Docstoc

ChildrenServicesDirectorateSpecialNeedsInclusionPlan2007-08

Document Sample
ChildrenServicesDirectorateSpecialNeedsInclusionPlan2007-08 Powered By Docstoc
					                                   Children’s Services Directorate

                    Special Needs and Inclusion Service Plan 2007/2008


                                                          Contents

Director’s Statement ............................................................................................. 2-4

Section 1: Service Overview ................................................................................. 5-8
Section 2: Progress Report ................................................................................... 9-13
Section 3: Medium Term Service Issues............................................................... 13-18
Section 4: Focus on 2007/2008 ............................................................................ 18-22
Section 5: Involving ............................................................................................... 23
Section 6: Performance Indicators ........................................................................ 24-26




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                                               Page 1 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                   Annual Statement 2007/08
                      Directorate: Children’s Services
                                                     Executive Director: Trevor Doughty
                                                                         Review of 2006/07
  Progress on -
   Further developing the ‘Putting the Learner First’ and extended schools programmes to
    deliver services that complement each other, and target support appropriately, resulting
    in real impact under the 5 Every Child Matters outcomes
   Maintaining emphasis on establishing a strong relationship with schools in order to
    deliver service plan priorities.
   To develop early years services in line with changing national policy, whilst continuing
    progress on establishing Children’s Centres
   Reducing our dependence on independent looked after and special needs placements, to
    support re-investment in preventative services
   Increase focus on value for money through effective procurement of services
   Improve business support to schools
   Improve the long term stability of looked after placements based in family settings
   Continuing to keep vulnerable children safe and healthy
   Continuing to expand the role that children, young people and their families take in
    shaping future service provision in Northumberland
   Implementing FACT (integrated) teams to deliver these priorities
   Implement the action plan following Youth Offending Service inspection, ensuring the
    balance between targeted preventative services and intervention, and improving
    performance levels specifically in relation to repeat offenders
   Continuing to develop effective partnerships (e.g. with Connexions, Learning Skills
    Council) to further improve the consistency and quality of services to children and young
    people across the county (e.g. integrated Youth Services)
   To monitor and evidence progress on the above through external and internal
    assessment in consultation with key partners
   Embed the communication and performance management culture across the Directorate




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                             Page 2 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                   Contribution to the Strategic themes for 2007/08

 With reference to the ‘Having a Life’, Children and Young People Plan, we are :

        Improving performance on supporting long term placements for the most vulnerable
         children.

        Setting new targets in the Children and Young People Plan (CYPP) and the Local
         Area Agreement (LAA), focussing on support to children and families experiencing
         domestic violence.

        Tackling childhood obesity in partnership with colleagues within the Care Trust.

        Enhancing systems for tackling and reporting of bullying and racist incidents.

        Improving the monitoring arrangements to improve accident prevention.

        Working with the Connexions partnership in corporately tackling NEET (Not in
         Education, Employment or Training).

        Supporting better services for local people through the work in developing Integrated
         Youth Services.

                                                   Directorate objectives and priorities for 2007/08
 Improve the health and well being of children and young people through reducing the rate of
 increase in childhood obesity

 Improving the life chances of children and young people by increasing rates of progress from
 Key Stage 1 to Key Stage 2 through support to schools and the continued implementation of
 the ‘Putting the Learner First’ strategy

 Reducing the risk of significant harm to children and young people by effectively
 safeguarding, reducing offending, improving support to children and young people whose
 safety and well-being are at risk from being bullied or involved in bullying, or those
 experiencing domestic violence

 Improving the life chances of Looked After Children by enhancing the availability of
 appropriate carers within areas where there have been shortfalls

 Enhancing the quality of life for children, young people and their families by improving the
 delivery of local services through FACT (integrated) teams, youth services and Children’s
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                     Page 3 of 31
Plan 10 of 13
Issue 2 (May 07)
 Centres

       Further Information (List service plans and other appropriate plans relevant to the
                                                                              directorate)
 Service Plans: Family Support; Early Years & Child Care; Youth Service; School
 Improvement; School Organisation and Development; Community Support; Youth Offending
 Service; SORTED; Child Health; SEN & Inclusion; Strategy & Performance; Business
 Support; Planning, Partnerships & Development

 Other Plans: Children and Young People Plan, ‘Having a Life’ re-fresh




                                                                              Director’s title




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                           Page 4 of 31
Plan 10 of 13
Issue 2 (May 07)
               Service: Special Needs & Inclusion
                                               Service Manager: Brian Daly & Mike Tomkinson

                                                             Directorate: Children’s Services

                                                           Section 1: Service Overview
                                                                                    Service Aims
 The Special Need & Inclusion Service comprises professional teams whose focus is directed
 towards enabling vulnerable Northumberland children and young people (CYP) to:
    1. Have a good education and the opportunity to fulfil their potential.
    2. Access education provision and social care support within their local community
       wherever possible and practical.
    3. Feel valued members of their school and social communities

 Areas of responsibility include:
 (i) CYP who have:
          Special education needs (SEN)
          Learning difficulties and disabilities (LDD)
          Behaviour, emotional and social development needs

        The Service:
            Provides social care services to CYP and their families
            Provides early identification of CYP with SEN/LDD
            Provides assessment of CYP difficulties
            Monitors, records, reviews and reports on CYP progress
            Provides support for individual CYP
            Provides support for school-based classroom practitioners
            Provides support for parents
            Fulfils the LA’s statutory responsibilities that it shares with schools in relation to
             the DfES Code of Practice
            Liaises with other professionals relevant to particular children

