Local area reviews and recent
developments - Implications for SI
services
Wednesday 19 October 2016, Birmingham
André Imich, SEN and Disability Professional Adviser, DfE
What does successful implementation of the
Children and Families Act look like?
2. All parties meet their
statutory duties
1. Co-production
with children, young
people and parents
8. Improved parental
confidence
7. More YP go on to
post-16 education,
training & employment
6. Strong focus on
those at SEN Support
3. Increased satisfaction
with access to local
services
4. Accurate and
timely identification
of SEN and disability
5. Improved attainment
and narrowing of gap
for CYP with SEND
Local area reviews - inspection
arrangements
 All local areas will be inspected, with an inspection
interval of up to five years.
 Inspection teams include a HMI, a CQC inspector
and a local authority inspector.
 A notice period – 5 days.
 There will be re-inspection activity where this is
appropriate.
 Inspectors will review available national data as part
of their preparation, including within area inspection
outcomes from CQC and Ofsted.
Local Area Reviews - the focus of inspection
 How effectively does the local area identify children and
young people who are disabled and/or have SEN?
 How effectively does the local area meet the needs and
improve the outcomes of children and young people who are
disabled and/or have SEN?
Judgements are about the performance of the local area since
the implementation of the reforms in September 2014.
Important to note that this is a local area inspection and not a
local authority inspection.
Local area SEND inspections
 8 inspections completed in summer term.
 Wide range of stakeholders involved – inc parents, young
people, Independent Supporters, health and care
professionals
 Developmental as well as holding local areas to account
 First reports - a range of areas of strength as well as areas for
development
 Highlight the importance of (a) evaluating impact and
outcomes, and (b) the views of service users
 Reports should be used alongside other intelligence to support
and challenge progress
 Key question for the local area – what are you doing to build
on all the learning from the inspection, not just the findings in
the published report?
General progress since
Sept 2014
 All LAs have a local offer in place
 All LAs have a new EHC needs assessment pathway,
 All LAs are issuing EHC plans - 59% of new EHC assessments
completed within 20 weeks
 All LAs making progress with transfers of statements to EHC
plans - 29% of all statutory plans now EHC plans
 89% of LAs report joint commissioning in place
 79% of LAs report that some or all of their schools have an
information report published
 Ofsted/CQC area inspections have started
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The new SEN system – Key elements
1. Involvement of
children, young
people and parents
Strategic Planning - Engagement of children, young
people and parents – Summer Survey 2016
90%
84%
80%
70%
LA
Views
74%
67%
62%
PCF
Views
60%
50%
38%
38%
40%
30%
30%
25%
20%
16%
16%
10%
10%
6%
0%
Fully/ largely
engaged
Moderately
engaged
Parents
Fully/ largely
engaged
Moderately
engaged
Children
Fully/ largely
engaged
YP
Moderately
engaged
Engagement of children, young people and parents in
planning own provision – Summer Survey 2016
90%
83%
LA
Views
80%
70%
60%
63%
49%
PCF
Views
50%
46%
50%
39%
38%
40%
35%
31%
22%
30%
23%
16%
20%
10%
0%
Fully/
largely
engaged
Moderately
engaged
Parents
Fully/
largely
engaged
Moderately
engaged
Children
Fully/
largely
engaged
Moderately
engaged
YP
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The new SEN system – Key elements
1. Involvement of
children, young
people and parents
2. A clear, transparent
local offer of services for
all CYP with SEND
Our local offer……………
 When did you last really look at/
your local offer?
 What’s really good about it?
 What needs to be improved
urgently?
 How can more parents be
encouraged to use it?
Our local offer – testing it out
1. Can families understand from our local offer what the
sensory impaired service does, and how they can
access it?
2. Can I find information about what support and
provision my LA provides for autism?
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The new SEN system – Key elements
1. Involvement of
children, young
people and parents
2. A clear, transparent
local offer of services for
all CYP with SEND
3. SEN Support - all statefunded schools inc
academies), colleges, early
years
% with SEN (not statements/ECH plans) 2005-16
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
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Making SEN Support work - Schools
 A quality SEN Information Report
 Trained workforce, inc SENCO – quality first teaching
 Clarity about provision it makes
 High aspirations for all
 Improving outcomes for SEND
 Parental engagement
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School Information Report - Key questions
 Is the School Information Report easy to find?
 Does it cover all 14 required areas?
 Is it up-to-date/ Has it been reviewed annually?
 Is it easy to understand?
 Does it convey a welcoming message?
 Does it mention support from sensory services?
16
Making SEN Support work - Local authority
 LAs must set out the responsibilities for special educational
provision made from school, early years and post-16
 Clear arrangements for accessing support services, e.g.
specialist teachers/ support services; EPs; CAMHS;
therapists
 SENCO and class teacher, with specialists, involving the
pupil’s parents - focus on evidence-based effective teaching
approaches, equipment, strategies and interventions.
