments.

Training a range of professionals and parent / carers on all aspects of disability

Short breaks and social care support

Transition planning into adulthood
2
1.3 Service Position
1.
This statement highlights the key purpose and function of the Children with
Disability Service. It should be read in conjunction with the Service Statement of
Principles. (Attached in Section 5)
2.
The Children with Disability Service sits within Social Care Division, within the
Children & Young People Services (CYPS). CDS is an integrated service which
undertakes statutory case work for disabled children at level 4 of the Continuum
of Need and adopts an early intervention and preventative approach to working
with disabled children and their families where additional needs have been
identified at level 3 in the Continuum of Need
3.
A key aspect of our work is also on advising and supporting parents, carers and
professionals around the needs of the child, using the CAF (Common
Assessment Framework) process as our planning tool.
4.
The Service operates within the “Think Family” principles adopted by the Council
This means working closely with colleagues from both Children and Adult
Services in the best interests of the whole family. It builds on the capacity and
strengths within a family with a focus on the family identifying their own problems
and finding solutions.
5.
The teachers and support staff in our multi-professional team take a lead in the
education of children with additional needs, their parents/carers and
professionals who work with the children. They provide a specialist level of
teaching, assessment and training in accordance with best practice and up to
date pedagogy.
6.
A key factor with our practice is to ensure smooth transitions between the
different levels of need. When needs increase and statutory interventions
become necessary, there has to be a smooth transition to more specialist
services. Equally, where needs reduce, the model focuses on providing a
seamless transition down the continuum of need to ensure a successful move
3
from statutory to preventative services, including short breaks. We therefore
monitor closely the transfer of cases between the assessment and early
intervention teams and likewise within the service. (Currently a Service review is
being undertaken to reinforce the Family Support elements within the Social
Care team)
2.0
Eligibility for service
1.
In St Helens disabled children are defined as those children and young people
aged 0 –18 (19) years whose daily lives are substantially affected by one or
more of the following:

A hearing impairment

A visual impairment

A learning disability

A physical disability

A chronic/life threatening physical illness

A communication disorder (including autism)

A consciousness disorder (e.g. epilepsy)

A specific language difficulty
2. Substantial impairment is defined as lasting more than 12 months. Children
and young people may be additionally disabled because of other factors such
as their environment, other people’s attitudes, financial limitations and social
exclusion; however these factors alone do not confer any entitlement to
assessment.
3. We are working towards publishing eligibility criteria for short breaks and
social care services. At this time the Short Breaks Duty Statement sets out
our values, principles and key outcomes together with our strategic direction
and development plan
4. Education support services follow service standards to provide best practice
within the area of disability. Eligibility for support is based on level of need in
accordance with the Code of Practice, vulnerability, exclusion and other
4
statutory requirements
5. The Service is working with other key agencies in relation to multi-disciplinary
diagnosis of autism spectrum disorder for early years and school age children
via Autism Pathways.
3.0 Service Standards
It is important that the service is fully compliant with the delivery of the Core Offer
under Aiming High for Disabled Children as detailed below:
1.
Information
Disabled Children and their families’ are entitled to access to appropriate information
at every stage of a child’s life that is accessible, available, relevant, joined up and
user focused. It should covers access to mainstream as well as specialist services.
Universal services should be able to meet the needs of those children and young
people who require little or no additional support and they are expected to make
reasonable adjustments to enable them to access services as required under
Disability Discrimination Act 1995 and Disability and Equality Act 2010). It covers a
comprehensive list of agencies such as voluntary sector and statutory services,
housing, leisure, transport LA and health services, schools, colleges and
employment related services. It also covers key transition points particularly the
transition from child to adult services.
2.
Transparency:
Levels of support for disabled children and their parents are determined on a fair,
understandable and transparent basis. This is in relation to how services are
accessed and allocated, and the assessment for services. It involves services
working together to promote good outcomes e.g. care pathways for children with
specific conditions and joint funding Panels
It requires joint commissioning by the Council and PCT with resources allocated
based on rigorous and upto date needs analysis;
5
3.
Participation:
This is about ensuring disabled children and young people are routinely involved and
supported in making informed decisions about their treatment, care, support and in
shaping services. Participation relates to parents and young people‘s involvement in
their own packages and in wider service developments. Young people should expect
to receive support which recognises their individual communication methods,
circumstances and needs.