 (ii)   CYP who are experiencing difficulty in attending school and who are at risk of school
        exclusion and social exclusion:
            Promoting high levels of school attendance
            Developing effective working relationships with CYP, parents, schools and partner
             agencies aimed at helping CYP to attend school regularly
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                   Page 5 of 31
Plan 10 of 13
Issue 2 (May 07)
             Working with Behaviour and Attendance Consultants in supporting schools with
              their attendance policies and strategies

 (iii) CYP who cannot attend school and who:
          have medical needs and are unable to attend school has resulted in illness or
           injury (including pregnant teenagers and school aged parents)
          have mental health needs
          have been permanently excluded from school and so have no identified school to
           attend
          have statements of SEN and are awaiting placement
          are educated at home by their parents

       The Service:
           Provides suitable education
           Monitors pupil progress across a range of alternative education settings
           Maintains an appropriate quality assurance framework for these settings
           Provides advice and guidance to schools and parents in relation to exclusions
           Works in partnership with CYP, parents, schools and other agencies to reduce
            exclusions
           Supports the reintegration of excluded pupils
           Identifies and locates CYP who are missing from education and monitoring those
            groups of children who are at risk of doing so.


                                                                            Service objectives
      To engage with all schools, settings and relevant stakeholders to develop a shared
       commitment to inclusion as an integral part of raising achievement.
      To have clear policies in place that support Inclusion.
      To ensure that parents have information and support necessary to play an active and
       valued role in decisions affecting their child’s education and social development.
      To work with schools and early years settings to increase their capacity to meet the
       widest possible range of individual needs and raise attainment for all children and
       young people within effective inclusive practice.
      To promote the participation of CYP in all decisions affecting their education and social
       development, and ensure that their views are valued.
      To promote high levels of school attendance and develop effective working
       relationships with CYP, schools, parents and partner agencies aimed at helping children
       to attend school regularly and to achieve the most from their education.
      To improve the behaviour of pupils, enhance the skills and confidence of school staff in
       managing pupil behaviour and creating positive learning environments, and supporting
       schools to create an environment where there is good behaviour for learning.
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                Page 6 of 31
Plan 10 of 13
Issue 2 (May 07)
      To work with schools, parents and other agencies to reduce the number of children who
       are excluded from school, and to support the reintegration into education settings of
       those children who have been excluded.
      To work with schools, other services and partner agencies to identify and locate CYP
       who go missing from education or who are at risk of doing so.
      To ensure the LA meets its statutory duties in relation to vulnerable children who fall
       within the remit of the service.

                                                                                           Resources
                                              No. of FTE           £            £             £
                                              Costs         Gross Revenue   Income      Net Revenue
                                                            Expenditure                 Expenditure
 Special Needs & Inclusion (Total)                 135.59   14,502,450      -189,650    14,312,800
 Special Need:                                     67.85     9,305,860      -30,620      9,275,240
   EOTAS                                            8.77     1,685,450      -15,000      1,670,460
   Teenage Pregnancy Unit                           0.00        45,520            0         45,520
   Independent Special Schools                      0.00     4,499,880            0      4,499,880
   Behaviour Support Service                       15.16       697,880            0        697,880
   Central and OLA Support for                     15.61     1,159,560            0      1,159,560
   SEN                                              0.00        54,680            0         54,680
   Prudhoe Psychiatric Hospital
   (Teaching Service)                               1.00       47,410             0         47,410
   Parent Partnership Service                       2.00       67,120             0         67,120
   Excluded Pupils Administration                   7.77      431,850       -15,620        416,460
   Pupil Referral Unit                             18.54      616,270             0        616,270
   Education Welfare Service

 Inclusion:                                        80.69     5,196,590      -159,030     4,827,980
   Psychological Service                           23.10     1,160,200      -81,520      1,078,680
   Hearing Impaired Service                        14.25       694,850            0        694,850
   Communication Support                           21.32       967,690            0        967,690
   Service                                          1.51        76,650            0         76,560
   Visually Impaired Service                       13.81     2,005,320      -76,100      1,929,220
   Children – Disability                            6.70       291,970       -1,410        290,560
   Portage Service




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                       Page 7 of 31
Plan 10 of 13
Issue 2 (May 07)
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008   Page 8 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                   Special Needs & Inclusion Staffing Structure
 Head of Special Needs                               Head of Inclusion (Principal Educational
   Administrative Officer                            Psychologist)
                                                         Senior Educational Psychologists (4)
 Head of EOTAS                                           Educational Psychologists (14)
   Teacher Co-ordinators (4)                             Administrative Officers
   Social Inclusion Officer
   Reintegration Officer (Excluded Pupils)           Head of Hearing Impaired Service
   Reintegration Officer (Teenage                        Senior Specialist Teachers (2)
   Pregnancy)                                            Specialist Teachers (12)
   Family Support Worker (Teenage                        Administrative Officers
   Pregnancy)
   Administrative Officers                           Head of Visually Impaired Service
                                                         Teaching Assistant (1)
 Education Officer (Statutory Assessment &               Technician Support Assistant (1)(N/cle
 Review Team)                                        LEA)
   SEN Officers (4)
   Administrative Officers                           Head of Communication Support Service
                                                         Principal Specialist Teacher (1)
 SEN Monitoring Officer                                  Specialist Teachers (8)
                                                         Specialist Teachers (ASD) (5)
 Parent Partnership Co-ordinator                         Teaching Assistants (6)
                                                         Administrative Officers
 Head of Behaviour Support Service
   Deputy Head of Service                            Head of Disabled Children Team/Service
   Behaviour Support Teachers (6)                    Managers (2)
   Behaviour Support Workers (5)                         Social Workers (Transition) (4)
   Administrative Officers                               Social Workers (Disabled Children) (5)
                                                         Welfare Assistant (1)
 Head of Pupil Referral Unit                             Administrative Officers
   Deputy Head of Unit
   Teachers                                          Head of Portage Service
   Teaching Assistant                                    Portage Home Visitors (5)
   Office Manager                                        Administrative Officer