 Support systems for SENCOs
 Recognising and publicising good practice
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Activity to develop and maintain effective
SEN support systems in schools
90%
83%
90%
76%
80%
70%
LA
View
60%
50%
37%
PCF
View
40%
30%
20%
10%
0%
LA leads/ facilitates
SENCO Networks
LA QAs School Info
Reports
The new SEN system – Key elements
1. Involvement of
children, young
people and parents
2. A clear, transparent
local offer of services for
all CYP with SEND
3. SEN Support - all statefunded schools inc
academies), colleges, early
years
4. LA, health and care
services to commission
services jointly
5. Coordinated assessment;
0-25 Education, Health
and Care Plan
Total numbers of statements and EHC plans
England
2014 –
Statements
2016 –
EHCPs +SSENs
Change
237,110
256,315
+8.1%
Proportion of population with statements/ EHC
plans remains the same:
2.8% in 2010 and 2.8% in 2016
% EHC plans issued within 20 weeks
(excluding exceptions) 2015
England
Average
59.2%
Range
0-100%
>70%
44% (67 LAs)
31-70%
32% (49 LAs)
<30%
24% (36 LAs)
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Barriers to completion of 20 week
statutory EHC assessment timescale
80%
LA
Views
70%
60%
PCF
Views
50%
40%
30%
20%
10%
0%
Health
info
Social
care info
EP info
LA
capacity
15 day
response
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Transfers - % with statements who were
issued with EHC plan by 21/1/2016
England
Average
18.2%
> 33% of total
15% (22 LAs)
11-33% of total
64% (100 LAs)
< 10% of total
21% (32 LAs)
23
Progress towards a full EHC plan system
By Jan 2016,
29% of all
statutory plans
for 0-25 year olds
were EHC plans
24
Confidence that all statements will be transferred
by April 2018 (Summer 2016 surveys)
50%
46%
41%
40%
45%
40%
LA
Views
34%
PCF
Views
35%
30%
25%
25%
20%
14%
15%
10%
5%
0%
Extremely/ Very
Moderately
Not very/ Not at all
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A good Education Health and Care (EHC) plan
 Meets the requirements of the Act, regs and the Code.
 Describes positively what children and YP can do
 Clear, concise, understandable and accessible
 Is co-produced
 Sets good, relevant outcomes
 Tells the child or young person’s story well/ coherently
Aspirations
Needs
Outcomes
Provision
EHC plans/ Statements – Changes in placements
120,000
100,000
80,000
2010
2016
60,000
40,000
20,000
0
Mainstream
Resourced
prov
Unit
Special
Schls
INMSS
http://ehcpjourneys.com/
Parents generally reported that they liked the new
philosophy behind the reforms - which promote:
• being involved - with a person-centred approach, in
which their opinions are listened to and respected;
• their child being at heart of process;
• professionals taking a multi-agency approach;
• developing an holistic view of their child;
EHCP - Parent feedback, 2016
 “What was most improved was the involvement of Philip
whose opinion was listened to and taken into
consideration. It made a big difference”
 The EHC plan “is less convoluted and confusing…… Not
just a name or an age”
 “This new openness means she has a real chance of
achieving her outcomes”
 “I couldn’t have asked for more. The plan describes our
child exactly and all the information and help, support is
exactly what he needs. I have complete faith that he has a
fantastic team……….”
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The new SEN system – Key elements
1. Involvement of
children, young
people and parents
2. A clear, transparent
local offer of services for
all CYP with SEND
6. Statutory protections
for 16-25s; focus on
preparing for adulthood
5. Coordinated assessment;
0-25 Education, Health
and Care Plan
3. SEN Support - all statefunded schools inc
academies), colleges, early
years
4. LA, health and care
services to commission
services jointly
How far post-16 providers are re-organising provision
to meet the needs of all young people with SEND
80%
70%
60%
50%
40%
LA
Views
30%
20%
10%
PCF
Views
0%
Fully/ To some
extent
Limited
V limited/ not at
all
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EHCPs post-19 – Key messages
 No automatic entitlement to continued support at 19 or an
expectation that those with EHCP should stay in education until 25.
 Some YP with EHCP may need longer in education or training to
achieve their education and training outcomes
 For those who need more time, aim of FE is preparing for
adulthood within an adult orientated environment
 Should include opportunities to:
• experience the world of work
• develop independent living skills and ability to make
independent choices and decisions in an adult context
 LAs must not cease EHCP simply because YP turns 19
Moving into year 3 – Support services actions
• Co-production with parents
• Ensure person-centred approaches to planning/ reviews
• Parent feedback – regular, published
• Review and further develop local offer – with parents,
children and young people
• Focus on priority points (Y6, Y9, school leavers)
• Monitor & evaluate impact of SEN support on progress
• Improve support for post-16 transition/ post-19 landscape
• Using benchmarking data to evaluate impact and identify
evidence-based practice.
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