SEND Transformation Introduction to the SEND District Model

1. SEND Transformation Introduction to theSEND District Model

2. SEND Vision Vision Statement ‘…. all children and young people with special educational needs and disabilities are able to reach their full potential. They receive the right support, at the right time, with choice and control so that they can lead fulfilling lives in their local education setting, home and community’ Desired Outcomes More children and young people with SEND are appropriately educated in local schools and settings The need for specialist services is reduced and better focused because prevention is working The needs of children and young people are met whilst balancing planning, affordability and sustainability There are good levels of achievement for children and young people with SEND Children and young people are prepared for adulthood

3. Why Change? • Poor outcomes for children and young people with SEND • 5 day scoping exercise in March 2017 attended by Special and Mainstream Head Teachers, SENCO’s, Early Years, County Council Representatives which collectively identified problems in the SEND system: • Exclusions • Resources • Complicated processes and delays • Service inconsistencies • Outcome of the Joint Local Area SEND Inspection • Escalating costs / overspend • Parental expectations

4. Why Change? To reduce the reliance on EHCPs in meeting SEND needs To increase capacity in schools to support children and young people with SEND To continue to reduce the number of exclusions amongst pupils with SEND To improve local connections, collaboration and networking between schools and settings To remove complicated processes and paperwork, avoiding delays at all costs To encourage Partnership working to better support children and young people with SEND

5. Progress so far • Meet the needs of the CYP locally • Meet the needs in a timely manner • Locally managed process • Locally derived solutions • All children on roll in any of our schools belong to the prototype • Develop an ethos of inclusion • Work collaboratively to increase educational opportunity for all our learners. • Localise the resources and expertise as much as possible • Use and share resources and expertise locally • Reduce need to access costly service provision out of area • Follow the principles of “Fair Access” Professional Partners have been working collaboratively to design a District early intervention / prevention model as a prototype in Leek and South Staffs to…

6. Core principles & expectations of the Hub Promote and embed early intervention Take time to understand what matters and what interventions / strategies have been tried Focus on outcomes of the child Offer peer support and constructive challenge in an environment which enables people to be open and honest Have a District focus not individual school led, ‘hearts and minds’ Empower schools to be more able to meet SEND needs Deliver high quality SEND outcomes in line with the Code of Practice Promote an inclusive philosophy as a non-negotiable Improve transition Promote multi-agency working and co-production

7. Strategic Governance Structure

8. Governance Structure at District Level Inclusion & SEND Partnership Board (ISPB) Locality Management Group Hub(s) Inclusion and SEND Partnership Board (ISPB) • Link between District and County • To develop provision and services most appropriate to meet the identified needs of the children and young people with SEND in their District • Responsible for delegated budget and locality outcomes • Membership must include (but is not exclusive to) • Mainstream Primary Head Teachers • Mainstream Secondary Head Teachers • Mainstream Infants / First / Middle Head Teachers, where appropriate • Special School Head Teacher • SCC Officers - Senior Officer, others tbc • Early Years FIB Chair • Parents • SDM Partnership Commissioning Lead • Meeting frequency: half termly

9. Governance Structure at District Level Inclusion & SEND Partnership Board (ISPB) Locality Management Group • Functions to Consider (DIP Secondary) • Alternative provision placements • Blended provision • EHE, Managed moves • Part-time and modified timetables, PEX • Respite moves Hub(s) Locality Management Group (LMG) Create strategic plan Responsible for monitoring outcomes from Hubs Responsible for monitoring accounts of Hubs Identify locality trends, themes, and CPD Individual case reviews, escalation cases, lessons learned Membership: Hub Chairs, who else? Meeting frequency: At least half termly

10. Governance Structure at District Level The Hub(s) • School referrals • Individual cases • Agency signposting, requests and support • CPD: behaviour management, learning and teaching, conducive environment, timetabling arrangements, curriculum considerations, policy appropriateness • Membership: Head Teachers, SENCO, LST, Special School Outreach, Behaviour Support, EPS, FSW • Number of Hubs at the discretion of the LMG • Meeting frequency to be determined by LMG The pupil remains the responsibility of the school or setting Inclusion & SEND Partnership Board (ISPB) Locality Management Group Hub(s)

11. District Governance Structure – South Staffs • Inclusion and SEND Partnership Board (ISPB) • Meet half termly • Develop provision and services most appropriate to meet the identified needs of children and young people with SEND in their District • Responsible for delegated budget and locality outcomes Inclusion & SEND Partnership Board (ISPB) • Functions to Consider • (DIP Secondary) • Alternative provision placements • Blended provision • EHE, managed moves • Part-time and modified timetables, PEX • Respite moves • Locality Management Group • Create strategic plan • Responsible for monitoring outcomes and accounts of Hubs • Identify locality trends/themes/CPD • Individual case reviews/escalation cases/lessons learned • Meeting frequency at least half termly Locality Management Group • Hub Level Functions (DIP Primary & SEND Hub) • School referrals • Individual cases • Agency signposting, requests and support • CPD: Behaviour management, learning and teaching, conducive environment, timetabling arrangements, curriculum considerations, policy appropriateness • Number of Hubs at the discretion of the LMG • Meeting frequency to be determined by LMG Hub

12. District Governance Structure - Leek

13. Hub Model Discuss areas of concern and desired outcomes Hub monitoring and evaluating to inform strategy Provide peer and specialist support / intervention to identify actions and strategies to help meet the child's needs and agree successful outcomes SEND Hub School makes referral to the Hub about child Review progression towards outcomes at future meetings and agree further actions / escalation / closure

14. Data Dashboard

15. Data Dashboard

16. Financial Arrangements SEN Notional Budget High Needs Block

17. Support • Project Team (including TSU) • Starter Pack • Roll Out Plan • Local Area Checklist (Audit Tool)

18. Next Steps for District Hub Roll Out Further development of the existing prototypes Engagement with Districts Identify District SEND champions Roll out of model to each District using a phased approach Membership nominations for the Inclusion and SEND Partnership Board Agree financial arrangements to support District models Clarification of the roles of Early Years, Post 16, Social Care and Health in the District model Continuous learning and evaluation to feed into future strategic planning

19. Next steps for Cannock • Identify fledgling Locality Management Group • Agree LMG and ISPB membership • District evaluation • Understand local provision • Identify key stakeholders • Understand existing key meetings • Design hubs • Define functional requirements (co-ordinator / admin, etc.) • Hub set up • Communicate new model • “Go Live”

20. Videos SEND Transformation aims SEND Impact on Schools and Families