                                                                                          Partners
 FACT – Education, Social Care, Connexions, Health Service partners
 Maintained Schools
 Independent and Non Maintained Schools
 Voluntary Organisations – NCH, Barnardos
 DfES
 Regional Partnership of NE LA’s
 FE Colleges
 Independent alternative education providers
 Connexions

Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                  Page 9 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                               Section 2: Progress Report
                                                                 Formal Inspection Reports 2006/07
 2006 Annual           (i)    Self assessment
 Performance                  (a) Staying Safe
 Assessment                         Desired outcome: services are effective in establishing the
                                       identity and whereabouts of all CYP 0-16
                                        - monthly reporting procedure from services responsible
                                            for vulnerable children

                                         Desired outcome: CYP with SEN/LDD are safe and
                                          protected from abuse and exploitation
                                          -    generally positive feedback on statutory assessment
                                          process       from parents, schools, agencies
                                (b)       Enjoying and Achieving
                                          -    schools supported with targeted inclusion approaches
                                               including SEN self evaluation tool
                                          -    Balanced Scorecard reporting procedure for monthly
                                          pupil exclusions
                                          -    fast track casework approach to help parents address
                                               attendance issues
                                          -    improved performance in offering full-time education to
                                               permanently excluded pupils
                                          -    neonatal screening for hearing impaired children is
                                               reducing the average age of confirmation of HI children
                                               and enabling a greater proportion of them to enter
                                               nursery with language and communication levels within
                                               the norm for hearing children
                                          -    new holiday and enabling service for children with
                                               complex autism commissioned from Toby Henderson
                                               Trust

                       (ii)     Feedback from Ofsted/CSCI
                                -   attendance is good overall with below average unauthorised
                                    absence




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                     Page 10 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                            Progress against 2006/07 key priorities
                        (i)     Behaviour Support

                                (a)      Improving strategic planning: consultation with schools
                                         undertaken to establish a common understanding and
                                         agreement about a shared vision, values, strategic goals and
                                         key priorities; establishment of high school and middle
                                         school collaborations to improve behaviour and persistent
                                         truancy; preparation of business case to improve in-county
                                         capacity for CYP with significant behaviour difficulties.

                                (b)      Improving support for whole school behaviour management
                                         approaches: implementation of SEAL, SEBS and solution
                                         oriented programme; Behaviour Support Service work with
                                         targeted schools where behaviour is identified as an issue;
                                         development of anti-bullying policy and guidelines; assisting
                                         with schools to develop and implement behaviour policies,
                                         audit behaviour and develop behaviour management
                                         strategies.

                                (c)      Improve behaviour support at classroom practitioner level:
                                         rolling programme of solution-focussed teacher coaching;
                                         provision of training towards NPSLBA qualification; INSET
                                         on all aspects of behaviour.

                                (d)      Improve behaviour support for individual children: support for
                                         targeted individual pupils and small groups; working with
                                         schools to prevent exclusions and promote inclusion;
                                         working with BIP/BEST team to support individual pupils.

                                (e)      Strengthening multi-agency links through development of
                                         integrated inclusion service: audit of teams involved, multi
                                         professional agreement about direction of travel, process
                                         and objectives.

                       (ii)     Attendance

                                (a)      Improving management information systems: significant
                                         improvements with data on persistent absences becoming
                                         available to schools in line with government expectations.

                                (b)      Identification of schools requiring targeted support: data on
                                         persistent absence now being provided.

                                (c)      Improved communications with schools: schools’ statutory
                                         responsibilities to set absence targets has helped establish
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                      Page 11 of 31
Plan 10 of 13
Issue 2 (May 07)
                                         schools’ commitment to addressing this issue; absence
                                         targets now incorporated governing body agendas; provision
                                         of training through Behaviour and Attendance consultancy
                                         networks has assisted with raising the profile of attendance
                                         issues.


                                (d)      Development of internal reporting lines to senior officers and
                                         elected members: members informed of attendance trends
                                         and progress with targets through Quarterly Statistical
                                         Bulletin; portfolio holder for Children’s Services, Divisional
                                         Director and Executive Director receive regular briefings.

                                (e)      The development of collaborative approaches amongst
                                         secondary schools to support the management of persistent
                                         truancy – the initial priority for the collaborations has mainly
                                         been to develop a hard to place protocol and sharing of good
                                         practice through Behaviour and Attendance consultant
                                         networking meetings (see (c)).

                                (f)      Developing the necessary combination of support and
                                         sanctions for those parents who need it: facilitated through
                                         fast track casework approaches, issuing of penalty notices,
                                         prosecution and parenting contracts. The development of
                                         integrated Community Support team should lead to quicker,
                                         more effective referrals.

                       (iii)    EOTAS

                                (a)      Improving strategic planning: equality impact assessment
                                         completed; start made on populating EMS database with
                                         EOTAS information; development of graduated response
                                         system to support the placement of hard to place children;
                                         planning underway for implementation of 2006 Education &
                                         Inspection Act (provision of full-time education from Day 6).

                                (b)      Improving support for individual children at risk of permanent
                                         exclusion: Pupil Tracking Panel extended to include
                                         Behaviour Support Service; Preventing Exclusion leaflet
                                         disseminated to schools and partner agencies; evidence-
                                         based framework in place to manage school requests for
                                         financial support to avoid permanent exclusion; provision of
                                         training for governors involved in the exclusion process.