A Participation plan is in development for young people.

The Service has commenced a Parent Partnership Steering Group to consult
on service developments
4.
Assessment:
The focus here is on disabled children and young people receiving child centred,
multi-agency co-ordinated services from the point of referral through to identification
of need, assessment and service delivery. This includes good information sharing to
arrive at co-ordinated assessments using existing assessment processes as
platforms for sharing information to reduce duplication and repetition for families, eg
CAF, SEN Statements and any other assessments. It is important that the service is
fully compliant with the statutory acts and guidance in relation to SEN & Inclusion Professional development – Teaching - Assessment
5.
Feedback:
Disabled children, young people and their families should expect effective feedback
loops in respect of all areas of service that influence future provision. Feedback
should be presented to parents forums and should
influence the children and young people’s plan.
6
4.0
Management and staffing arrangements
1. Early years team – Manager: Paula Brie
0.6 Teacher
1 Senior Portage Worker
4.5 Pre School Support Workers
6 Portage Workers
2. School years team – Manager: Kathryn Dutton
7 Teachers
9 Senior Learning Assistants
1 Technician
1 Technical Support
1 Mobility and Orientation Officer
3. Social Care team – Manager: Diane Kitcher
2 Assistant Team Managers
5 Social Workers
Social Worker (Fostering)
1 Family Support Worker
1 Community Support Worker
Advisory Support Practioners
4. Abbeyford Childrens Home – Manager: Paul Spencer
1 Deputy Assistant Manager
Assistant Manager
Residential Support Workers
Activity Officers
Support Staff
7
5.0 Service Plan
5.1 Policy Drivers
Overarching SEN(D) Strategies

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
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Support and Aspiration: A new approach to SEN and disability 2012
Equality Duty 2010 - Disability Discrimination Act 1995
Every Child Matters, 2004 / National Service Framework for Children, NSF 8
Improving the Life Chances of Disabled People, 2005
Youth Matters / Youth Matters Next Steps 2005/6
Aiming High for Disabled Children: Better Support for Families, 2007
Valuing People, March 2001, Valuing People Now, 2008, and January 2009
National framework for Children’s Continuing Care Guidance, March 2010
A Transitions guide for all Services 2007
Transition; Moving on well, March 2007
The Apprenticeships, Skills, Children and Learners Act 2009
Young Minds Publications 2011
Education and SEN Strategies


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
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



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
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


SEN and Disability Act / Code of Practice for Schools Education Act 2002
Removing Barriers to Achievement......Strategy for Special Educational Needs
SEN Parent Partnership Exemplification Standards 2010
National Deaf Children's Society, Quality Standards in Education
Quality Standards in Paediatric Audiology
Vision Care for Deaf Children and Young People
DFES Quality Standards in Education Support Services for Children and Young
People with Visual Impairment Early Support Service AuditTool
Merseyside and Cheshire Permanent Hearing Impairment Network Protocols
RNID Education Guidelines Project
Autistic Spectrum Disorders Good Practice Guidelines DfES / DH2002
National Autism Plan for Children
St Helens Self Review Framework "ASD Friendly Schools"
St Helens Self Review for Voluntary, Independent and Private Child care settings
National Portage Association Code and Guidance
Disability toolkit 2012
Section 139A/B of 2000 Act
Listening to and involving children and young people 2008
Inclusive schooling: Children with special educational needs 2001
Learners with learning difficulties and disabilities guidance 2012
Social Care Strategies





