York Local Area SEND Self-Evaluation Inspection... · York Local Area SEND Self-Evaluation (03.01.18) 2 Contents Page 1 Introduction, including Key Facts and Figures 2 The Leadership

York Local Area SEND Self-Evaluation

Our effectiveness in identifying, assessing and meeting the needs of disabled children and young people

and those who have special educational needs.

York Local Area SEND Self-Evaluation (03.01.18)

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Contents

Page

1 Introduction, including Key Facts and Figures

2 The Leadership and Management of SEND in York

3 The Local Offer

4 Voice, influence and participation - Involvement of Children, Young People, Parents and Carers

- Advocacy

- Dealing with Sensitive Information

- Disabled Children Service - an example of co-production

- Personal Budgets

5 Early Identification of SEND - Data and Intelligence on Early Identification

- Signposting/Referrals

- Single Point of Access

- Special Education Needs Coordinators (SENCOs)

- Early Years

6 Assessing Needs - SEN Support Plans

- EHC Needs Assessment Process

- Co-production of EHC Plans

- Once Plans are in Place

- Transfer Reviews


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7 Improving Outcomes - Data and Intelligence on Outcomes

- Closing the Gap

- Attendance

- Out of Area and specialist placements

- Planning for Transitions

- Supporting Transitions

8 Special Arrangements for Vulnerable Groups - Children in Care/Looked After (CLA)

- Children with Autism

- Children attending our Special Schools and specialist provision

- Children from a BME background

- Children in contact with the Youth Offending Team

- Service Children

9 Performance Management

10 Joint Commissioning and Working - Joint Planning and Commissioning

- Working Together

11 Workforce Development - Awareness to Improve Early Identification

- Schools

1. Introduction (Jess)

The SEND Strategy (Ref: 1.1) for York is closely aligned to the Children and Young People's Plan 2016-20 (Ref: 1.2) and the Council Plan (Ref: 1.3). It

contains the following vision statement:

All children and young people will achieve their potential, become confident individuals, live fulfilling lives and successfully transition into adulthood - ‘safe, resilient, achieving and included’

...and the following principles:

Educational settings encourage every child to achieve through an inspirational, creative and inclusive curriculum;

Having the right information and realistic expectations leads to a successful transition to purposeful and fulfilling adult lives;

All agencies work and commission cooperatively together promote better outcomes for children and young people;

Early identification of needs leads to high quality, personalised provision which is planned, delivered and evaluated at all levels;

Children and young people lead safe, happy and healthy lives;

Services offer support that is cost effective, evidence based and makes a difference to the lives of children and young people;

A skilled and confident workforce that shares our vision for children and young people in York;

The views of the children, young people and their families are at the heart of everything we do and they are empowered to make informed decisions about their lives;

Children, young people and their families are part of the local community, enjoy leisure and social activities with opportunities to make meaningful friendships;

Mental health and wellbeing of children and young people are part of the holistic approach to support children and young people.

The local area strategic partnership for disabled children sets the strategy and monitors the implementation to improve the outcomes for children and

young people with SEND. The Joint Forward Plan for SEND (Ref: 1.4 – Jess what is this??), co-produced with York Parent/Carer Forum, is based on

priorities identified by parent/carers.


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Support and provision for children and young people with SEND

School Improvement Service

SEN provision in York

2. The Leadership and Management of SEND in York (Jess)

Context:

In York, “there is a well-considered response to special educational needs and disability, delivered by a mature and well-managed partnership.” Ofsted,

SIF Report 2016 (Ref: 2.1).

York's Strategy for SEND 2016-20 (Ref: 1.1) has been recently reviewed and updated following significant consultation with all partners. The plan aligns

to the Children and Young People’s Plan (2016-2020) (Ref: 1.2) and the Council Plan (2016-2020) (Ref: 1.3). The SEND strategy adds that all children and

young people should be included within their local community at home, within their education setting and the right preparation for adult life should

enable them to be included in work and volunteering opportunities.

Performance is overseen and monitored by the Strategic Partnership for Disabled Children (Ref: 2.2 – terms of reference), set up in 2007. This

partnership, led by the AD for Children’s Specialist Services, has always had strong multi-agency membership from health, education and social care.

This has enabled the group to maintain an overview to the holistic needs of children, young people and their families. There is a shared ethos and

determination to improve the lives of children, young people and their families, supported by close joint working across agencies.

York Parent Carer Forum are key members of the partnership (Ref: 2.3 partnership agreement), representing a wide range of parent groups, grounding

the work of the partnership with the challenge of what will work for families.

Within schools in York, the leadership and management of SEND is shared with senior staff and SENCOs. LA priorities and development areas are

shared with Pathfinder leads which is commissioned to provide the core CPD offer for York schools (Ref: 2.4 Pathfinder vision and cpd offer::

http://pathfinder-education.co.uk/ ) who meet regularly to cascade to schools. Designated Officers have been recruited from schools and worked (on a

sabbatical arrangement) to support schools and colleges through the SEND reforms.

Vale of York CCG has reviewed the duties and Code of Practice for SEND and has appointed a Designated Medical Officer (DMO) (Ref: 2.5) to provide co-

ordination and liaison with medical staff. A DMO network (Ref: 2.6 terms of reference – still need) meets quarterly to review health SEND performance

and to strengthen joint working.

The SEND strategy is supported by the Accessibility Strategy (Ref: 2.7) which provides an overview of progress made, with plans to improve access for

http://pathfinder-education.co.uk/


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children with SEND. Team plans are being reviewed and will be aligned to the SEND Strategy and Accessibility Strategy.

Performance data is gathered into a SEND data dashboard (Ref: 2.8 check this is the right doc), to monitor progress. The progress towards

implementation of SEND reforms has been monitored half termly and reported to the SEN Management team and the Strategic Partnership for

Integrating Services for Disabled Children (Ref: 2.9 – monitoring reports).

Elected Members take a keen interest and scrutinise performance via reports to the Children’s Trust Board.

Where are we now? Impact Evidence Areas for Development/Next Steps

York has a history of strong leadership and clear strategic plans to support disabled children and young people and their families.

Strong partnership working with Health & the CCG.

Strong planning at service and team levels ensures all staff are committed to improving outcomes in partnership with all agencies.

There is a shared commitment and strong partnership working between the local authority, other services, children, young people and their families.

This is underpinned by a reflective approach and a determination to continually improve services.

There are a number of jointly commissioned Health posts and services which have improved the outcomes for children and young people and strengthened our work with schools to support young people’s mental health.

SIF inspection report - paragraph 27. (Ref: 2.1)

SEND strategy 2016-20 (Ref: 1.1)

Accessibility Strategy 2016-20 (Ref: 2.7)

Strategic Partnership for Integrating Services for Disabled Children Terms of reference (Ref: 2.2), strategic plan – co-produced with the Parent/Carer Forum (Ref: 2.10) and minutes (Ref: 2.11)

Action Plan arising from four schools participating in the London Leadership Peer review for SEN (Ref: 2.12)

Report on FIRST (Ref: 2.13)

Report on CAMHS Cluster Pilot (Ref: 2.14)

Continue to implement the multi-agency Strategic Partnership Plan (October 2016) and review outcomes. (Jess Haslam)

Continue to update service plans in light of new SEND and Accessibility strategies. (All Service Managers)


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Participation of young people and families has been at the core of all developments.

Families have confidence that their participation in strategic planning is taken seriously, and has improved services.

Children and young people feel that they have been listened to and their views have made a difference.

POET feedback re feeling safe (Ref: 2.15)

Partnership agreement with York Parent Carer Forum (Ref: 2.3)

Although not a pathfinder authority, York began to implement the SEND reforms before national requirements, and worked with stakeholders, including children, young people and families, to co-produce EHCPs and assessment systems.

Families have felt well supported and understand the new SEND arrangements.

The voice of children, young people and families is well represented.

Schools and settings are confident about the implementation of the SEND reforms.

The SEN coordination team has developed confidence and expertise in the implementation of the SEND reforms and provides support to SENDCos.

This has resulted in a shared commitment to improve outcomes and the embedding of the SEND reforms.

SENDCo support groups have

Feedback from trials and reviews of EHCP and Local Offer work with parents. (Ref: 2.16) Lisa to send two documents: EHCP Challenge Day & Regional review of EHCPs

Over 60 Education, Health and Care plans were written before 2014, with families trialling new approaches and co-delivering the training.

POET feedback (Ref: 2.15)

Feedback from SENDCos

Reports to SENMAN – data re compliance of SEND assessments

SENDO support to schools and SENDCos and through Pathfinder Teaching School Alliance.

SENDCo forum terms of reference (Ref: 2.17) and

Ongoing peer reviews of the effectiveness of EHCPs and the local offer. (Jess Haslam/Lisa Abel)

Further develop school-to-school peer support. (Jess Haslam/Lynne Johns/Pathfinder)

Work with Pathfinder TSA to improve the CPD offer to School/Settings. (Jess Haslam/Lynne Johns/Lisa Abel)


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been established. minutes (Ref: 2.18). Still need

All transfers from Learning Difficulties Assessment (completed April 2017) and statements to be completed by April 2018 (Ref: 2.19 - KPI report) - still need

Safeguarding is paramount: all professionals have a keen understanding of the vulnerability of disabled children and potential safeguarding concerns.