                                (c)      Improving support for children receiving their education other
                                         than at school: tutors’ training needs identified through
                                         performance management arrangements; English and maths
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                       Page 12 of 31
Plan 10 of 13
Issue 2 (May 07)
                                         exam board training for teacher co-ordinators; working party
                                         established to investigate possibility of EOTAS website for
                                         tuition to access on-line resources; increasing number of
                                         teaching groups arranged to bring individual tutored children
                                         together; development of integrated arrangements with
                                         teenage pregnancy unit.

                                (d)      Improve arrangements to identify children who are either
                                         missing or at risk of going missing from education: ‘Missing
                                         Out’ policy and procedures issued to schools, Children
                                         Missing from Education leaflet available to general public;
                                         single contact point for enquirers; monthly monitoring of
                                         data.

                                (e)      Improving multi-agency approaches – teacher co-ordinator
                                         meetings with partner agencies; enhanced liaison with
                                         CAMHS service to secure advice on CYP at review
                                         meetings.

                       (iv)     SEN Inclusion

                                (a)      Developing with stakeholders a shared commitment to
                                         Inclusion: a countywide consultation on Behaviour Support
                                         Plan (see above) and contribution to cross-Directorate team
                                         to coordinate LA work with schools as part of Accessibility
                                         Strategy.

                                (b)      Policy review: draft criteria prepared for revised SEN Home-
                                         School Transport Policy (awaiting information from
                                         Community and Environment Service Directorate on the
                                         service standards component of the policy).

                                (c)      Ensuring parents have the necessary information and
                                         support: replacement reconciliation and mediation service
                                         now commissioned and in place.

                                (d)      Working with schools to increase their capacity to meet the
                                         widest possible range of individual needs: schools SEN Self
                                         Evaluation Framework published following successful
                                         piloting; ongoing publication of SEN Toolkit for schools
                                         (updated SEN Handbook); successful awareness raising
                                         amongst schools of Provision Management following 2006
                                         SENCO conference – two partnerships piloting possible
                                         approaches; preparation of guidance on the effective use of
                                         learning support assistance; business case developed for
                                         Hexham Priory School expansion; identification of preferred
                                         model for specialist facilities within the context of PLF.
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                     Page 13 of 31
Plan 10 of 13
Issue 2 (May 07)
                                (e)      Improving     multi-agency     work:     inclusion  service
                                         developments (see above).
                                (f)      Promoting the participation in CYP in decision-making: good
                                         practice guidance provided to schools within SEN Toolkit.

                                (g)      Transparent    allocation of   central   and    delegated
                                         resources/monitoring and evaluation of SEN strategy:
                                         establishment of Schools Forum SEN Committee and
                                         commencement of review of SEN formula funding;
                                         Partnership Board and Schools Forum reporting process.

                                (h)      Ensuring the LA meets its statutory obligations: improved
                                         performance in producing statements within specified
                                         timescales.

                                (i)      Improving social care services for disabled children:
                                         progress made with roll out of person centred approaches,
                                         involvement of voluntary agencies in making provision for
                                         carers (eg via Tynedale Action for Special Children, Berwick
                                         Family Centre), NCH centre weekends, parents Impact
                                         Handbook.

                                              Section 3: Medium Term Service Issues
                       Contribution to Community Strategy and Strategic Statement themes:

 Children and           Contributing to the delivery of improved outcomes for CYP with LDD,
 Young People:          and/or who are at risk of school and social exclusion (see section 1 –
                        aims):
                           Establishing the identity and whereabouts of school-aged children who
                            are missing from education.
                           Ensuring that transition from children’s to adult services is well
                            managed.
                           Parents and carers have the information and support necessary to
                            play an active and valued role.
                           Pre-school children are helped to meet early learning goals.
                           CYP with LDD are helped to have growing awareness of their own
                            development needs, to take an increase in responsibility for meeting
                            these and to have high self esteem and aspirations.
                           Education provision is made for CYP who do not attend school.
                           CYP with LDD are identified and have their SEN assessed at a
                            sufficiently early stage for those needs to be met.
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                    Page 14 of 31
Plan 10 of 13
Issue 2 (May 07)
                        The progress of CYP is regularly reviewed and targets revised
                        accordingly.
 Health and             Contributing to improved care arrangements for vulnerable CYP:
 Well- being:
                           Helping CYP with LDD to become properly prepared and supportive to
                            move through transitions from paediatric care to adult care.
                           Helping CYP with LDD with suitable respite care arrangements.
                           CYP with LDD are helped to make informed and appropriate personal
                            choices, to recognise and manage personal stress and confidently
                            manage the changes in their lives.


 Business and           Contributing to the ability of vulnerable CYP’s economic wellbeing and
 Enterprises:           ability to make a positive contribution:
                             Achieving nationally recognised education standards at school.
                             Increasing personal independence and self organisation, meeting
                              deadlines, showing initiative, being reliable, working effectively as part
                              of a team, demonstrating leadership qualities and developing
                              enterprising behaviour.
                             Acquiring at least the basic skills of reading, writing, speaking and
                              listening and numeracy.


 Safer and              Contributing to the promotion of social cohesion and reduction of anti-
 Stronger               social behaviour:
 Communities:
                           Providing CYP with a safe environment with clear school policies on
                            anti-bullying and how to respond to situations where there is personal
                            intimidation of discrimination.
                           Targeted action is taken to promote good behaviour and attendance.
                           Helping CYP to make positive relationships and behave responsibly.


 Environment:           N/A

 Culture and            Availability of Max Cards to assist disabled childrens’ access to activities
 Tourism:




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                       Page 15 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                               Implications for Customer Service
 Community                 Consultation with schools with a view to agreeing a finalised Behaviour
 Engagement                 Support Plan with schools in order to have countywide agreement on
                            respective roles, responsibilities, vision, values, key areas for
                            development and priorities.
                           Consultation on the preferred model for the reorganisation of specialist
                            facilities within the context of PLF in order to take strategic decisions
                            about arrangements for CYP with complex learning difficulties.