Inspection of Safeguarding and Looked after Childrens services 2011
Short Breaks Guidance 2011
Ofsted Residential Children` s Homes and fostering Standards 2011
Children Act 1989, 2002, 2006 - Disabled Children & Carers Act 2000 and 2004
Adoption & Children Act 2004
8
5.2
St Helens Plan Priorities 2012-15
The priorities identified within the Service Plan will be links to St Helens Plan
Priorities as listed below
H
Health and Active People Priorities
Improving health and reducing health inequalities so that local people live longer
Improving the health and well-being of children and young people
Increasing participation in sporting and cultural activities
Ski Skillled and Educated People Priorities
Improving the educational attainment of children and young people
Improving the skills and learning of local people, particularly families and young
people.
Independent and Empowered People Priorities
Supporting vulnerable adults to improve their quality of life and to live independently
through personalised, accessible and inclusive social services.
Ensuring that children and vulnerable adults are safe from harm
Engaging and meeting the needs of local young people
A a Safer and Stronger Place Priorities
Reducing levels of crime, disorder and anti-social behaviour
Making places feel safer for local people
Reducing the level of harm caused by drug and alcohol misuse
Supporting neighbourhood development and community cohesion
A C Cleaner, Greener and Accessible Place Priorities
Ensuring a clean and attractive borough
Reducing waste and increasing recycling
Reducing our carbon footprint and impact on the environment
Improving the standard and safety of our transport network and infrastructure
A T Thriving, Vibrant, and Competitive Place Priorities
Strengthening the local economy promoting business growth, retention and
investment
Supporting increased employment and reducing numbers of people not in work
Delivering high quality housing in an attractive environment to meet local needs
Supporting public events and activities to promote a distinctive borough and town
centre
St Helens Council Organisational Priority
Provide effective, efficient, and value for money services to meet customers needs
and expectations
Director of Children and Young People’s Services
The priorities identified will be integrated into the following Departmental Plans
 Children’s Social Care Plan
 Education Services for Children and Young People Plan
 CYPS Finance Plan
9
5.3
Key outcomes of Previous Years Plan











Safeguarding arrangements monitored within the Ofsted frameworks for
Unannounced Inspection and for Safeguarding and looked after children
services.
ECAF being used across Early Years and School Age teams within the
Service on a more systematic basis
New Safeguarding guidance has been presented to LCSB
Transitions Strategy confirmed by Children` s Trust Board . Transitions
Operational Group reformed. Number of engagement events completed.
Commissioning tender process completed and new service providers being in
place for October 2011 using outcomes based framework
Listen 4 Change now key reference group with a Parent Partnership Group in
place as part of Governance arrangements
Short Breaks Duty Statement and Direct Payments Guidance formally
launched
Service Review – Initial reports presented to shape further Service Review
across SEND provisions
Abbeyford building upgraded and service performance raised to Good
Service web site upgraded
ASD Pathways proposals papers drafted
10
5.5
Consultation
For access to the web site : http://cds.sthelens.gov.uk/
Nature of
consultation
activity
1. SEN Parent
Partnership Service
(PPS) Steering
Group
2. Listen 4 Change
(L4C) Parent Forum
How results will be used
To monitor effectiveness of
SEN PPS
To monitor parent voice and
service development
consultations
To monitor issues into the
Forum / and their role in
leading consultations
To assist with parent voice
contribution to effective
governance / groups
3. CWD Children &
Young People`s
Steering Group
To ensure young people`s
views are understood and
responded too.
To develop guidance and
share good practice in
relation to participation
Actions
Who when
Membership and Terms of reference to agreed
CG
Group to receive PPS reports and position statements
on PPS
3 Meetings of PPS
group to be held
each year
Group to consulted within Service review processes
To engage with parents in confirming 3-4 key areas of
development: Short Breaks Duty – Information – White
Paper
To develop improved feedback processes on service
issues raised by L4C
CG
3 – 4 meetings with
L4C Steering
Group
To attend Forums
on request
Task Group to be set up to develop an action plan for
disabled youngster.
To review web site information - To support young
people attending school Councils - To develop
participation resources – To develop use of mosaic
approach – To develop participation resources
11
KD / CG
6 weekly meetings
6.6 Communication
For access to the web site : http://cds.sthelens.gov.uk/
Audiences
Messages - Objectives
Programme Detail
Methods- Media
Lead
1. Information Strategy
To monitor effective provision of
information for the following
audiences