All referrals for children who are disabled are screened for potential safeguarding issues. Children’s safety comes first.

Children who don't require a safeguarding response have their needs met in a holistic way.

Safeguarding for disabled children training

Safeguarding Board has a specific focus on disabled children

A Designated Medical Officer (DMO) – Consultant Paediatrician, York Hospital – has been appointed and is a member of the regional DMO network.

A Designated Clinical Officer (DCO) – Lead for Therapies – is a member of the strategic partnership for disabled children.

The DMO attends weekly EHCP panel meetings and the strategic partnership meetings and follows up concerns about specific cases.

Contributes to the work of the strategic partnership.

DMO network minutes (Ref: 2.20) – Lisa sending

EHCP Panel meeting minutes (Ref: 2.21) To be attached when we get the call.

Strategic partnership minutes (Ref: 2.11)

Case studies from DMO & Therapies (Ref: 2.22) - still need

Further embed role and functionality of DMO and DCO. (Sally Smith & Alison Brown)

The LA Inclusion Review, which involved key providers and representatives from the school community has gathered a wide

Consultation completed with key stakeholders from schools to review current and projected placement of children and

“SEN As Is” PPT presentation for Inclusion Review (Ref: 2.23)

LA Inclusion Review (Ref: 2.24)

Phase 2 will implement and action plan. (Maxine Squire)


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range of evidence and is reviewing how vulnerable children are best included and supported.

young people with SEND. Clarity over current pattern of provision, its strengths / areas for development and the future demand from an expanding cohort.

A long-standing, multi-agency 14-25 LDD Strategic Group considers national and local developments.

Schools and colleges feel confident in implementing reforms and providing appropriate services.

Post-16 providers continue to develop alternative provision and personalised packages to meet the needs of young adults with SEND, including those who are re-engaging with education.

LDD Group terms of reference (Ref: 2.25) – In the library but due to be reviewed early in academic year 2017/18

16-24 High Needs Presentation (Ref: 2.26)

Extend the Local Offer to meet

the needs of those with severe

and complex learning needs.

(Gary Robinson)

Support more young people in

to paid employment. (Gary

Robinson & Julia Massey)

Ensure the SEND Learning and

Work Adviser Team is solutions

focused. (XX)

Continue to develop joint

commissioning across

Education, Adult Social Care and

Health. (Jon Stonehouse, Jess

Haslam, Susan de Val & Pippa

Corner)

The YHCS see and assess all children in the City of York as part of the Healthy Child Programme. This ensures early help and swift referrals are

Families are provided with access to a trained health practitioner to discuss their child’s development.

This gives families confidence

Performance information of numbers of families seen by the HCS.

The newly developed HCS

Service Description more clearly

sets out the expectations for the

service and will improve the

quality and consistency of the


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made. and understanding of their child’s needs and development.

Swift onward referrals mean families access more specialist assessment and support in a timely manner.

work of the service.

Following the completion of the

HCS restructure vacancies within

the structure are being recruited

too.

The HCS will continue to

integrate into multi-agency

Local Area Team arrangements

so that families experience more

coordinated access to services

that meet their needs.

Introduce a parental evaluation

and feedback model to drive

future service development.

3. The Local Offer (Jess)

Context:

York is ambitious to extend its comprehensive Local Offer which is available through the YorOK Website www.yor-ok.org.uk/local-offer. The Local Offer includes education, health, care, early years, school, leisure activities, preparing for adulthood, parent carer support, money matters, EHCP and My Support Plans, guidance/policies. This incorporates information from City of York Council, schools, Health and other providers. It is reviewed on an annual basis, taking into account

feedback from children, young people, parents and carers, and professionals (Ref: 3.1 You Said, We Did).

The Local Offer was co-produced with parents and young people, with the first booklet published in February 2012 and a dedicated website in 2014. The

Local Offer began with 4x A4 booklets: Making Life Easier for You (Ref: 3.2), Starting Primary School (Ref: 3.3), Starting Secondary School (Ref: 3.4),

What’s Next: Moving on from School (Ref: 3.5).

York's Local Offer continues to evolve.

Where are we now? Impact Evidence Areas for Development

The Local Authority has published an online Local Offer which has been developed in partnership with key stakeholders, including children, young people and families and other local authorities within the region.

The Local Offer is kept under review and continues to develop

An increasing number of families having access to information about services available for their child to be able to make informed choices.

Information about services and support for children and young people aged 0 – 25 from maintained, non-maintained and the voluntary sector, is available

www.yor-ok.org.uk/local-offer

You Said We Did about the Local

Offer (Ref: 3.1)

Following a review in 2016,

parents state that the new local

offer is more informative and

easier to access.

Report on Peer Challenge by

Calderdale LA (Ref: 3.6) Lisa

sending

Continually evaluate, develop

and update the Local Offer with

new services and providers to

ensure it meets the needs of all

users, including children and

young people. (Jess Haslam)

Upload more “local family

stories” on to the website which

explain how the Local Offer has

supported them. (Jess Haslam)


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following consultation with parents/carers and key stakeholders. Feedback is presented regularly to Integrated Services Conferences.

Young people have supported the update of information for them in YorZone

Local Offer Volunteers have held drop-in sessions to enable parent/carers to access the local offer.

on a dedicated website.

Young people can access information relevant to them including access to support, volunteering, things to do, careers, have your say

Range of services and feedback

to parents demonstrated

through one of the agendas of

the termly Integrated Services

Conferences (Ref: 3.7 –

presentation and agenda) Ask

Jess

Extend the Local Offer drop-in

sessions run in the city centre

library by volunteer Local Offer

Champions. (Jess Haslam)

Improve information for young

people on the local offer when

they leave school, so there is

clarity on the coordination of

support. (Jess Haslam + Ruth

Horner + LAWA Team)

Parent/carers can access the Local Offer through their child’s School’s SEN Report, available on the school’s website.

The LA monitors whether School SEN reports have been updated

Potential access to the Local Offer has been increased.

Parent/carers have different ways of accessing the Local Offer.

98% of schools have an up to date SEN School Report

Local Offer flyers to be sent to schools to be handed out to children and young people. (Jess Haslam)

The Local Offer links to provider websites, for example, Health services, parent/carer groups, voluntary organisations.

Information is kept up to date by providers.

Parent/carers gain confidence that the local authority works closely with other providers and parent support groups.

Health Therapies referral packs and guidance(Ref: 3.8)

Local Area Team Information offer provide information, guidance including regular newsletters about how to access positive activities for disabled

Families with disabled children are able to find the information they need in one place.

FIS+ newsletters: www.yor-ok.org.uk/FIS Newsletters

http://www.yor-ok.org.uk/families/FIS/family-information-service.html



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children.

The Max Card supports parents and families to access positive activities throughout the region.

Parent/carers and young people are able to go out and increase their access to the community, increasing confidence, independence skills and friendships.

To-date, November2017, 999 families have signed up

The Max Card supports parents and families to access positive activities throughout the region.

Parent/carers and young people are able to go out and increase their access to the community, increasing confidence, independence skills and friendships.

To-date, April 2017, 898 families have signed up (Becky Smart).

Local Area Team Commissioning. As part of the commissioning and grants programme of Local Area Teams there are two broad levels of projects that are supported: City wide – These are larger scale and longer term projects that have an impact across the city locality and time bound – These projects tend to be smaller, more flexible pieces of work within localities or for a shorter period of time

Local Area Teams commission the Youth provision for children

Paula Richardson


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and young people aged 11-24 with disabilities and additional needs

Inclusive sportability sessions are offered to children and are well received.

Annual celebrating Ability Day - 1 August 2017.

Increasing confidence and participation in sports and leisure activities.

Large numbers of CYP who are accessing Sportability events – number of groups set up. . (Hannah Higginson, CYC)

Co-produced referral routes have been simplified for parents so that they can access short breaks up to 100 hours without being allocated to a social worker.

Short Breaks peer support is provided by parent volunteers to support parents to understand what is available through the local offer and how to complete the online self referral form to access Short Breaks.

58% reduction in time from parent enquiry to decision about short breaks.

87% reduction in additional social work led assessments to access 100 hours.

47% increase in the amount of short breaks made available to families.

Where parents used online enquiry and no additional assessment was required, this led to a 91% reduction in cost of making decision about 100 hours short breaks.