 Customer              The service places great importance on identifying and responding to the
 Satisfaction          needs of service users, which can be diverse and require a balanced
                       approach to be taken in order to optimise the number of successful
                       outcomes and best use available resources. This is approached in a
                       number of ways – for example, initial assessment of need during the early
                       stages of service involvement, liaison with the family and other involved
                       agencies for using pre-service involvement questionnaires to establish
                       user expectations. Following a period of service input, post intervention
                       questionnaires may be used, face to face meetings arrangement and
                       surveys of schools undertaken. Feedback has been generally positive and
                       teams are keen to improve as and when constructive suggestions are
                       made or dissatisfaction recorded.


                                                         Implications for Resource Management
 Efficiency            The drive to improve efficiency and achieve value for money is
 Savings / Value       fundamental to the SEN Inclusion, Attendance, Behaviour Support and
 for Money             EOTAS strategies. Reducing the reliance on statements, exclusions and
                       the time taken to reintegrate hard to place children whilst improving
                       attendance levels are the basis of early intervention and reducing the need
                       to make expensive provision at a later stage following an escalation of
                       difficulties. Similarly, the service aims to optimise the use of in-county
                       provision rather than more expensive provision in the independent sector.
                       All major budget heads came within-budget in 2006/07. Financial
                       modelling for the next year begins during April of the previous year, with
                       patterns of demand monitored at an individual pupil level. Individual team
                       budgets are the subject of close monitoring. There will be a review of the
                       SEN funding formula and of inclusion services, together with the
                       development of an LDD Commissioning Strategy, with a view to securing
                       value for money.


 Assets                Integrated working will benefit from increased service co-location. This is
                       being considered in conjunction with the County Council’s Asset
                       Management Strategy.

Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                    Page 16 of 31
Plan 10 of 13
Issue 2 (May 07)
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008   Page 17 of 31
Plan 10 of 13
Issue 2 (May 07)
 Procurement           Procurement for pupils with LDD who cannot be catered for within county
                       is purchased wherever possible from other LAs, and through the
                       independent sector in the absence of maintained providers. Increased use
                       is also been made of cost-effective voluntary providers. Quality assurance
                       arrangements are in place including officer attendance at all out-county
                       annual reviews.


 Systems               The service’s main issue in relation to ICT resides in the monitoring of
                       attendance, with nine high schools using different software to the rest of
                       the county. Data quality issues have been experienced.


                                                              Implications for Workforce Issues
 Service               All teams are working at capacity to provide what is a predominantly
 Capacity              demand-led service. Ongoing progress with suitable capacity building of
                       school/communities and parents is being made through training and
                       development opportunities within the context of team and service planning.
                       Revised performance management arrangements for teachers to be
                       introduced in September 2007.


 Skills and            As part of the service’s drive towards continuous improvement, the main
 Knowledge             implications for workforce development focus on leadership, budget
                       management and resource management skills. It is important that
                       specialist teams continue to update their own particular skills in order to
                       retain credibility with schools and families when responding to complex
                       issues. Some teams are experiencing difficulty in recruiting and retaining
                       specialist staff in areas affected by national shortage and staff
                       demography. A particularly acute issue revolves around maintaining the
                       supply of educational psychologists through the establishment of trainee
                       posts under new national training arrangements.


 IIP                   The service is committed to meeting the standards of IIP by involving staff
                       at all levels in the development of team plans, aligning individual and team
                       objectives, understanding how they are expected to contribute to team and
                       service performance and continuously improving the way colleagues are
                       managed and developed. Appraisal and performance management
                       arrangements are embedded features of the service.




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                  Page 18 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                   Implications for Other Medium Term Issues
 Equality and          Equality impact assessments have been undertaken in:
 Diversity                school attendance
                          provision of education for children who are unable to attend school

                       and during the coming year are programmed to be completed for:
                          arranging the assessment of and provision for children whose SEN
                           are beyond what a school is able to provide
                          provision of advice and guidance for parents whose children have
                           SEN
                          provision of advice and guidance in relation to excluded pupils
                          providing a consultation service to teachers and other professionals
                          early years consultation/training and intervention
                          advice and consultation to LA customers
                          direct intervention with individuals

                       Monitoring arrangements are in place to ensure that:
                          minority ethnic pupils do not feature disproportionately in exclusion
                           and absence data
                          race is not a factor in gaining access to a statement, specialist
                           services or, in the case of parents, gaining access to information and
                           advice.
 Health and            Health and safety issues monitored through individual staff appraisal, lone
 Safety                working systems in place, workstation assessments regularly undertaken,
                       access to appropriate health and safety training via County Council’s
                       programme.