Parents and families of
children with SEN(D),
Children and young people
with SEN(D),
Elected members / Senior
managers
SEN(D) Strategy Group
PCT - Health providers Education – Connexions Youth services
Listen 4 Change / VCA and
voluntary sector
Head teachers (Special
Schools)
Foster carers
Disabled children’s workforce
Universal children’s
workforce
To ensure that information is provided
to each key audience.
Map current service information and identify
priority areas for new leaflets
To ensure communication objectives
identify what messages they may need
to receive – attitudes we would want to
promote and actions we would want to
encourage.
Review current posters used by School Age
Team
Establish School Age Team information
guide for schools
KD
To ensure information provision is
coherent and support the Core offer
standards and corporate guidance
Review Early Years leaflets and produce in
corporate formats
PB
To ensure Listen 4 Change are able to
comment on quality of information
Inform
ation
Group
KD
Produce parent guide for Abbeyford and
ensure new Children` s Guide is
individualised.
PS
Produce Social Care assessment guide
DK
12
2. Web site development
Group
To provide effective provision of
information for the following
audiences


Parents and families of
children with SEN(D),
Children and young people
with SEN(D),
To monitor effective provision of
information to parents and young
people with SEN(D) across web sites
To monitor web site development and
production of information via 6 weekly
meetings.
To ensure parents are aware of
services available – offer, access and
criteria
Working group will include parent
representatives to ensure information is
appropriately targeted
To ensure parents have a positive
regard for the service offered
To publish clear service offers for all
elements of the service
To support parents to access the
services in a timely manner and
signpost to relevant information from
other services
To improve information across all 3 areas of
the service
PB
To improve parent based information
To improve information on events
3. Direct Payments /
Personalisation Short Breaks
Duty Statement
To ensure that parents are
aware of Direct Payments of
how the scheme operates
Increased take up Direct Payments
Improved support planning and
reductions in the inappropriate use of
Direct Payments
To secure interest of parents wanting to
join a pilot group on Personal Budgets
Personal Budget process
To promote Short Breaks Duty
Statement
To establish an agreed action plan with
parents on SB Duty Statement
13
To produce a Direct Payments Guide / Short
Breaks Duty Statement
To ensure this is promoted via web site,
parent and professional workshops
CG
5.6
Service Plan Priorities and Action Plan 2012- 2013
Service Improvement / Transformation Actions
Ensuring that children and vulnerable adults are safe from harm
Description of Action
Reasons for Action
Intended Impact /
Measure(s) of
Success
Expected
completion
Date
Monitoring performance of statutory child
protection and looked after, child in need
services to ensure Council achieves
good/outstanding ratings within OFSTED
inspection framework
It is a requirement that services will be
inspected by Ofsted.- Frequency is
determined by the relevant inspection
framework.
Positive inspections
to be maintained as
either good or
improving.
Annual – date
not known
Inspections under the
new framework to be
judged to be good.
Unannounced
– date not
known
S47 Investigation
completed within
Working Together
Guidance
31/03/2013
CG
01/10/2012
CG
Development and launch of new guidance for
safeguarding of disabled children and review
with LSCB of training in this area
To ensure that vulnerable young
people are protected from harm
Lead
Person
CG/DK
Training delivered to
all staff and partners
Review of short breaks duty statement and