Short breaks statement of purpose (Ref: 3.9)

Innovation Fund – What we have learnt (Ref: 3.10)

Evaluation of use of short break volunteers demonstrates strong outcomes in supporting families to access the local offer and appropriate support services and case study (Ref: 3.11) evaluation report from Michelle Porter) – already got the case study

Develop a sub-regional centre for excellence for therapeutic short breaks. (William Shaw)

4. Voice, influence and participation (Niall McVicar)

Context:

York has a long history of working very successfully and closely with children, young people and parents. Listening to their views, working with them to find the next steps toward their aspirations and planning services together has been central to the vision and values in York. An example of York’s strong culture of involvement is that parents and young people with needs identified at SEN Support and EHCP level have been engaged in service development. York developed My Support Plans ( www.yor-ok.org.uk/My Support Plan) , to ensure the needs of children and young people can be clearly articulated and provision coordinated without the need to move to an EHCP. The Ofsted SIF report (Ref: 2.1) states: “There is clear evidence that children, parents and their carers have influenced many service developments. The impact can be seen, for example, in the refreshed short-breaks offer. When there are no safeguarding concerns, parents can self-refer through an online portal. A recent evaluation of this service shows that outcomes are good, with the vast majority of children, parents and carers all reporting the value of the service and how this has improved children’s experiences, family life and parents’ relationships with their children.” FIRST and the Transitions Team are also impressive examples of York’s culture of involvement where parents have identified a need, worked with Education, Health and Social Care to develop innovative services working more effectively to improve outcomes for their children. York SEND Information Advice & Support (SENDIASS) (www.yor-ok.org.uk/SENDIASS ) (Ref: 4.1 SENDIASS Service Report and Ref: 4.2 Storyboard ) is funded by the LA to provide an independent IAS Service for children, young people and their parents/carers to ensure that they have access to confidential and impartial information advice and support. The advice provided covers all aspects of SEND from the earliest stages of concern about a child, identification of potential SEND, SEN Support in schools, through to support during statutory assessment which may lead to an Education Health and Care Plan. SENDIASS provides information and support for parents who have children in Year 5 with and EHCP who are transitioning to secondary school in Year 7. (Ref: 4.3 Transfer Guide to Secondary School 2018). The service also provides support should there be disagreement between parents, schools and/or the local authority. CYC has clear policies on data protection implemented via ‘iComply’ which requires staff to read the policy and answer questions correctly before being able to open the computer. All SEN Services are mindful of confidentiality issues and the sensitive nature of the information they hold and share.

http://www.yor-ok.org.uk/families/Local%20Offer/my-support-plan.htm

http://www.yor-ok.org.uk/2014%20YorOK%20Website/families/Local%20Offer/SENDIASSsite/sendiass-for-children-and-young-people.htm


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Involvement of Children, Young People, Parents and Carers

We work closely with parent groups including the York Parent Carer Forum, York Downs Syndrome Support Group, York Inspirational Kids, York and District Dyslexia Association, Parent drop in for parents of children with autism, Lollipop for deaf children, and a drop in group for parents with children with visual impairment to engage with them, co-produce service development, and support them and their children to access positive activities

The York Parent Carer Forum provides support for parents so that they can be engaged in strategic planning for services for disabled children.

Services are developed in response to their views and needs identified: FIRST, Short Break on line form and parent mentoring, new primary ERP class for children with autism.

POET feedback that parents, children and young people feel respected and their views listened to.

Parents are more actively engaged in strategic planning.

Parents feel more confident that they are listened to and services are developed in response to needs that they have identified.

Services are more grounded.

Parents and young people understand how decisions are made and have greater confidence in the process.

Parents have an expectation that they will be involved in the development of services.

Parents have raised expectations on levels of support following the SEND reforms.

90% of young people reported that they felt they were treated with dignity, compared to 73% national average. 89% of parents said their views had been fully included in the development of the EHC plan, compared to 73% nationally. 60% of parents reported a degree of choice and control over support was good or very good compared to 45% nationally. 85% of young people recorded good or very good for their views being heard in the plan compared to 63% nationally. (Ref: 2.15 POET feedback)

Details from SEN offer on how it has been co-produced (Ref: 4.4)

Results of surveys undertaken by Portage, Educational Psychology and Specialist Teaching Team all indicate parent confidence in planning to meet children’s needs. (Ref: 4.9, 4.12, 4.13)

Publish films on young people ‘living Local, Moving On’, sharing different things young people are doing when they leave school - to support young people to make decisions about their future and to hear about what their peers are doing. www.yor-ok.org.uk/growing-up.htm (Jess Haslam)

Parents co-produced and co-delivered training on the SEND reforms, autism and deaf

Parents feel confident that training more closely reflects their needs.

“You said, we did” (Ref: 3.1 Local offer consultation 2016)

Co-production with parent/carers of a centre of excellence

http://www.yor-ok.org.uk/growing-up.htm

http://www.yor-ok.org.uk/growing-up.htm


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awareness. Parents feel that they are jointly responsible with professionals for the successful implementation of the SEND reforms.

York Parent/Carer Forum Partnership Agreement (Ref: 2.3)

Local Offer Drop In (Ref: 4.5)

Parent/Carer Information Day and Disability Open Day (Ref: 4.6)

“Promoting the Local Offer” outlines how co-production has been embedded in development of the local offer from 2007.

Parent engagement with the director – “Meet the Director”

Parents and carers are members of the Strategic Partnership for Disabled Children.

Parents feel more confident that they are listened to and services are developed in response to needs that they have identified.

Parents are more actively engaged in strategic planning.

Minutes of the Strategic Partnership for Disabled Children (Ref: 2.11)

The ‘child’s voice’ is evident in service design

Feedback is used to inform planning of services and support change, as needed.

Parents and young people have provided valuable feedback that has helped the LA make the LO more accessible.

Videos of young people who attend The Glen – to feed into the development of the Centre for Excellence.

Local offer consultation.

Short breaks self-referral route consultation

Deaf and visually impaired children are supported to express their views, improve their self identity and develop a peer network through peer and family

Ask Helen Martin, Peter Bowles

Coordination of planning for a child, with a clear focus on family views and


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meetings.

Deaf young people and young people with Aspergers are involved in delivering specialist training.

Deaf role models are employed and volunteer with the Deaf and Hearing Support Team to empower participation and improve aspirations of deaf children and young people.

wishes improve outcomes for families and children.

Evaluations of service delivery and satisfaction surveys capture the voice of the child or young person and their parent/carers in the context of the SEND reforms.

Children and young people know that their voices have been heard and have influenced service delivery.

SEND Review of Voice 2016 (Ref: 4.7)

Specialist Teaching Team survey report 2016 (Ref: 4.8)

Annual Portage Report 2016 (Ref: 4.9)

Longitudinal study of Portage involvement 2016 (Ref: 4.10).

POET survey (Ref:2.15)

EP Summary survey of schools and settings 2016 (Ref: 4.12)

EP summary survey of parents 2016 (Ref: 4.13)

Children and young people in the COGS and Engines group to meet key decision makers.

We work with partners to ensure that parents and carers have access to a wide range of services and are aware of the support that is available to them.

Parents and carers have access to a wide range of information.

Therapeutic inputs are child focused; if children are unable to express their views these are contributed by those that know them well.

Develop a ‘Baby Room’ focus. (Maxine Squire)

Parents, children and young people contribute from the start of all MSPs and EHCPs which are

Children and young people feel listened to and are able to engage in planning their

My Support Plan (Ref: 4.14) Lisa sending

EHCP (sections 1 and 2) (Ref: 4.15)

Amend the EHCP proforma

in light of SEND challenge

day and feedback from


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written in the first person. They are fully involved in devising outcomes and targets.

own support and service developments. Families have increased confidence in the support provided.

When going through the EHCP assessment process, families meet the SENDO from the LA and report how positive it is to meet and plan together with the person coordinating their child’s plan.

Parents report feeling included and having choice and control over their support.

EHCPs detail strengths and avoid a deficit model

85% reported good or very good for their views being heard in the EHCP, compared to 63% national average.

89% of parents said their views had been fully included in the writing of the EHCP compared to 73% from other parts of England.

60% of parents said the degree of choice and control over support was good or very good compared to 45% from other parts of England.

parent/carers. (Jess Haslam)

The child is at the heart of a holistic assessment which includes meeting them in different settings: at school, at home, short breaks.

Children & young people’s voices are prioritised and clear in assessment processes. For example, EHCP section 1 and 2.

90% of young people reported that they felt they were treated with dignity, compared to 73% national average. 85% of young people recorded good or very good for their views being

SEND Assessment Story Board (Ref: 4.16) Ask Tina Hardman

POET feedback (Ref: 2.15)

EP survey of schools/settings – July 2016 (Ref: 4.12)

EP survey of parents - July 2016 (Ref: 4.13)

Feedback from parents regarding their 100 hours short breaks (Ref: 4.17) Ask Jenny Bullock

Parents reported in the Local Offer review consultation groups that it is

None


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heard in the plan compared to 63% nationally. (Ref: 2.15 POET feedback)

important to have all staff with a shared view of the holistic needs of their child. (Ref: 4.18)

Multi-agency Coordinated Assessment Meetings (CAMs) involving children, young people and their parents are held at the end of the statutory assessment process to set outcomes and agree provision.

Parents report strongly the benefits of having a SENDO at their CAM meeting.

SENDOs are able to report the outcomes of the CAM directly to EHCP Panel.

EHCP process including Coordinated

Assessment Meeting guidance (Ref:

4.19) Lisa sending

SEND Challenge Day notes (Ref: 4.20)

Any concerns from children, young people and parents are followed up. This is checked in the QA process of EHCP at panel.

Parents feel confident that their voices are heard through the quality assurance process.