                                                              Key Medium Term Developments
 Key drivers in the translation of service objectives (section 1) into action during the next 3-4
 years will be informed by feedback from schools/communities, parents and young people
 through the Having A Life survey, together with information from the government in relation
 to the developing national agenda:

 (i)      working with schools in order that they can:
               develop their strategic management of in-school SEN provision
               measure and monitor the progress made by CYP with LDD across the five
                ECM outcomes
               provide inclusive arrangements for CYP with complex LDD
               identify and access advice and assistance from sources of specialist help when
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                  Page 19 of 31
Plan 10 of 13
Issue 2 (May 07)
                  they require it
                 meet school attendance targets and reduce persistent truancy
                 reduce the number of pupils excluded from school and improve reintegration
                  links
                 reduce the number of YP who feel unsafe from bullying in school

 (ii)     working with schools in order to achieve an agreed strategic approach to:
               the provision of specialist facilities for CYP with complex LDD within the
                context of PLF reorganisation
               formula funding arrangements for SEN in schools
               identification of areas for development and key priorities for developing
                provision for CYP with LDD and behaviour difficulties in particular
 (iii)    developing the LA’s ability to:
               ensure all pupils who are permanently excluded from school can be offered
                alternative full-time education and be reintegrated into longer term provision
                within a short a timescale as possible
               monitor and track children who are missing from education or are at risk of
                doing so
                provide an integrated service and associated improvements in early
                identification, assessment and intervention
               enable YP to deal with transitions effectively

 (iv)       working with parents and YP in order that they can:
               make informed decisions about relevant issues affecting the YP’s social and
                educational development
               access co-ordinated support, especially around the operation of multi-agency
                groups
               feel listened to when important decisions are being taken

                                                      Section 4: Focus on 2007/08
                                                                               Key priorities
 (i)      Working with schools to develop a unified approach to behaviour support,
          such that there is a cohesive framework for tackling behaviour difficulties that
          has real impact in schools (Behaviour Support Strategy):
              Consult with schools, and finalise, a refreshed Behaviour Support Plan
               outlining agreed, respective responsibilities, key areas for development and
               priorities.
              Strengthen the strategic planning process by providing the Schools Forum
               Behaviour & Attendance Committee with information from which it can make
               informed decisions.
              Progress the national strategies in Northumberland schools, in relation to:

Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                             Page 20 of 31
Plan 10 of 13
Issue 2 (May 07)
                  -   NPSLBA: offer of accredited training; working with staff who have
                      completed accreditation with a view to setting up new initiatives in their
                      schools and neutralising their leadership skills
                  - SEAL: supporting cluster groups of schools; supporting the curriculum
                      development group in developing curriculum models underpinned by
                      SEAL; piloting Y7 SEAL resource and planning complementary resources
                      for Y8
                  - Parent Support Pilot: training Parent Support Advisers in solution-oriented
                      approaches
                 Improve early intervention, particularly in respect of young children:
                  - targeting identified schools and working with teachers and support staff to
                      improve skills and confidence
                  - support schools to set up small group work to develop children’s social,
                  emotional and behaviour skills, including the use of SEAL Silver Set materials
                  - working with staff in out of school/PVI settings to develop their skills in
                  behaviour management
                 Improve the capacity of schools to include children with behaviour difficulties
                  and improving schools’ self evaluation of their own systems:
                  - targeting schools with high referral rates to the Behaviour Support Service
                  and/or high rates of exclusion and planning a programme of intervention
                  - facilitating collaborative working between secondary schools to take
                  collective ownership of pupils with behaviour difficulties
                  - working with special school headteachers to devise a continuum of support
                  - supporting schools to set up additional provision such as Nurture Groups
                  and Learning Support Units
                 Build the confidence of parents and developing partnerships with those pupils:
                  - working with schools to set up parents’ groups, including using the SEAL
                  Gold Set materials
                Developing an anti-bullying accreditation system for schools (key priority 3
         within the Children & Young People’. See also School Improvement Service Plan.

 Risks associated with non-realisation of the strategy – less effective and efficient education
 for the general school population as well as those with behaviour, emotional and/or social
 difficulties (BESD); increased costs; parental and professional dissatisfaction.

 Risk prevention/control measures – stakeholder consultation and agreement about suitable
 action points; improving schools’ capacities to manage CYP with BESD.; close working with
 DFES Regional Adviser.


 (ii)     Increasing the capacity of schools to meet the widest possible range of
          individual needs and raise attainment for all CYP through effective, inclusive
          practice (SEN Inclusion Strategy):

Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                 Page 21 of 31
Plan 10 of 13
Issue 2 (May 07)
                 Strengthen the Strategic Planning Process by providing the Schools Forum
                  SEN Committee with information from which it can make informed decisions.
                 Undertake a review of formula funding arrangements for SEN in mainstream
                  schools.
                 Undertake a review of formula funding arrangements in special schools in
                  order to support their development as facilities for complex learning difficulties.
                 Develop a framework that will support schools’ use of provision management
                  as a tool for strategically managing in-school SEN provision.
                 Develop a framework that will help schools to measure and monitor the
                  progress made by CYP and LDD across the five ECM outcomes. (See School
                  Improvement Service Plan for details of priorities and targets for performance
                  of children with SEN at key stage 2 – Children & Young People Plan key
                  priority 10)
                 Develop a framework for tracking the progress made by CYP with complex
                  SEN in order to identify the effectiveness of provision made for them.
                 Development of the LA database to monitor the extent to which pupils’ views
                  are being recorded in annual reviews of statements.
                 Consult on the County Council’s preferred model for the organisation of
                  specialist facilities for complex learning difficulties in south east
                  Northumberland, within the context of PLF reorganisation of the Hirst
                  partnership.
                 Develop processes within the integrated Inclusion Service to ensure
                  consistency of approach, co-ordination of support, training and development,
                  and best practice in relation to multi-agency working; each Inclusion Service
                  Team Plan to include audited development targets identified through the use of
                  the Early Support Service Audit Tool; Inclusion Service Conference.
                 Develop a set of actions at individual specialist service/team level that will
                  increase the capacity of schools to make inclusive arrangements for pupils with
                  SEN and reduce schools’ reliance on statements.
                 Progress the business case for the expansion of Hexham Priory School.
                 Progress the business case for the expansion of Atkinson House Special
                  School.
                 Extend the use of person centred approaches into Looked After Children
                  reviews.
                 Develop the use of flexible direct payments to better meet the needs of families
                  and disabled YP.
                 Develop arrangements to support young carers.
                 Develop website to support disabled children’s school transitional reviews.