publication of eligibility criteria
Children & Young People with
complex needs experience a range of
experiences that promotes their
independence and provides short
breaks for their carers.
14
Positive rating by
Listen 4 Change
Parent Forum
Review of commissioned services in relation to
community and short breaks support
Children & Young People with
complex needs experience a range of
experiences that promotes their
independence and provides short
breaks for their carers.
Positive rating by
Listen 4 Change
Parent Forum
01/10/2012
CG/KK
Review the caseload weighting and
assessment standards within the Service
Children and families will receive
assessment and services in a timely
and an equitable manner
Caseloads will be
managed in a safe
manner
01/07/12
CG /DK
Children & Young People with
complex needs experience a
seamless service, which promotes
their development and support their
families
Pilot groups identified
and initial service
programme
confirmed
31/03/2013
CG/KK
Children & Young People with
complex needs experience a range of
experiences that promotes their
independence and provides short
breaks for their carers.
Inspections under the
OFSTED framework
to be judged to be
good / outstanding.
01/10/2012
CG/DK/PS
01/10/2012
CG/DK
-
SB Care Plan introduced
ICS processes reviewed
Development of personal budget processes for
children and young people with SEN across all
services
Completion of service reviews for :- Abbeyford
- Social care and family support
Reduction in numbers
of looked after
children with SLD /
ASD
To further review Transitions processes in line
with Preparing for Adulthood Guidance.
- New standards launched
- Transitions Pathway published
Young People will receive
assessment and services in a timely
and an equitable manner
15
New standards
launched and
approved by key
governance groupd
Impr Improving the health and well being of children and young people
Description of Action
Reasons for Action
Intended Impact /
Measure(s) of
Success
Expected
completion
Date
Lead
Person
Confirmation within Children’s Trust of effective
governance arrangements for children with
SEN(D)
To ensure continuous performance of
services across the partnership and
that parents can contribute to service
design
Positive rating by
Listen 4 Change
Parent Forum
01/06/2012
CG
Establishing an information strategy for
children with SEN(D) including review of web
based formats/links
To ensure parents and young people
are provide clear information on the
local service offer
Positive rating by
Listen 4 Change
Parent Forum
31/03/2013
CG/PB
Establish a service strategy for children with
SEN(D) to ensure their voice is heard
To ensure continuous performance of
services across the partnership and
that young people can contribute to
service design
Positive rating by
Disability Partnership
Board / Listen 4
Change Parent
Forum
31/03/2013
CG/KD
Continued development of more effective
transition arrangements for young people
moving onto adult services including
finalisation of transitions statement, review of
governance, production of protocol and
pathways
To ensure parents and young people
are provide clear information on the
local service offer
Seamless care
pathways
01/06/2012
CG/DK
Confirmation of service reviews for SEN(D)
services to ensure effective implementation of
SEN legislation anticipated in 2012-14
To ensure parents and young people
are provided with integrated
assessments, single plans and
personalised budgets.
31/03/2013
CW/PG/CG
Young people have
Transition and Health
Care Plans
16
Assessment process
confirmed with
Disability Partnership
Board
Service review of Parent Partnership services
and confirmation of effective commissioning
arrangements
To ensure continuous performance of
services across the partnership and
that parents can contribute to service
design
Positive rating by
Listen 4 Change
Parent Forum