SEND Challenge Day notes (Ref: 4.20)

Email (compliment) from parent (Sophia S) (Ref: 4.21)

Review the quality assurance

process following the SEND

Challenge Day. (Jess Haslam)

SENDIASS Young Person Advisor help young people navigate through the EHCP process and contribute their views. They support with advice around education provision and the local offer.

Young people can choose to be supported by knowledgeable peers, providing a different view from parents and professionals working with them. This increases trust in the process.

Listen to Me Booklets (Ref: 4.23)

Case study from Jessie – Gillian to provide

The new updated website

Outreach work

Social media

The views of children, young people and parents are sought at each review.

Children and young people are supported in understanding their needs and are involved in target setting and reviewing progress

Pupil progress meetings audit (Ref: 4.22) Ask Jess

Schools are encouraged and trained in engaging with

Parents feel more confident to engage with teachers and

Schools SEND reports

Some schools have embedded pupil


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coproduction ethos in eg writing SEND reports, holding reviews, auditing pupil voice.

are able to share concerns, which supports shared approaches and consistency for each child.

voice systems in their own quality assurance processes which includes the planning and reviewing of their own educational package.

Pathfinder training emphasises importance of child and parent voice Sept 17

Early Years, schools and colleges use creative ways to gather pupil and parent voice eg three times progress reviews, open evenings, Information events, pupil voice audit, coffee mornings.

Multi-agency involvement in planning the support for children and young people.

Parents feel confident that their, and their child’s, views are listened to.

School pupil/parent voice feedback (Listen to Me (Ref: 4.23) , EHCP plans (Mosaic), Cogs & Engines planning (Ref: 4.24)

Parent engagement open evenings (Ref: 4.25)

EP reports written directly to young people post 16.

Non verbal children use technology or augmentative communication to express their views.

Following a comprehensive audit, guidance and training for practitioners in the Local Area Teams on communication for pre and non-verbal children was developed (Ref: 4.26)

None

Nurture Group Review and Bilborough Country Classroom Review included parents’ views.

Positive outcomes demonstrated for children with early challenging behaviour with improved trajectory and reduced exclusions.

Nurture Group Review 2013 (Ref: 4.27).

Bilborough Country Classroom Review (Ref: 4.28).

Annual Review (Ref: 4.29)


23


Local Area Support Practitioners (LASP’s) support all multi agency partners and families with assessments including Family Early Help Assessments to ensure the quality of the FEHA and that the voice of all children is included.

The voice of children are included in all Early Help Assessments

Practitioners are skilled in using creative ways to gather children’s views.

Named link workers in place with all settings (Ref: 4.30)

LASPs providing coaching, brokerage and support in early help assessments (Link work policy).

LASP job description (Ref: 4.30)

Further development of the workforce training offer from LATs in relation to the quality of early help work.

Full role out of the quality assurance framework to provide further evidence of quality of FEHAs.

Local Area Team Community and Partnership workers work with communities including Wards, residents, to identify the needs of the communities

Commissioned programmes to support gaps in provision and emerging needs

Jointly funded activities developed

Community and Partnership officer job description (Ref: 4.30)

Children and Young People with SEND are involved in Speak Up

Children and young people are involved in decision making within their school

Mary Simpson (Griffiths) to provide evidence a mainstream school. Get evidence from Applefields, Hob Moor Schools. (Ref: 4.31)

Nikki Wilson to complete

Children and Young People with SEND are included in School Councils.

The Youth Council national campaign is currently “Curriculum 4 Life”. It aims to help develop young people’s political knowledge, sex and relationship education, cultural awareness, community cohesion, finance skills and sustainable living. York Youth council have created a questionnaire about this to send

Secondary Voice Event attended by Applefields pupils

York Youth Council supported the annual and national British Youth Council “Make Your Mark”

Secondary Voice report to schools

“Make Your Mark” ballot, of all young people aged 11-18. Offered and provided to Applefields, Danesgate, York College, Askham Bryan College, Young Carers and York Learning. Their results were fed back to the individual schools and organisations.

Questionnaire and report to schools

Ensuring that we capture the voice of children and young people with SEND and that it is then listened to and that it then contributes to positive change for children and young people in York. At the next Primary and Secondary Voice Events in 2018, we will extend invitations to include various priority groups, specifically those who work with children and young


24


to schools and priority groups including Choose 2 and Snappy

people with SEND

The voice of disabled children is gathered through the Cogs and Engines structure within all secondary mainstream schools. Representatives from each Cog work in the central engine to support service development, present to professionals and take part in interview panels.

Young people feel empowered to make city wide decisions and support appointment of staff who recognise the importance of young people’s voice.

Cogs and engines structure (Ref: 4.24) “Engine” representatives to meet with the director. (Jess Haslam)

The Youth Council has developed a ‘Minding Minds’ Award for schools which is being promoted by the School Wellbeing Service. The Youth Council is overseeing progress.

CYP views influencing and informing the development of MH support in Schools

Youth Council strives to widen participation and increase awareness of campaigns and the effects on all young people in York

The Youth Voice vehicle is key to enable services to respond directly to the voice of young people.

Minding Minds gives a voice within school to young people with mental health and wellbeing needs and supports schools to be proactive in meeting the needs of young people.

Minding Minds Information Book, Certificate and Agreements (Ref: 4.32).

Job description for the School Wellbeing Workers which covers “Minding Minds”. (Ref: 4.33) – William to send the new SWW JD and Senior SWW JD when finalised


25


The York Parent and Carers’ Forum publishes regular newsletters, holds information evenings, shares information on the Family Information Service and other services, and holds workshops with the local authority and partners.

There is joint sharing of information between the York Parent Carer’s Forum, the local authority and partners.

Parent/carer newsletters (Ref: 4.34)

Parent Carer market place (Ref: 4.35)

York Parent Carer Forum is represented at the DMO network

Ask Dawn

Healthy Child Service Following the restructure of the service a clear commitment is being made to hear and respond to the views of children, young people and families.

The first step is establishing baseline of feedback through a survey of parents and carers and engagement with young people. This work will inform the development of the service

Given the stage the development work the voice work is at it is too early to demonstrate impact on outcomes for families

We anticipate initial impact will be on improving the perceptions and understanding of the work of the HCS amongst children, young people, families and other practitioners

Survey to parents and carers

Consultation event with young people

The YHCS will be developing an ongoing model of engagement to hear and respond to children, young people and families. This will include a service satisfaction survey and regular engagement with representing families. The feedback given will be used to shape the onward development of the service.

Family Information Service and the MAX card provide free access to a wide range of activities/venues for disabled children and families.

Parents and children report being included in their community through use of the MAX card.

The MAX card gives the whole family discounted or free entry to a number of museums, activity centres

Since 2004, 860 families have signed up for the FIS+ newsletter for children with SEND: FIS newsletter: www.yor-ok.org.uk/FIS Newsletters

Families who have used the MAX card are keen to renew their card once it expires, evidencing how useful it has been.




26


and days out.

Allows the family to have time together and reduces the financial burden of a day out.

Young people’s user involvement committee set up in CAMHS for secondary school aged young people.

Young people’s views and experience influencing and informing CAMHS service development and practice.

Meeting notes. Young people’s views informing building re design and recruitment processes

Parent group to be developed

Advocacy

York SENDIASS provides impartial and independent advice through a dedicated and easily identifiable access point often offering a key worker / co-ordination role, for those who are socially disadvantaged

Representatives of the York Parent Carer Forum meet with SENDIASS and representative of ‘Core Assets’ Independent Supporters to discuss the services provided.

All parents of Year 5 children with an ECH Plan receive a comprehensive Transition Guidance booklet from SENDIASS in the spring term and parents are

Parents and young people: - have the information and

advice they need to make

informed decisions about

provision made by education,

health and social care;

- feel part of decisions and

have greater confidence in

the process;

- understand key transition

stages and options;

Young people feel empowered rather than being ‘done to’.

Parents benefit from SENDIASS understanding SEN law and guidance and applying it to their situation.

Feedback from SENDIASS Report (Ref: 4.1)

SENDIASS Comprehensive Transition Guidance Booklet – Transfer to Secondary School: A Guide for September 2018 (Ref: 4.3)

Parental Quotation: Re: SS “Thank you for your email. I did have a conversation with Gillian (who has been extremely helpful and I appreciate her input greatly) after the appeal panel had sat and she updated me on the position. I had a conversation with the school the following day and the consensus between us was that we were happy with the banding that had been awarded at the appeal panel.

Outreach work to Post 16 settings (Gillian Bucklow)

Outreach work to Secondary Schools (Gillian Bucklow)

Further develop YP section on SENDIASS website with young people (Gillian Bucklow):

Develop Parent workshops

(Gillian Bucklow)

Caseworkers to continue

working to complete the

IPSEA Legal Training level 2

and 3 (Gillian Bucklow)


27


supported to visit schools. The SENDIASS Manager has

completed Levels 1, 2 and 3 IPSEA Legal Training.

Personally, I would like to say that I very much appreciate the panel moving from their previous position and taking account of/considering the additional information that we provided. Sophia is a very complex case and not even my husband and I fully understand all of her complexities. We are trying very hard to get to the bottom of these complexities with Limetrees/CAMHS assistance and the school have been extremely supportive of Sophia at all times (which is a great help and very reassuring for us as her parents). I will arrange to sign the EHCP once received. Thank you once again for your help.”

