ACCESSIBILITY STRATEGY AND STRATEGY FOR CHANGE IN SEN – SUMMARY ACTION PLAN 2011/14
Introduction
Work designed to meet the needs of children with Learning Difficulties and Disabilities forms part of a continuum that encompasses
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all facets of education and social and medical care. Whilst the 5 Outcomes set out as priorities within “Every Child Matters”
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summarise broadly the entitlement of all children, it is too limiting to seek to describe activity only in those terms. The Plan which
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follows owes its form and content to a network of related actions that complement and build on each other as they meet statutory
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requirements and local priorities, but the level of detail is not easy to classify in “Outcome” terms except on a superficial level. The
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starting point is the child with Learning Disabilities and Difficulties, and what we can do to meet those needs. But the coherence of
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the Plan as a blueprint for action suffers when actions are separated because they might variously be described as promoting
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healthy lifestyles, providing a safe environment, enabling children to enjoy and achieve, or whatever. The Themes into which the
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Plan is organised are valid in their own right. Inclusive practice, for example, comprises a range of the subsets from every one of
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the Outcomes: “Enjoying and Achieving”, “Being Healthy”, “Staying Safe”, “Making a Positive Contribution” and “Economic
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Wellbeing”. Effective Early Intervention, Theme 2, is different in scope, but an important principle which explains why issues like
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increasing delegation, carrying out assessments quickly, and empowering staff through training and support are prioritised. It does
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not gain substantially by recasting it as means of promoting for children their chances of achieving “Economic Wellbeing”.
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The same arguments apply to recasting the themes into the headings required by the Equality Act 2010:
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a) Increasing the extent to which disabled pupils participate in the schools’ curricula;
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b)Improving the physical environment of schools for the purpose of increasing the extent to which disabled pupils are able to take
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advantage of education and benefits, facilities and services provided by schools;
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c) Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled;
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which are also addressed within this Action Plan but not as separate themes.
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The recent SEN Green Paper signals significant changes in the management and funding of SEN/LDD and the actions indicated
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below are subject to any changes brought in as a result of this.
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THE SUMMARY ACTION PLAN
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KEY THEME 1: PROMOTING INCLUSIVE EDUCATION AND ENSURING THAT CHILDREN’S NEEDS ARE MET
ACTION
LEAD
TIMESCALE
RESOURCES
OUTCOME
The LA will continue to support DfE
initiatives on inclusion
Anna Williams
Trevor Sim
On-going
Review of LDD as part of committee
cycle
Trevor Sim
Summer 2011
A revised 10 module SENCO training
programme to begin running from
September 2011
Anna Williams
July 2012
All schools to use P levels, assess all
pupils against NC Levels at least
annually and track progress and
incorporate ICT requirements in BSF
bid
Anna Williams
March 2012
Internal Expertise
Report to Overview and Scrutiny
Committee June 2011
CEME
Staff expertise
CASPA
SIMS Assessment
Manager
Progression
Guidance
RAISE online
ACTION
LEAD
TIMESCALE
All pupils to have a one page profile to
aid transition from Y6 to Y7
Emma James
Liz Smith
July 2012
All schools to maintain Provision Maps
showing use of delegated resources
Liz Smith
July 2012
Establish an integrated Language/SALT Liz Dunnett
Service
All secondary schools to acquire
infrastructure to allow remote
registration and automatic alerts for
pupils using off site provision.
Closing the attainment gap between
learners with additional needs and
others by ensuring all learners with
additional needs make progress.
January 2012
Neil Keylock
September
2014
Trevor Sim
Mary Pattinson
March 2014
RESOURCES
Havering Provision
Management
Programme
OUTCOME
KEY THEME 2: EARLY INTERVENTION
ACTION
Achieve 98% completion of Statements
to final in 26 weeks and a sample of 6
within 20 weeks
LEAD
TIMESCALE
Marilyn Webb
January 2012
July 2014
Review individual schools as part of
monitoring programme: target schools
with very high numbers on SA
Design, pilot and support the
implementation of the Essential
Reading Skills Assessment tool and
associated precision teaching
programme in three secondary schools.