01/10/2012
CG/KK
Continued support to maintain parent’s voice
by working with Listen 4 Change via the Parent
Partnership Steering Group
To ensure continuous performance of
services across the partnership and
that parents can contribute to service
design
Positive rating by
Listen 4 Change
Parent Forum
of Annual Feedback
report
31/03/2013
CG/JS
Review of budgetary position in relation to the
provision of community equipment
To ensure equipment provision is
available to meet assessed needs
Equipment provided
within agreed
timescale
31/03/2013
CW/GT/CG
17
Imp Improving the educational attainment of children and young people
Description of Action
Review of SEN advisory services to
schools and production of service level
agreements in line with SEN good practice
guidance
Reasons for Action
Intended Impact /
Measure(s) of
Success
To ensure a clear service offer is in
place which meets the needs of
children
Service level
agreements
produced
Expected
completion
Date
Lead Person
01/10/2012
PG/KD/CG
Review of ASD strategy – training strategy
and ASD Pathways
To ensure timely and accurate
diagnosis supports effective
provision of support to children and
young people
Completion
timescales and
waiting lists reduced
01/10/2012
CG/KD
Completion of service review for SEN
services across Early Years and School
Age elements of the service
To ensure a seamless development
service is targeted and delivered for
children with complex needs
Evaluations confirm
improved outcomes
for children and
families
01/10/2012
CG/KD/PB
Review of current use of information
systems – Single View, ECAF to ensure
effective information sharing
To ensure a seamless development
service is targeted and delivered for
children with complex needs
ECAF and single
assessment
processes and
standards are
followed across the
service
01/06/2012
CG/HS/PB/KD
Internal review within School Age Team of
service standards to provide for improved
evidencing of effective performance
management
To ensure a clear service offer is in
place which meets the needs of
children
Services deliver
against SEN and
agreed national
strategies and
standards
31/03/2013
KD/CG
18
Continue to review and extensively develop
the professional attributes, skills, knowledge
and understanding of all teachers within the
service
To ensure a clear service offer is in
place which meets the needs of
children
Services deliver
against SEN and
agreed national
strategies and
standards
31/03/2013
KD
Continue to research and evaluate most
effective educational practice, adapting
teaching strategies and assessment
accordingly
To ensure a clear service offer is in
place which meets the needs of
children
Services deliver
against SEN and
agreed national
strategies and
standards
31/03/2013
KD
Analyse and evaluate the contribution of CDS
staff to the professional developmental of
educational staff in schools - training,
coaching, demonstrating effective practice
and mentoring
To ensure a clear service offer is in
place which meets the needs of
children
Services deliver
against SEN and
agreed national
strategies and
standards
31/03/2013
KD
19
5.7 Documentation
The following documentation are available
Description
What we are about – A Statement of Principles and Values
Document
Status
Date
Current
Service
statement
2011 2012
Current
Dec 2011
Current –
with LSCB
Dec 2011
Draft – with
SLT
Dec 2011
Draft – with
SLT
Dec 2011
Draft – with
SLT
Jan 2011
Draft –
Completion
Feb 2012
Feb 2012
Information Handout
Safeguarding Procedures
Fair Access to Social Care Service Policy
Parent Guide to Eligibility Criteria for Short Breaks and Social Care
Services
Transitions Strategy
Transitions Pathway
Drafts to be
added
20
6.0
STAFF GROUP DETAILS
6.1
SOCIAL CARE PROFESSIONAL GROUPING DETAILS
Name
Diane Kitcher
Jackie Dykes
Sharon Parr
Tracey Bowyer
Position
Social Care Manager
and Transitions lead