Gillian Bucklow is asking Carol, Parent/Carer forum for some quotations from parents.

SENDIASS Young Person Advisor Case Study (Ref: 4.37) – Gillian to send to me.

Young people can access SENDIASS independently of their parents.

SENDIASS offer young people peer support from an independent YP Support Volunteer.

Young people can contribute their views to an EHCP with support of a YP Support Volunteer.

Young people are supported to be involved in decision

Independent Support in York (Ref: 4.1 – page 21)

SENDIASS Case study from Gillian (Ref: 4.38)

Quotes from Carol – Parent/Carer Forum – Gillian to send.

Develop a young person’s SENDIASS leaflet explaining IAS. (Gillian Bucklow)

Explore social media for the service. (Gillian Bucklow)


28


making around their provision.

SEN Services advocate for children and young people by including their views in reports.

Young people feel involved in decision making regarding their provision.

Examples of Educational Psychology, Specialist Teaching Team reports showing parents/carers and pupils views (Ref: 4.39)

Letters from Educational Psychologists to young people (Ref: 4.40)

York also offers informal mediation: tailored support to avoid formal mediation/tribunal

We meet parents needs and avoid going to formal mediation where ever possible.

Informal Mediation Case study (Ref: 4.41) – Lisa to send

The Show Me that I Matter Panel advocates on behalf of children who are looked after. Panel members meet councillors, managers and support staff, and influence and shape local authority strategies

Children who are looked after feel valued and involved in decision making.

Minutes of meetings of ‘Show Me That I matter’ panel (Ref: 4.42)

Show Me That I Matter terms of reference, strategy documents, action plans, advocacy report (Ref: 4.43 – ask Nikki Wilson)

Children’s brochure about their rights and how they can expect to be treated (Ref: 4.44).

CYC developed resources with the Children Society to support communication for disabled young people around safeguarding, including attending court, identifying abuse etc.

CYC develop resources to support schools to engage young people in

Professionals working with children are supported to use creative ways of gaining young people’s voice.

I’ll go first - CYC resources developed with the Children Society (Ref: 4.45)

Annual Review (Ref: 4.29) Is this the right document??

Listen to me resources (Ref: 4.23)


29


their reviews.

Dealing with Sensitive Information

The SEN Coordination team uses a GCSX secure email address to receive health information/reports.

Sensitive information is protected.

There is a shared understanding across CYC and schools re sensitive information.

All parents and young people are asked to sign the EHCP and agree to sharing information.

Families know their permission is sought before action is taken and feel empowered to direct the next steps for their child.

Young people understand that services will treat them with respect, as adults, and gain direct consent to be working with them.

EHCPs (Mosaic)

Disability Equality training is offered to schools, governors and settings to include information about maintaining accessibility audits. Parents often co-present this training.

Co-produced online Disability Equality Level 1 is available for all staff.

All staff (Jess checking) are offered foundation level knowledge of disability equality.

Parents have confidence that staff understand disability rights.

http://www.disabilitytrainingyork.org/

Update the Disability Equality online Training. (Jess Haslam)

The Front door Referral and Effective decisions are made Ask Dot (Ref: 4.46)

http://www.disabilitytrainingyork.org/


30


Assessment Team works closely with the Health and Disability team to support families with disabled children where there are safeguarding concerns.

with an appropriate understanding of a child’s condition and impact on the family.

Disabled Children Service (DCS) - an example of co-production

Access to universal services is first explored with families. There is a proportionate approach to access early help, in the form of 100 hours of short breaks. The approach is to use a proportionate assessment/intervention that is required to meet the child/family’s needs

• 70% of parents used the online enquiry to access 100 hours short breaks.

• 50% of the parents that enquired were offered volunteer support; of those 58% agreed and were matched to a volunteer.

SIF inspection Report (Ref: 2.1, paragraph 27) “When there are no safeguarding concerns, parents can self-refer through an online portal. A recent evaluation of this service shows that outcomes are good, with the vast majority of children, parents and carers all reporting the value of the service and how this has improved children’s experiences, family life and parents’ relationships with their children. “

Innovation Fund programme completed with Council for Disabled Children and 4 other LAs to look at transforming culture and practice in Children’s Social Care assessments

This used a co-production approach with parents, staff and children to explore information, entry, access, assessment and decision making

Consulted with over 80 parents,

Where parents used the online enquiry and no additional assessment was required this produced a 91% reduction in the cost of making the decision. around 100 hours short breaks

Quotes, feedback and learning from parents and staff is currently being written up by Coram as part of the final report for DofE .

EHCPs (Mosaic) Transforming culture and practice in

children’s social care assessment: Innovation Fund – What we have learnt (Ref: 3.10)

CDC Evaluation report, including Independence CORAM & Innovation Bid Evaluation Report (Ref: 4.47a and 4.47b)

Co-production with stakeholders to develop the sub-regional specialist centre for short breaks. (William Shaw)

Reduce the number of young people who have to go to Out of Area placements for their needs to be met. (William Shaw)


31


young people and staff to develop innovative online approaches to proportionate assessment for short breaks

Tested with 59 families over 8 months

Experience and outcomes independently evaluated by Coram

The new approaches produced: • 58% reduction in the

timescales from parent enquiry to decision

• 87% reduction in additional social work lead assessments to access 100 hours short breaks

47% increase in the amount of short breaks that were made available to families.

Community paediatric clinics held at Applefields School.

The DMO leads one of the two clinics held at Applefields School.

Young people and families access clinics in an environment in which they feel safe and comfortable.

Ask Sally Smith – any evidence around improved attendance/transition plans (Ref: 4.48)

Trained Volunteer Parent mentors work closely with Children’s Social Care, supporting families with disabled children who have Child Protection Plans, those stepping down, and those with Child in Need plans .

They provide key working and signpost to other services.

They support: - access to short breaks, - applications for funding, for housing, furniture, holidays,

Volunteer mentors are able to work with families who are resistant to support from SW, as they are impartial and have been welcomed.

Parents whose children are on the edge of care are proactively supported to engage with services to support their child to attend school, to find employment, to resolve neighbour disputes and improve their

Parent mentoring:

Families supported from 2013 – 2017 = 90. Volunteers trained = 69. % families Tier 2 or above (2013 onwards) = 61%

190 hours per year of volunteer/parent contact

64% decrease in the level of need/demand on statutory services or referral to services (2013 - 2016)

80% improvement on relationships with schools and other professionals (2014) Michelle to let us know if this is

Embed the Parenting Mentor Co-ordinator post


32


- attending parenting courses - resolving neighbour disputes - writing CVs - attending job centre - applying for jobs - meetings with school - child protection meetings - behaviour strategies in the home - access to counselling - management of household tasks - healthy eating - safety in the home - independence of young people - emotional support - improved awareness of conditions. - reduction in isolation - managing emotions - access to mental health services

wellbeing.

Parent feedback: “I’ve started things in the past but not kept up with them, but I feel I can now I’ve got support”

Parent feedback: “Just talking can be a relief. She understands and can put things into perspective and say why it might have happened because of her Asperger’s and I think about how next time I can do things differently”.

Referrer feedback: “The support that was given to my service user was wonderful. He gained so much from the link. He grew in confidence and saw his abilities when previously he could no.”

2014 – 17 or 2014 only.

66% improved school attendance (2014)

Parent Mentoring Outcomes (Ref: 4.49)

Parent Mentoring Service – Powerpoint Presentation (Ref: 4.50)

Parent Mentoring - Capturing Outcomes – case study 1 (Ref: 4.51), case study 2 (Ref: 4.52), case study 3 (Ref: 4.53)

Referrer feedback: “The support that was given to my service user was wonderful. He gained so much from the link. He grew in confidence and saw his abilities when previously he could not.”

Children Society and Disabled Children Services developed guidance about supporting disabled children and young people to see their friends outside school. The referral coordinators and The Glen support this where

Disabled young people can see their friends and improve their social skills.

Children with complex health needs have maintained their friendships through short breaks: www.youtube.com/Friendship Video

Children Society and Disabled Children Services Document about friendship (Ref: 4.54) Ask Jenny

Gather data re number of friendship links supported through short breaks (Jenny Bullock) – Ask Jenny Bullock whether this is already happening.

https://www.youtube.com/watch?v=KRaiSrulI4s


33


possible in arranging short breaks

Bullock/Bev Knights for this.

Personal Budgets

Families are offered personal budgets at the Coordinated Assessment Meeting (CAM).

Lisa providing impact statement

Personal Budget guidance (Ref: 4.55) 6 young people have personalised budgets and very bespoke programmes. Lisa sending – already got January 2016 document

Personal budget case studies (Ref: 4.56) Lisa sending

Extend use of personal budgets (Lisa Abel)

Lisa providing some points

Personal creative programmes are offered to those with complex needs and are focused around the young person’s aspirations.

Children and young people with complex needs are supported in creative ways, with a clear focus on their aspirations or special interests. This includes personalised learning, on line learning, courses and activities following their interests, including work with animals, drama, ancient history.