 Risks associated with non-realisation of the strategy – inefficient and ineffective
 arrangements made for vulnerable groups with LDD; in the case of Hexham Priory, risk of
 insufficient school places for CYP in need of specialist facilities; in the case of Atkinson
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                    Page 22 of 31
Plan 10 of 13
Issue 2 (May 07)
 House, risk of continuing pressure on County council budget and arrangements made for
 CYP away from their local community; in the case of PLF school re-organisation discussions,
 risk of failure to take account of CYP who require specialist facilities; risk of uncoordinated
 service delivery leading to CYP not achieving potential, failure to support families, increased
 risk of CYP entering the care system at increased financial cost.

 Risk prevention/control measures – evidence-based decison making; stakeholder
 Consultation; cross-Directorate and cross-FACT working on analysis of issues and suitable
 including action plans, child health services integrated within FACT, monitoring of actions
 against planned timescales.

 (iii)    Supporting children who do not attend school for reasons of medical or mental
          health need, permanent exclusion, awaiting placement or elective home tuition
          (EOTAS strategy):

                 Develop a strategy to ensure that CYP who are permanently excluded from
                  school are offered full-time education wef September 2007
                 Improve the existing EOTAS service management information system in order
                  to develop a more detailed understanding of demand patterns and make most
                  effective use of available resources
                 Develop and implement initiatives that will:
                  - enable CYP within the EOTAS system to participate in key decisions
                  affecting their education.
                  - enable parents to play a more active role in their child’s education within
                      the EOTAS system.
                  - improve the support available for CYP at risk of exclusion from school
                 Work with Connexions and schools to identify YP at risk of falling into the
                          NEET group
                 Work with schools’ collaborations to develop a protocol for the admission of
                  hard to place children as a basis for reducing reintegration times.
                 Produce an equality impact assessment of the process of exclusion, provision
                  of alternatives to exclusion and reintegration.
                 Improve the educational outcomes of CYP unable to attend school because of
                  medical or mental health needs.
                 Consolidate arrangements to identify children who are missing or are at risk of
                  going missing from education in order to achieve DfES ‘embedded’ status.

 Risks associated with non-realisation of the strategy – failure to meet statutory duty to
 provide education for CYP unable to attend school; risk of CYP not achieving their
 academic potential; increased reintegration times; risk of increased anti-social behaviour

Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                 Page 23 of 31
Plan 10 of 13
Issue 2 (May 07)
 by excluded CYP; increased risk of CYP going missing from education or not entering
 education, employment or training.

 Risk prevention/control measures – collaborative working with schools and relevant
 agencies; improved management information systems; improved guidance to schools on
 how to avoid exclusion;
 (iv)   Supporting children who are experiencing difficulties in attending school
        (Attendance Strategy):

                 Continuously improve the collection, analysis and dissemination of data in
                  order that schools and support service are better able to support individual
                  pupils and schools.
                 Review and revise where appropriate the allocation of EWOs to schools in
                  order that the government’s ‘persistent absence’ agenda can be carried
                  forward and schools are appropriately supported.
                 Work with schools to ensure that each is implementing an effective attendance
                  policy.
                 Encourage and support schools to work collaboratively to share good practice
                  and improve attendance and persistent truancy.
                 In conjunction with the Behaviour and Attendance Consultancy, provide
                  effective, targeted training in relation to attendance and persistent truancy.
                 Provide school governing bodies with attendance information and data at a
                  rate of levels (school, LA and national) in order that they can exercise their
                  responsibilities.

 Risks associated with non-realisation of the strategy – increased risk of persistent
 truancy and failure to achieve academic potential

 Risk prevention/control measures – improved management information systems;
 collaborative working with schools and relevant agencies; sharing of good practice through
 staff development and networking; close working with DFS Regional Adviser for Attendance.

                                     Inspections, Assessments and Reviews planned for 2007/08
 Joint Area            May 2007
 Review




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                Page 24 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                   Section 5: Involving staff in planning

 A working group involving senior and middle managers was involved in developing this
 service plan. Individual teams will develop their own plans to drive the service plan forward.




                                                                            Service Plan Agreement
                                               Service Manager      Brian Daly
                                                                    Mike Tompkinson



                                               Executive Director




                                               Date                          30 March 2007




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                      Page 25 of 31
Plan 10 of 13
Issue 2 (May 07)
                                                                                                                                Appendix 1

                                                                                                      Section 6: Performance Indicators
 Objective      Measure               2005/0   2006/07    2007/08   2008/09   2009/10   Frequency   Comments
                description           6        Estimate   Target    Target    Target
                                      Actual




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                                Page 26 of 31
Plan 10 of 13
Issue 2 (May 07)
 1.             % of recorded         5.76    5.30%   4.85%   4.85%   4.80%   Annually       Some realignment to ensure consistency with school
                authorised and        %                                       for            targets.
 Enjoying &                                                                   reporting
 Achieving      unauthorised
                absences within                                               and termly
 Promote                                                                      for internal
                the maintained                                                monitoring
 high levels    primary school
 of school      population
 attendance.
 2.             % of recorded         7.41    7.00%   6.40%   6.30%   6.30%   As above       Some realignment to ensure consistency with school
                authorised and        %                                                      targets.
 Enjoying &
 Achieving      unauthorised
                absences within
                the maintained
 Promote        secondary school
 high levels    population
 of school
 attendance.
 3.             % permanently         67%     79%     85%     90%     95%     Termly
 Enjoying &     excluded pupils
 Achieving      offered full-time
                alternative
                educational
 Provide        provision of 21
 suitable       hours or more
 education
 for children
 who cannot
 attend
 school.
 4.             % of permanently      -       50%     53%     56%     59%     Annually       New indicator with a new category of information that is
 Enjoying &     excluded pupils                                                              being collected, and therefore no 2005/06 benchmark.
                in social care                                                               Estimate and targets are based on the limited
 Achieving                                                                                   information that is available in 2006/07.
                (with a social
                worker) who
 Provide        receive less than                                                            NB. Statutory requirement is to offer fulltime education
 suitable       25 hours                                                                     as opposed to providing it
 education      education per
 for children   week
 who cannot
 attend
 school