Use SIMS Behaviour Manager to
monitor incidents of unwanted
behaviour, share them with parents and
reduce need for both fixed term and
permanent exclusion
Trevor Sim
Liz Smith
HSIS
John Price
Emma James
July 2013
Neil Keylock
September
2014
RESOURCES
OUTCOME
KEY THEME 3: INCREASING PARENTAL CONFIDENCE IN ASSESSMENT AND PROVISION
ACTION
LEAD
TIMESCALE
RESOURCES
Reduce Statutory assessments initiated
by parents by meeting with all parents
requesting Statutory Assessment
Marilyn Webb
July 2014
Promoting work of Parents in
Partnership Service
Martin Shipp
January 2014
Trevor Sim
March 2012
All schools to offer Person Centred
Reviews from Y9 on.
Trevor Sim
Emma James
Liz Smith
July 2012
Provide information on services to
young people with additional needs in a
range of formats
Trevor Sim
Marilyn Webb
January 2014
Maintain low levels of appeals to the
First Tier Tribunal
Marilyn Webb
March 2014
Promote joint training of parents and
professionals in the 5P approach
OUTCOME
ACTION
LEAD
TIMESCALE
Enhance Equality Act compliance.
Anna Williams
March 2014
Ensure all schools have an up to date
Accessibility Plan
Anna Williams
March 2012
Maintain low levels of appeals on
disability grounds to the First Tier
Tribunal
Anna Williams
March 2014
Promote role of Positive Parents
Trevor Sim
Sarah Metcalf
August 2014
RESOURCES
Grants from D of E
OUTCOME
KEY THEME 4: RESOURCING SPECIAL EDUCATIONAL NEEDS INCLUDING STATEMENTS
ACTION
LEAD
TIMESCALE
RESOURCES
Refine current SEN funding formula for
implementation in April 2012
Trevor Sim
April 2012
Review Transport Policy, reduce
reliance on LA Transport and promote
independent travel
Trevor Sim
Marilyn Webb
Mandy Swallow
Martin
McManus
July 2014
Marilyn Webb
March 2014
Reduce reliance on Statements
OUTCOME
Transport Budget
Maintain decrease in number of
statements
KEY THEME 5: PROVISION DEVELOPMENT
ACTION
LEAD
Reduce number of children placed
outside the borough
TIMESCALE
Trevor Sim
March 2014
Develop primary phase specially
resourced for ASD school
Trevor Sim
September
2014
Develop through BSF secondary
specially resourced for VI school
Jackie Lane
Trevor Sim
September
2014
Develop a specially resourced
secondary school for BESD.
Neil Keylock
Trevor Sim
Marilyn Webb
September
2012
Develop in-borough post-16 special
needs provision
Trevor Sim
Martin
McManus
Trevor Cook
September
2012
RESOURCES
YPLA funding
OUTCOME
KEY THEME 6: WORKING EFFECTIVELY WITH OTHER AGENCIES
ACTION
LEAD
TIMESCALE
Promote role of Joint Panel; working
towards joint commissioning and pooled
budgets
Carol
Carruthers
Trevor Sim
March 2014
Successfully deliver outcomes of
TAMHS project
Trevor Sim
March 2012
Develop links with Positive Parents and
seek parental representation on
appropriate working groups
Trevor Sim
March 2012
Trevor Sim
Julie Weaver
March 2012
Jaswinder
Rakhra
August 2012
Embed work of Transition Monitoring
Group in reviewing transfer of most
vulnerable young people from
Children’s to Adult Services
Under Fives Inclusion Service to link
with Children’s Centre Managers to
develop services to support children
with additional needs and their families
during holiday periods
RESOURCES
EIG Grant
OUTCOME
All schools to complete information
sharing agreement at each Transition
Review
Marilyn Webb
March 2012