This helps prevent isolation for young people and supports them to improve their mental health.

Personal budget case study (Ref: 4.56)

5 school aged young people have very bespoke packages

Case write up from Manor School (Ref: 4.57)

Personal packages are given to young people who are unable to attend school through mental

Socially isolated young people are getting out of the house and meeting peers.

One young person said “I love Safe Base best”

One parent said “It’s amazing, it’s a

To extend Safe Base to two afternoons a week. (Jess Haslam)


34


health or physical health needs.

Safe Base was set up in September 2016 to provide support and access to social inclusion for young people out of school.

lifeline”.

One young person has started an internship at Safe Base.

Introduce group lessons for those out of school. (Jess Haslam)

The LA works closely with voluntary sector and community interest groups, eg Blueberry Academy and Choose2 Youth for personalised programme post 19.

Numbers of York resident High Needs students aged 16 and over has more than doubled over the past 5 years.

Young people are able to extend their learning to support them to achieve their aspirations

Personalised programmes enable young people who would otherwise find it difficult to access learning to continue in bespoke programmes.

Lisa providing some data on personalised packages (Ref: 4.58)

66 young people in post 19 HN provision for 2016/17

All York Learning and all Out of City as personalised = 38

And York College and ABC as NOT personalised = 28

On this basis we can have a 3 year trend for post 19 personalised programmes i.e. 14/15 = 22, 15/16= 31 and 16/17 = 38

Out of city 15/16 post 19 - 10, 14/15 post 19 = 6, 16/17 post 19 = 12 = check Jess

Personal budgets are being funded through education personal budgets, either as direct payments or with support from the LA.

Personalised programmes enable young people who would otherwise find it difficult to access learning to continue in bespoke programmes, often using personal budgets to provide creative solutions.

Examples include young people with packages involving weekly visits to a farm, weekly dyslexia teaching,

Parental guidance on the use of personal budgets was co-produced

Parents understand how personal budgets work. This

Update guidance for parents to support increased uptake


35


by the local authority and parents. supports sharing of information via the grapevine with parents endorsing their experience.

of personal budgets. (Lisa Abel)


36

5. Early Identification of SEND

Context:

In York, identification is regarded as a continuum of activity from the raising of initial concerns through to specialist diagnosis and therapies: any child

or young person may require support at one or more stages in their journey.

The role of health colleagues has been to provide specialist assessment and support, but that is now changing. The aim now is to establish how

specialist services can be better engaged in helping other professionals to identify and support children and young people. This will create a smooth

pathway of support, as against a ‘silo ’ model of service delivery. There is a written pathway for health professionals, to ensure that children who may

have SEND are identified promptly and are notified to the LA in a timely manner.

Multi agency Local Area Teams were launched in January 2017 (Ref: 5.1 Local Area Teams Storyboard) to support early identification of children and

families who are vulnerable. Emerging needs are identified through a combination of engaging children, young people and families; multi-agency

information sharing; and engaging communities and practitioners. This allows Local Area Teams to take a holistic view of the needs of children and

young. Local area Teams are now inclusive (from 1st August 2017) of the York Healthy Child Service (YHCS). The YHCS provides a universal offer to all

children, young people and their families beginning in pregnancy. This offer is mandated by NHS England and provides contact at designated points,

including: pregnancy, 10-14 days after birth, 6-8 weeks, under 1 year and 2/2.5 year review as an offer to all residents. The YHCS has recently begun a

significant change and modernisation process to enable the Healthy Child Programme to be delivered in a bespoke way within the LAT model. This

universal offer enables a holistic assessment of the family before the child is born, building a picture of need and allowing service delivery planning and

prioritisation to begin. At each mandated contact further holistic assessment is undertaken, and children who fail to reach developmental milestones

are closely monitored. Early referral onwards to specialist services is ensured though this process. The YHCS retains and works with families inclusively

throughout the 0-19 age range working with specialist services and families as required on an individual needs led basis. The new YHCS will form a fully

inclusive offer from 0-19 ensuring seamless transition points and families remain supported throughout.

All Social Care Services across York are moving towards a Single Point of Access approach. This includes Social Care (Front Door), CAMHS and Specialist

Early Support Services. (DELETE THIS PARA)

Healthy Child Service transferred from York Teaching Hospital April 2016. The service has since undergone consultation to modernise and change

service delivery to improve early identification and better meet the needs of the children, young people and their families in York. Check this is okay

with Niall.


37


Data and Intelligence on Early Identification

The needs of children and young people are identified within the context of the CYC SEN Thresholds, which outline good practice, and provides support to colleagues in education settings as well as for parents

SEN Thresholds for different areas of need (Cognition and Learning, Speech and

There is clarity about identification of need between providers and LA. This supports more accurate planning and commissioning. It ensures consistent decision-making for statutory assessments.

The Local Offer describes SEN Thresholds for each area of need e.g. Cognition and Learning (2016) Autism (2016) Speech Language and Communication (2016), Social Emotional Mental Health (2016), Hi (2017) VI (2014), Physical/medical (2014). www.york.gov.uk/Banding Thresholds

SEN Thresholds include descriptors for Special School provision.

Complete SEN thresholds for Early Years and Post-16. (Geraldine Jackson & Jess Haslam (post 16))

In York 2.1% of pupils have an EHCP or SEN Statement, compared to 2.9% nationally. 9.3% are recorded as SEN support, compared to 11.6% nationally.

York delegated funding to schools in 2002 and encouraged them to meet the needs of children and young people with SEN on School Action and SA+.

SEN Services have supported termly SENCO Forums for many years, often delivering presentations or updates on services and being visible / available

to answer queries. The Pathfinder Alliance took on this responsibility from 2015, but SEN Services continue to attend each one. During the SEND

Reforms, additional ‘cluster’ SENCO Forums were set up by the SEN Coordination Team to introduce different aspects of the new legislation.

The Specialist Early Years Support Team collaborates closely with other services and professionals e.g. medical practitioners and therapists at the Child

Development Centre (CDC) York hospital, and in the community, educational psychologists, the specialist teaching team (vision support, deaf and

hearing support, physical and medical support and support for children with Autism), practitioners from Early Years Settings, Children’s Centres, the

Early Years advisory and administrative teams and voluntary organisations.

https://www.york.gov.uk/info/20166/special_educational_needs_and_disabilities/1445/banding_thresholds


38


Language, Autism, SEMH, VI, HI, Physical/medical) ensure consistency across different settings.

Identification of need is standardised across settings as all schools have received training and input into banding documents.

Schools understand how to identify the needs of children and young people and then focus on key areas of need to improve outcomes.

Settings respond appropriately to requests/concerns from children, young people and parents, using the bandings to gain a shared understanding of need.

Parents, carers and young people understand the assessment process, how this relates to the different bandings, and feel supported and empowered to contribute.

Example of My Agreed Outcomes (Ref: 5.3)

Examples of MSPs (Ref: 4.14) Lisa Abel to provide

Examples of EHCPs (Via Mosaic)

Early identification of anticipated need is shared with schools in a timely fashion to enable them to meet the needs. For

Settings are more responsive to needs of children and young people earlier, reducing the dependency on specialist

LA census data & SEND performance booklet (Ref: 5.4)

Panels Storyboard (Ref: 5.5) – Lisa Abel to provide

Develop systems for data gathering from children’s therapy team, noting that York children’s therapies team will start with


39


example, Increased numbers of children diagnosed with autism and those with PMLD.

services.

Children are correctly placed in specialist provision, including ERPs and special schools.

Sytem1 in late 2016. (Alison Brown)

The 2016 review of SLCN across North Yorkshire and York helped clarify demand and provision of service

Review of early identification at SLCN evidenced inconsistent practice across the CCG patch.

A new therapies referral process has been developed.

Report from Better Outcomes powerpoint presentation – Jess Haslam to provide (Ref: 5.6)

Interim Summary Report June 2015 (Ref: 5.7) – Jess Haslam to provide

Children’s Therapy referral pack and guide (Ref 3.8)

Jess asking Alison Brown about areas for development

The LA and NHS speech therapy service are continuing to work together to implement the recommendations of the joint commissioning review. An audit of universal settings re communication friendly environment will be piloted in September 17.

Children’s autism data provides a breakdown of demographics in addition to waiting list and assessment data.

Review of current autism assessment pathway (currently in progress).

TEWV have invested in additional clinician time to reduce waiting times 5-18

There is a shared understanding between the Health Authority and the Local Authority to address the waiting list.

Data report re Autism diagnoses 2016 (Ref: 5.8)

Autism storyboard (Ref: 5.9)

All age autism strategy (Ref: 5.10)

Single Point of Access has reduced waiting times Carol Redmond)

Work to reduce waiting times for Autism diagnosis. (Susan de Val)

Embed the new autism pathway (Susan de Val)


40


year olds.

Autism specialist TAs have been appointed to extend the specialist teaching team and offer time-limited interventions in educational settings. Autism champions in schools are being identified to cascade training and increase school capacity. (See also Chapter 8)

Staff in mainstream schools are supported by the specialist teaching team to meet the needs of those with a diagnosis of autism.

