The Children and Young People's Review

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					SEN Update 22
March 2007
Reference: 00215-2007BKT-EN

The Children and Young People’s Review

In Support for parents: the best start for children, published at the 2005
Pre-Budget Report, HM Treasury and the Department for Education and Skills
identified further steps to be taken to improve the outcomes for children and
young people.

In the 2006 Budget the Chancellor announced that the 2007 comprehensive
spending review (CSR) would be informed by a series of policy reviews, one
of which was a review of children and young people, building on the
Government's strategy to improve their outcomes.

The comprehensive spending review will report in 2007, taking a long-term
look at government expenditure and covering department allocations for
2008-09 to 2010-11.

A review of services for disabled children and their families is one of the four
strands of the HM Treasury and the DfES joint review of children and young
people. The other strands are early intervention and prevention, youth and
families caught in a cycle of low achievement.

Background papers, including the terms of reference for the four strands of
the children and young peoples review and the publication Support for
parents: best start for children are available at

Disabled Children’s Review

The objective for the HM Treasury and the DfES disabled children‟s review is
to improve the outcomes for disabled children through the development
of effective and accessible services for disabled children (aged 0-19)
and their families.

Work on the disabled children‟s review builds on the policy framework set out
in Every child matters and in the report Improving the life chances of
disabled children available at

The Policy review of children and young people: A discussion paper,
published in January 2007 sits alongside the Pre Budget Report. The report
outlines the evidence gathered to date across the four strands of the review.
It also provides a discussion of the issues and challenges raised by that
evidence. Chapter 5 “Better outcomes for disabled children” examines the
different characteristics of the diverse group of children described as disabled
and the underpinning reasons for their relatively poor outcomes. It assesses
the action already taken by Government to support disabled children, young
people and their families and considers the key challenges to improve
outcomes further.

Evidence suggests that the current system for disabled children is not
fundamentally flawed but needs improving. It is accepted that the
Government has made investment in this area in recent years and that a
number of legislative and policy actions by the Government have aimed to
improve outcomes for disabled children and their families. There are a
number of good examples of successful policies which are starting to make a
significant difference to the lives of disabled children.

Policy review of children and young people: A discussion paper is
available at

Ed Balls MP, Economic Secretary at HM Treasury and lead HM Treasury
Minister for the review and Lord Andrew Adonis, Parliamentary Under
Secretary of State for Schools and lead Minister for the disabled children‟s
review, engaged Tom Clarke MP and Joan Humble MP to chair three cross-
party parliamentary hearings which were held in July 2006 to engage MPs
with key stakeholders. The MPs were supported by the consortium of
charities working with disabled children and Children Now magazine.

The focus of the hearings was early years services, family support and
children‟s services and transition to adulthood. The hearings took the form of
testimonials from parents and/or disabled young people, a series of questions
answered by officials and Ministers and an open forum to invite contributions
from the audience. A cross party group of MPs participated in the hearing
panel including eight Ministers. The hearings were followed up by Tom
Clarke MP and Joan Humble MP visiting Manchester and Tower Hamlets to
observe services for disabled children and talk to children and young people,
their parents or carers and those staff working with the families. The report of
the hearings and subsequent visits are available at

Two stakeholder events were held in July and October 2006 with the aim of
gathering views and evidence to feed into the review and examining the best
ways to tackle the barriers to effective service provision for disabled children.
The events included a focus on which interventions can most improve
outcomes for disabled children and their families, good examples of early
intervention, and workforce issues.

In addition over 400 responses were received in response to the call for
evidence sited at and at 100 were received for the disabled
children‟s review alone. A list of contributors can be found as an appendix to
the discussion document and at

Comments on the discussion document can be emailed to: cypreview@hm-

The review will continue to build on the analysis set out in the discussion
paper. Its aim will be to identify how Government should respond to the
challenges identified.

The review will report in 2007 to inform and influence the 2007
comprehensive spending review.

Workshops for primary schools, special schools and pupil
referral units during the summer term.

Promoting disability equality in schools – a new section of Implementing
the Disability Discrimination Act in schools and early years settings
explains to schools how they can develop their Disability Equality Schemes.