Acting Assistant Team
Manager
Acting Assistant Team
Manager
Senior Social Worker
Comment
Qualified in 1998. Employed since 2006.
Qualified in 2004. Employed since April 2004.
Alicia Rudd
Yvonne Howarth
Sandra Siwoku
Richard Jones
Vacant
Vacant
Social Worker
Social worker
Social worker
Social worker
Qualifies in 2008. Employed since January
2010.
Qualified in 2010. Employed since May 2010
Qualified in 2010. Employed since Oct 2010
Qualified in 2010. Employed since Oct 2010
Qualified in 2010. Employed since Jan 2011
Rod Winter
Becky Cook
0.6 Social Worker
0.5 Social worker
Qualified in 2007. Employed since May 2010
Kerry Ormrod
Family support worker
Employed within disability team since 2004.
Brian Clayton
Community support
worker
Information Support
Worker
Information Support
Worker
Student
Employed within disability team since 2003.
Edel Browne
Rachel Ridgeon
Laura Brodetsky
6.2
SERVICE ADMINISTRATION TEAM
Name
Jill Roberts
Rachel Smeltzer
Sharon Morris
Kathryn Painter
Diane Miller
Joy Doherty
Rachel Finney
Nadine Blackstone
Sarah Connolly
Helen Boyer
Amy Wilson
Position
Admin Officer
Admin Officer
Admin Assistant
Admin Assistant
Clerical Officer
Clerical Officer
Clerical Officer
Clerical Officer
Clerical Officer
Clerical Officer
Admin Apprentice
Comment
Job share part time
Job share part time
Full time
Full time
Part time
Part time
Part time
Full time
Full time
Part time
Full time (12 month contract)
6.3
EARLY YEARS TEAM
Name
Paula Brie
Jean Rossiter
Julie Gurnham
Lindsey Best
Jackie Brown
Janet Buckley
Fran Cunliffe
Tina Duffy
Emma Flynn
Karen Harmon
Julia Lunn
Karen Rigby
Nicola Stagg
Lisa Yates
6.4
Position
Comment
Early Years Manager
Senior Portage Worker
Teacher in Charge
Pre School Support
Worker
Pre School Support
Worker
Portage Worker
Portage Worker
Pre School Support
Worker
Portage Worker
Pre School Support
Worker
Portage Worker
Pre School Support
Worker
Portage Worker
Portage Worker
SCHOOL AGE TEAM
Name
Kath Dutton
Gemma Attkinson
Lisa Baker
Debbie Beckitt
Lisa Burke
Emma Brain
Elaine Charleston
Hazel Conley
Sonya Gavin
Carole Hughes
Sarah Hopkinson
Position
Comment
School Age Manager
Advisory Support
Practioner
Advisory Support
Practioner
Mobility Officer –
Visually Impaired
Senior Support
Assistant
Specialist Teacher
Language
Specialist Teacher
Language and social
communication
Technical Officer –
Visually Impaired
Advisory Support
Practioner
Teacher of the Visually
Impaired
Senior Learning
Assistant
1
Full time 2011 Qualified 1994
Full time. Jan 2007. Qualified in 1992.
Gemma Higham
Senior Learning
Assistant
Advisory Support
Practioner
Teacher of the Deaf
Teacher (ASD)
Curriculum Clerk –
Visually Impaired
Teacher of the Visually
Impaired
Teacher of the Deaf
Speech and Language
(LASC)
Senior Support
Assistant (Hearing
Impaired)
Senior Support
Assistant
Lesley Hanson
Sarah Hill
Carolyn Irwin
Karen Leyland
Brian McManus
Lisa Stocks
Johanna Towers
Jane Travis
Helen Twist
6.5
Full time Sept 2009
Full time Sept 2007
Qualified 1978
Full time Sept 2009
ABBEYFORD
Name
Position
Paul Spencer
Marie Quirk
Mike Blood
Comment
Registered Manager
Deputy Manager
Assistant
STAFFING SUMMARY
F/T/E Posts
Agency Staff
Vacancies
Long Term Sick /
Maternity Leave Etc
Social care staff 10.5
Admin team 7
0
0
1
0
0
0
Visual Impairment staff
7
Hearing Impairment
Staff 3
Language and social
communication staff 9
0
0
0
0
0
0
0
0
0
Early years staff 12.5
0
0
0
7.0 WORKLOAD ACTIVITY BY SOCIAL WORKER & TEAM TOTAL at end of March 2012
2
Total Case
Load
(children
open)
Social Worker
No on
CP
Plan
LAC
Children
Jackie Dykes
Sharon Parr
Tracy Bowyer
Anita Blakey
Alicia Rudd
Richard Jones
Sandra Siwoku
Yvonne Howarth
Rebecca Cook
Rod Winter
Jeanette Mackie
(Student)
Support Worker
Kerry Ormrod
Brian Clayton
SOCIAL CARE SUPERVISION MATRIX – March 2012
YH SS
JD
AR
TB
RJ
AB
RC
KO
BC
3
Initial
Assess
Core
Assess