Specialist Teaching Team Review Report (Ref: 4.8)

The Specialist Teaching Team - issues for development and improvement, identified by schools, parents and children and young people through the review. (Lynne Johns)

Review capacity of autism teachers to meet increasing demand. (Jess Haslam)

The LA continues to fund an Early Support Coordinator (ESC) to work with families of very young children identified from birth. The ESC liaises closely with health and social care, and makes referrals to the Portage Home Visiting Service as appropriate

Families of pre-school children with SEND have a point of contact from birth and can attend parent support groups.

Close working with health colleagues in the Child Development Centre (CDC) and therapies & coordination of support/ referrals for those newly diagnosed.

Timely referrals to the Specialist Early Years Support Team.

Portage Annual Report 2016 (Ref: 4.9 – Early Support – Appendix 3)

None

CYC Finance Officer shares data on statutory

We are able to predict where there will be

Minutes from SENMAN (Ref: 5.11) Lisa Abel sending to Carolyn

None


41


assessments (5-year trends by age, settings, needs etc) with SENMAN and Strategic Partners on a regular/termly basis

increased demand of school places/support from schools based on trend data.

In response to this approach we are opening a new primary autism ERP and a secondary specialist provision for those with autism and high anxiety.

Minutes strategic partnership (Ref: 5.12) – Jess finding the right ones

"My child is finally in a place where she is accepted for who she is and praised with encouragement to grow into a setting where she now enjoys education and is learning to try new things. Without an autism unit like this I know that she wouldn't have coped with secondary school." (Parent of a child at Joseph Rowntree School, Autism ERP)

Educational Psychologists offer termly planning meetings with SENCOs to support early identification of needs and offer advice/assessment. EPs continue to provide casework at SEN Support free at the point of delivery to all educational settings, including academies and colleges

Educational psychologists work with a targeted group of highly complex children and young people, prioritised by SENDCos and EPs.

EP School & Settings Survey 2016 (Ref: 4.12) To recruit an EP to a new post to increase capacity (September 2017) (Tina Hardman)

Specialist services, including Specialist Teaching Team, Educational Psychology and Portage, are reviewed and evaluated regularly taking into account views of educational settings and

Settings receive good quality support from Portage, Specialist Teaching Team and Educational Psychology Services.

EP School & Settings Survey 2016 (Ref: 4.12)

Educational Psychology parental survey (2016) (Ref: 4.13)


Specialist Teaching Team Review (Ref: 4.8)

Longitudinal study of Portage involvement 2016

None


42


parents/carers. Their work is highly regarded

(Ref: 4.10)

The Educational Psychology Service delivers a 6-day training programme for Emotional Literacy Support Assistants (ELSAs). Over 235 ELSAs, across 63 settings, have been trained to work with those experiencing needs around emotional wellbeing.

ELSAs work with children and young people who have emerging SEMH needs, offering group and individual interventions, often as part of a My Support Plan (MSP).

York is an active member of the National ELSA Network and the Senior EP helps to coordinate the regional network group.

The original pilot work was part of TaMHS and was subject of a comprehensive evaluation as part of the funding agreement. Subsequently all courses have shown exceptionally high ratings for delivery (98% good or above) as summarised in a presentation ‘ELSA Five Years on’ by the Senior EP for the No Wrong Door (NWD) Conference in November 2014 (slides 29 onwards).

The Mainstreaming Strategy has been successful and schools now purchase places on the revised 6-day course.

ELSAs offer group and individual interventions to children and young people with social and emotional needs, thus building capacity of trusted adults in familiar settings.

TaMHS Evaluation Report 2011 (Ref: 5.13a)

Mainstreaming Strategy for ELSA 2016 (Ref: 5.13b )

ELSA Five Years on presentation for NWD Nov 2014 (Ref: 5.14)

Audit to determine how many ELSAs are currently in the CYC workforce and have dedicated ELSA time (by December 2017). (Tina Hardman)


43


ELSAs now work alongside School Wellbeing Workers co-delivering direct interventions with children and young people.

Following the publication of Future in Mind (2015), in partnership with CAMHS, the LA recruited 2 Mental Health Workers for the CAMHS Cluster Pilot programme (2015-16) to work in 2 geographical school clusters.

The success of these pilots has resulted in the roll out of the School Wellbeing Service across the city from September 2016, providing a step up and step down approach bridging the gap between schools pastoral Staff and CAMHS.

The School Wellbeing Workers work with children and young people experiencing emerging mental health needs. They work alongside ELSAs/pastoral staff and EPs

Schools feel the CAMHS Cluster Pilot increased the confidence and competence of staff when identifying and supporting children and young people with emerging mental health needs.

Children and young people report improved feelings of being able to cope.

Wellbeing Workers help settings to ensure referrals to CAMHS Primary Mental Health Workers are robust and appropriate.

Memorandum of understanding for new School Wellbeing Worker Service (2016) (Ref: 5.16)

The CAMHS Cluster Final Evaluation report 2016 (Ref: 5.15)

Transformation Plan refresh October 2016. (Ref: 5.17)

Develop a closer working

relationship with the

CAMHS SPA. This could

involve notification to the

SWW (with consent) of

cyp referred to CAMHS

that do not reach their

threshold. This would then

instigate a consultation

conversation in school

about the additional

support that can be put in

place to support cyp’s

mental health issues and

concerns.


44


to raise awareness and build capacity in schools and receive supervision directly from CAMHS Primary Mental Health Workers

SENCOs share information, highlight good practice and plan for transition together.

Local authority staff support and contribute to SENDCo training.

Consistency of practice across SENDCos is maintained and good practice shared and extended.

SENDCO Forum – Coordinated by CPD Pathfinder (Ref: 5.18) – Secondary forum powerpoint –Mary Simpson (Griffiths) to provide

None

Cluster work leads to informed and anticipatory sharing of intelligence eg school place allocation

Good practice is shared and places are allocated according to need.

Fair access meeting minutes (Ref: 5.19)

Ask Mark Ellis?

Ask Mary Simpson

None

Behaviour and Attendance Partnership use data to support management of pupils at risk of exclusion and the reintegration of young people from Danesgate PRU back into schools

Low numbers of permanent exclusions. The Inclusion Review has concluded the numbers in the PRU remain too high and a target for improvement

Exclusion figures Ask Mark Ellis? (Ref: 5.20) Work through the Inclusion Review with schools to reduce the numbers in the PRU

Time and Space in Pregnancy is a weekly group that runs in 3 Children’s Centres for vulnerable perinatal parents.

Coping with Crying used as part of Health Child Programme

High levels of support provided for vulnerable parents to be proactively identifying potential needs and alerting professionals if support is needed

Ask Niall McVicar Ask Niall McVicar


45


The Educational Psychologist for Children in Care and Custody monitors young offenders with additional needs via MOSAIC.

There will be shared intelligence about young offenders who have identified SEN.

None None

Signposting/referrals

From January 2017 Local Area Teams provide a clear pathway to support including delivery of statutory functions relating to a register of disabled children and young people and Local Information Services. The LATs are based in communities and work with multiagency partners to ensure robust early help assessments are in place, are of good quality and effective in improving outcomes.

Registrations continue to be strong with families registering predominately online through the YorOK website.

Families have access to information and newsletters that are pro-active in sharing important developments and content from the Local Offer.

The disabled children’s register has an information sharing protocol in place with the York Parent Carer forum. This means that families registering on the scheme can choose to also register with the York Parent Carer Forum at the same time improving families access to information and support.

Annual Review of Local Offer by parents (Ref: 5.21).

Six-monthly review of LATs – Ask Niall McVicar (Ref: 5.22)

Number of families registered

Evaluations from families with SEND children and young people

Signposting , information and advice for families

through the York Information Service, the Early

Help LAT service and the youth offer delivered

from 30 Clarence Street.

Whole family assessments for those on the

Troubled Families programme.

Develop the content further for the newsletters and integrate within the wider LATs and HCS communications plan.

We are in the process of fully embedding the Troubled Families processes with the LAT arrangements.

Dedicated Project Officer capacity is reviewing the systems used by Local Area Teams which will improve our ability to produce reports detailing work with families with children who have additional needs.


46


Families receive a free MAX card when registering on the scheme providing them with free and discounted access to a wide range of cultural and social activities across the country.

LATs work with families with a FEHA or on the Troubled Families programme have a holistic family assessment in place. This means that the needs of all family members are understood in order to identify needs and appropriate packages of support.

Where there may be emerging vulnerabilities Local Area Teams will work with children, young people, families, communities and partners to provide a proportionate response. This can mean problem solving, building capacity, working with families.

This means that families needs are identified at an early stage and appropriate packages of support or intervention are put in place.

Case study information from Local Area Teams in relation to specific children, young people and families.

Commissioning and capacity building work undertaken by Community and Partnership Officers.

The development and implementation of a QA framework will establish clear expectations and understanding of quality

A model of external evaluation will be put in place to provide constructive scrutiny of the work of Local Area Teams and their impact


47


The registration scheme myFIS+ will continue providing families with regular helpful newsletters and a MAX card

Families of children with SEND can access leisure activities at a discounted rate, and are informed of offers available

Local Offer website: www.yor-ok.org.uk/local-offer

FIS newsletter: www.yor-ok.org.uk/FIS Newsletters

Trained Volunteer Parent mentors work closely with Children’s Social Care, supporting families with disabled children who have Child Protection Plans, those stepping down, and those with Child in Need plans .