In the summer term, DfES are holding a series of workshops for primary
schools, special schools and pupil referral units. Attendees should include
members of schools‟ senior management teams, governors and officers in
local authorities with responsibility for supporting schools in meeting the
Disability Equality Duty (DED).

The workshops are free and lunch will be provided, but delegates will need to
meet all other expenses themselves such as travel.

Schools are encouraged to bring their accessibility plans/disability equality
schemes and during the workshops will have the opportunity to use criteria to
assess the extent to which they are meeting the requirements of a scheme.
There will be plenty of opportunity to ask questions during the day. Clips from
the DVDs in the resource Implementing the Disability Discrimination Act
in schools and early years settings will also be shown.

To view a full list of the workshops taking place, and to register for an event
follow the link using
conference code: 975837 and password: pdes.

Alternatively, registration detail can be emailed to the conference organisers
at or phone 0115 943 5589 for more
information. Joining instructions, including an outline programme and location
map, will be sent to you after the closing date.

Dates for workshops are as follows:
10/05/07 South East – Thistle Marble Arch Hotel, London
22/05/07 North West – The Midland Hotel, Manchester
8/06/07 East Midlands – Holiday Inn City, Leicester
11/06/07 South West - Holiday Inn, Taunton
18/06/07 East of England – Newmarket Race Course, Newmarket
26/06/07 Yorkshire and the Humber – Holiday Inn, Harrogate
2/07/07 North East – Marriott Gosforth Park Hotel, Newcastle
11/07/07 West Midlands – Aston Villa Football Club, Birmingham
18/07/07 London – Paddington Hilton Hotel, London.

Implementing the Disability Discrimination Act in schools and early
years settings (ref 0160-2006DOC-EN) can only be ordered by schools and
voluntary organisations from our publications centre, however extracts from
the resource are available

A hard copy of the Disability Equality Duty is available from our publications
centre. (All schools that ordered the Implementing the Disability and
Discrimination Act in schools and early years resource were sent a copy
of the DED guidance automatically. Subsequently, anyone who orders the
Disability Discrimination Act resource will receive this new DED section with
it). A word version of the Disability Equality Duty is also available at

Report on the Implementation of Standard 9 of the National
Service Framework for Children, Young People and Maternity
In November 2006 the Department of Health and the DfES published a report
on progress in improving the mental health and psychological well-being of
children and young people. The report highlights some areas on which
service providers and commissioners will need to focus if the ten-year
objectives set out in Standard 9 of the Children’s National Service
Framework (NSF) are to be achieved. The Annex to the Report offers best
practice guidance to assist achievement.
In the short term the Report focuses on progress towards the achievement of
the Public Service Agreement (PSA) target of a comprehensive children and
adolescent mental health service (CAMHS) in all parts of England by the end
of 2006. This is measured by availability of services for young people with
learning disabilities, 16 and 17 year olds, and 24 hour cover and next day
specialist assessment, which are sustainable and locally-provided.
The Report also makes specific recommendations for CAMHS commissioners
and providers of services to ensure the delivery of good practice in the
medium-term and summarises the extent of progress which CAMHS should
expect to achieve by the mid-point in the NSF 10 year cycle in order to
achieve the full programme.
The report is available at:

Commission for Social Care Inspection - Children and
adolescent mental health service performance indicator 2005-
In November 2006 the Commission for Social Care Inspection (CSCI)
published the 2005-06 Social services performance assessment
framework indicators for children which included a new performance
indicator, „Progress made towards a comprehensive children and adolescent
mental health service (CAMHS)‟. The characteristics of a comprehensive
service were outlined in appendix 2 of the Mental health and psychological
well-being of children and young people chapter of the National service
framework for children, young people and maternity services available at

Councils were asked for a self-assessment of progress by February 2006 on
the following four key components:

      Was a full range of CAMHS for children and young people with learning
       disabilities commissioned?

      Did 16 and 17 year olds who require mental health services have
       access to services appropriate to their age and level of maturity?

      Were arrangements in place to ensure that 24 hour cover is available
       to meet urgent mental health needs of children and young people and
       for a specialist mental health assessment to be undertaken within 24
       hours or the next working day where indicated?