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                         Page 27 of 31
Plan 10 of 13
Issue 2 (May 07)
 5.             Total number       74        60      57      54      51      Annually      These targets are based on the historic pattern of
                of permanently                                               (school       exclusions from secondary schools. New legislation
 Enjoying &
                excluded                                                     year)         from September 2007 requires that schools provide full
 Achieving
                pupils                                                                     time education for any pupil excluded on a fixed term
                                                                                                                                   th
                (all phases)                                                               basis for more than 5 days, from the 6 day of that
 Reduce the                                                                                exclusion. It is uncertain how this will impact on future
 number of                                                                                 patterns of exclusion.
 children
 who are
 excluded
 from school
 6.             % of:              a)        a)      a)      a)      a)      Annually      These targets are based on the historic pattern of
                (a) fixed term     0.22%     055%    0.40%   0.30%   0.20%   (school       exclusions from primary schools. New legislation from
 Enjoying &
                exclusions;                                                  year)         September 2007 requires that schools provide full-time
 Achieving
                and                b)        b)      b)      b)      b)                    education for any pupil excluded on a fixed term basis
                                   0.00%     0.01%   0.00%   0.00%   0.00%                                                  th
                (b) permanent                                                              form ore than 5 days from the 6 day of that exclusion.
 Reduce the                                                                                It is uncertain how this will impact on future patterns of
                exclusions
 number of                                                                                 exclusion.
                in relation to
 children
                the number of
 who are
                pupils in the
 excluded
                primary phase
 from school.
 7.             % of:                                                        Annually      These targets are based on the historic pattern of
                (a) fixed term     a)        a)      a)      a)      a)      (school       exclusions from secondary schools. New legislation
 Enjoying &     exclusions;
 Achieving                         8.9%      7.77%   7.00%   6.8%    6.6%    year)         from September 2007 requires that schools provide full
                and                                                                        time education for any pupil excluded on a fixed term
                (b) permanent      b)        b)      b)      b)      b)                                                            th
                                                                                           basis for more than 5 days, from the 6 day of that
 Reduce the     exclusions         0.23%     0.20%   0.18%   0.16%   0.14%                 exclusion. It is uncertain how this will impact on future
 number of      in relation to
 children       the number of                                                              patterns of exclusion.
 who are        pupils in the
 excluded       secondary
 from school.   phase
 8.             Total number       8,769     7,350   6,980   6,630   6,300   Annually      As above
                of days lost to                                              (school
 Enjoying &
                fixed term                                                   year)
 Achieving
                exclusion.
 Reduce the
 number of
 children
 who are
 excluded
 from school.

Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                        Page 28 of 31
Plan 10 of 13
Issue 2 (May 07)
 9.             % of               2.8%      0.60%     0.40%   0.30%   0.20%   Annually
                permanently                                                    (school
 Enjoying &                                                                    year)
 Achieving      excluded
                pupils who
                were excluded
 Reduce the     from
 number of      maintained
 children       special
 excluded       schools
 from school.
 10.            % of               17.9%     7.0%      6.0%    5.0%    4.0%    Annually        Challenging targets have been set based on the 2006-7
                permanently                                                    (school         estimate of 7.0%, although the % for years previous to
 Enjoying &     excluded                                                       year)           2006-7 has been much higher than this and it is difficult
 Achieving      pupils who                                                                     to predict on a year-on-year basis if schools will
                have                                                                           continue to exercise such restraint in excluding pupils
                statements of                                                                  who have statements of SEN.
 Reduce the
 number of      SEN
 children
 excluded
 from school.
 11.            No. Person            8        8(10)     8       8       8                     Implementation of Person Centred Apppproaches may
 Making a       Centred Plans                                                                  influence targets from 2007/08 onwards.
 positive       in place
 contribution                                                                                  2006/07 amended target reflects harmonisation of
                                                                                               reporting periods with local planning rather than
                                                                                               national mid-year reporting cycle
 Support
 Inclusion
 12.            Audit                                                          Annually        Compares with 2005/06 average for
 Enjoying &     Commission                                                     (financial
                BVPI –                                                         year)           LAs in England       a) 96%         b) 82.7%
 Achieving      percentage of                                                                  County Councils      a) 96.3%       b) 83.7%
                new
 Meet           statements of
 statutory      SEN prepared
 obligations    within 18
 – service      weeks
 efficiency     a) excluding
                     exceptions    100%      100%      100%    100%    100%
                b) including
                     exceptions    86.4%     93%       95%     96%     97%
 13.            Number of          115       115       110     105     100     Annually
                children                                                       (financial
 Enjoying &     placed in
 Achieving      independent                                                    year)
                special
 Reduce the     schools
 number of
 children
 placed in
 schools
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008                                            Page 29 of 31
Plan 10 of 13
Issue 2 (May 07)
 outside
 Northumbld.




Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008   Page 30 of 31
Plan 10 of 13
Issue 2 (May 07)
Children’s Services Directorate
Special Needs & Inclusion Service Plan 2007/2008   Page 31 of 31
Plan 10 of 13
Issue 2 (May 07)

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:32
posted:5/16/2012
language:
pages:31
fanzhongqing fanzhongqing http://
About