      Were protocols in place for partnership working between agencies for
       children and young people with complex, persistent and severe
       behavioural and mental health needs?
The method for scoring broadly follows the following pattern: 1 for no protocol
in place; 2 for protocols in place but no services yet; 3 for protocols and
services in place, but only partial implementation; 4 for everything in place
and full implementation. The minimum score is 4 and the maximum is 16.
Self assessed scores were reported via the Durham CAMHS mapping
website at

The summary results showed that:

      The England average was 11 and inner London average was 14 out of
       a possible 16.

      91% of councils had a score of 9 or more.

      51% of councils had a score of 4 in at least one of the components.

      6% of councils had a total score of 15 or more.

      Two London councils (1%), Bromley and Lewisham, rated themselves
       as having a comprehensive CAMHS.

      7% of councils had scores of 6-8; of this group half were unitary

      13% of councils had at least one rating of 1.

      Two of the four components were the least well implemented: on
       CAMHS for children and young people with learning disabilities 31% of
       councils rated themselves 1 or 2; on partnership working between
       agencies for children and young people with complex needs 32% of
       councils rated themselves 1 or 2.

The 2005-06 Social services performance assessment framework
indicators for children is available at

Educational Psychology at Huntercombe Her Majesty’s Young
Offender Institutions – case study
Educational psychologists (EPs) work in various ways within different levels of
complex systems, some aspects of the role are public and formalised; others
are more subtle and informal. The intention overall is to promote the
development and well-being of young people.

Huntercombe is a Young Offender Institution for young men aged between 15
and 18 years olds. At Huntercombe, the delivery of EP services is
commissioned from Oxfordshire County Council and comprises two days a
week from a Senior EP, and one day from an EP. Just as EPs in the
community work closely with schools, at Huntercombe they work closely with,
but are similarly independent from, the Learning and Skills Council (LSC) and
contracted education provider CfBT.

Apart from education, provision for young people at Huntercombe reflects the
wide range of agencies often involved in the local community with young
people who have complex needs (e.g. health, social work, mental health,
Connexions). In addition, there are specialist roles that focus on linking prison
with community services (education link work; casework). Each young person
has an electronic individual learning plan (ILP) on which targets and progress
are noted throughout the custodial sentence.

The often brief sentences (e.g. two months in custody as part of a four month
Detention and Training Order), and the constantly changing population, create
pressure to work quickly and demand efficient systems for assessing needs
and planning appropriate interventions. Previous EPs have worked with the
special educational needs co-ordinator (SENCO) and Head of Learning and
Skills to introduce screening systems to identify young people who need
additional support during activities, or individual tutoring for literacy and

Huntercombe is fortunate in having the Manwaring Centre. The centre is a
small unit with two members of staff who work with up to four particularly
vulnerable young people who attend up to five half-day sessions per week.
To supplement group education, the SENCO may allocate a learning support
assistant (LSA) to provide individual tuition in literacy or numeracy, and there
is also a volunteer one-to-one tutoring service.

In the case of a young person who was withdrawn and socially vulnerable, the
educational psychologist agreed support and regular meetings throughout his
three month stay at Huntercombe. Work focused on personal narrative,
solution finding, self-awareness, social skills, and emotional/behavioural
regulation – aimed at helping him cope within the prison regime, avoid
disciplinary sanctions for inappropriate behaviour, protect himself from
potential bullies, and recognise personal strengths to build on.

Alongside this direct contact, the EP worked with the staff of Manwaring
Centre and of the motor vehicles course to support their understanding of
Asperger‟s Syndrome, and alerted the prison‟s disability awareness officer so
that staff on the residential wing could be informed of the young person‟s

As the young person‟s sentence progressed, the EP, caseworker and youth
offending service (YOS) liaised to establish what information would help them
organise appropriate support for the young person as he returned to the

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We welcome your comments. Please send them to SEN and Disability
Division, Department of Education and Skills, 1E, Caxton House, Tothill
Street, London SW1P 9NA. Tel 020 7273 6007. Fax 020 7273 1167, email


Copies of the Department for Education and Skills publications mentioned are
available from the Publications Centre, tel 0845 602 2260, fax 0845 603 3360,