They provide key working and signpost to other services.

They support: - access to short breaks, - applications for funding, for housing, furniture, holidays, - attending parenting courses - resolving neighbour disputes - writing CVs - attending job centre - applying for jobs - meetings with school - child protection

Volunteer mentors are able to work with families who are resistant to support from SW, as they are impartial and have been welcomed

Parents whose children are on the edge of care are proactively supported to engage with services to support their child to attend school, to find employment, to resolve neighbour disputes and improve their wellbeing.

Parent feedback: “I’ve started things in the past but not kept up with them, but I feel I can now I’ve got support”

Parent feedback: “Just talking can be a relief. She understands and can put things into perspective and say why it might have

Parent mentoring:

Families supported from 2013 – 2017 = 90. Volunteers trained = 69. % families Tier 2 or above (2013 onwards) = 61%



80% improvement on relationships with schools and other professionals (2014) Michelle to let us know if this is 2014 – 17 or 2014 only.





Embed the Parenting Mentor Co-ordinator post




48


meetings - behaviour strategies in the home - access to counselling - management of household tasks - healthy eating - safety in the home - independence of young people - emotional support - improved awareness of conditions. - reduction in isolation - managing emotions - access to mental health services

happened because of her Asperger’s and I think about how next time I can do things differently”.

Referrer feedback: “The support that was given to my service user was wonderful. He gained so much from the link. He grew in confidence and saw his abilities when previously he could no.”

Health Visitors (Healthy Child Service) and Paediatricians refer children to the Specialist Early Years Support Team, (SEYST). Parents can also self-refer.

The staff from the SEYST are involved in contributing to multi agency assessments at the child development team.

Referrals are made quickly to the SEYST and parents receive appropriate support for their children with advice, guidance, assessment and provision as appropriate.

Pre-school assessments are holistic, covering both education and health.

Referrals to Specialist Early Years Support Team (detailed in Portage Annual Report 2016) (Ref: 4.9)

Criteria to request involvement of the Specialist Early Years Team (Ref: 5.23)

None

The new Healthy Child Service is launched on 1st August 2017. It will become

This service provides support to all families to identify need and signpost

Number of families seen through mandated offer.

Clinic attendance

The Healthy Child Service will meet with partners across the children’s


49


fully embedded within the LATs to ensure synergy with focussed early help.

The York Healthy Child Service (YHCS) is the universal provider of the Healthy Child Programme, 0-19 years. The YHCS is led by Specialist Community Public Health Nurses (SCPHN).

and refer to more specialist services as required. This means families are more aware of the services that can be provide them with support

Individual case files workforce and health economy to strengthen and develop the pathway.

The alignment with the Local Area Teams brings the work of the HCS closer to the information offer provided by the local authority to families.

The alignment with the LAT also means the HCS is better places to shape the development of the LAT grants and commissioning programme and the development of the Local Offer.

Referrals to other agencies are included in actions of the MSP, EHCP meetings and reviewed/followed up

Children and young people are referred swiftly and appropriately to other agencies as needed to support identified need.

Records of ‘Actions Agreed’ in EHC Plan Reviews

None

In Year 5, parents and children are supported in making decisions about secondary provision. Support is provided by the school’s SENCO, the school’s Educational Psychologist, the Advisory Teacher of Children

Parents report they are able to make decisions better about the next transition for their child, following support.

5 year predicted data re young people likely to need support when they leave primary school.

Transition guidance for parents (Ref: 4.3)

None


50


with Complex Needs and the SEND Information and Support Service

Year 9 and Post 16 EHCP reviews are supported by the school’s SENCO and members of the Learning and Work Advisors (LAWAs). In the secondary special school Transition Care Managers and SEND Learning and Work Advisors also attend.

Paediatrician and school nurse develop health transition passport. ‘All about my Health’

Young people experience a secure and supportive transition in to further education in line with “preparation for adulthood” (Code of Practice 2015).

Ask Sally Smith for an example of a health transition passport. (Ref: 4.25)

Ask Ruth Horner for transition protocol and proforma (Ref: 5.26) Ruth sending

All about my Health doc emailed from Sally Smith to CF (Ref: 5.27)

Check against later sections on transition

The Local Offer supports parents and young people in preparing for transfers. Guidance on moving on to the next stage has been written in conjunction with parents and young people

Parents of children and young people with SEND are more informed of the processes and provisions on all three phases of education.

Local Offer website – covers the three phases of transition, moving in to school, moving in to secondary and preparing for Adulthood: www.yor-ok.org.uk/local-offer

Update Local Offer website to improve accessibility. (Jess Haslam)

Central SEN services work 0-25 years so there is no ‘cliff edge’ when support stops. EPs work in clusters so that

Consistency of EPs, SENDOS and specialist teaching team for children and families.

None


51


the same EP will take the child and family through from primary to secondary and beyond.

The Children's Therapy Teams have developed a referral pack for professionals and families, which describe referral guidelines for SLT/Physio/OT - what to look out for, when to refer etc.

For speech and language, parent may self-refer.

Schools know how to identify therapy needs and when to refer on.

Therapies Referral pack and guidelines (Ref: 3.8).

Implement identified actions and targets from the SLCN review. (Alison Brown)

Teachers of the Deaf (ToD) work closely with colleagues in Audiology and may be present with families at initial diagnosis through New Born Hearing Screen, or if not, will be in contact with families within 48 hours of initial diagnosis.

A Specialist Deaf TA can work directly with families to support communication and development following diagnosis.

Families feel supported following diagnosis and have direct access to the specialist teaching team for hearing impaired.

NATSIP outcomes benchmarking for HI and VI children (Ref: 5.29). Ask Helen Martin.

None

Families with a newly diagnosed child are referred to appropriate voluntary agencies, eg Lollipop Charity,

Families have a support network and are sign posted to local and national organisations.


Local Offer drop in sessions in York Central Library. (Ref: 4.5)

None


52


York Parent/Carer Forum, York Downs Syndrome Support Group.

The Specialist Teaching Team meet with CAMHS colleagues regularly for peer support.

Resources and strategies are shared.

Cases are discussed and peer support provided leading to appropriate interventions and improved joint working.

Autism professional peer network.

Deaf CAMHS meetings.

None

The Front Door provides a single point of access for all concerns about children. Advice and guidance are given and action taken re safeguarding concerns.

Referrals into the R&A Team are dealt with robustly.

Where there are additional needs re disability the safeguarding team will co-work with a SW from the Health and Disability Team. This improves skills and awareness of disability and safeguarding in both teams.

Ask Jo Gomerson Ask Jo Gomerson

Social work advice and guidance is available to carers and professionals via the Referral and Assessment Service.

City of York Safeguarding Children Board monitors the effectiveness of what is done

There is no complacency amongst all partners to ensure the safety of disabled children.

All safeguarding training includes the specific needs of disabled children.

The impact of training is

PDSG and CYSCB analyse the data from the disabled children’s scorecard and seek further information on issues and exceptions as needed.

Evaluation scores and comments from the Safeguarding Disabled Children courses run to date in March, June and July 2017, indicate that attendees were likely or very likely to change the way that they do things as a result of their

CYSCB has agreed that arrangements for safeguarding disabled children will be included in all agency assurance reports to the board from July 2017. (Jenny Bullock/Juliet Burton)


53


specifically to safeguard disabled children.

The board has had a focus on safeguarding disabled children, including gathering information an data from partners via discrete sections in Agency Assurance Reports to Board; prompts in the Sub-Group Highlight Reports to the Priority Delivery and Scrutiny Group; and by enhancing the current safeguarding disabled children scorecard to include data at a more multi-agency level.’

monitored 3 – 6 months after training to ensure impact on working practices.

training.

Paper taken to Safeguarding Board – July 2017 (Ref: 5.30) – Jess providing

Safeguarding disabled children will be considered by all CYSCB sub-groups and will be referenced in highlight reports to Priority, Delivery & Scrutiny Group from July 2017. (Jenny Bullock/Juliet Burton)

Multi-agency single assessments are led by Children’s Social Care.

Ask Jenny Bullock.

Short Breaks are provided for families with children with a permanent and substantial impairment or illness, which has a profound effect on their health, development and social functioning. They are provided for families that are unable to access

Referral Coordinators for Short Breaks now operate within a safeguarding approach. The process is the same as in the R & A team. One approach protects all children.

The Local offer has clear and accessible information, co-produced with parents,

Short Breaks Statement of Purpose (Ref: 3.9)


Ask Jenny Bullock


54


universal activities, services and provision without additional support

Referrals for Short Breaks can be made by parents, via a newly developed parent friendly self-assessment online form, or by professionals to the referral coordinator

Support from volunteer mentors to access short breaks avoids the need for a social worker and promotes ease of access

providing a self-referral route.

Parents report that the support of a volunteer mentor is effective in supporting access to the local offer.

Families report that they can access support as needed without the stigma of having social worker.

Single Point of Access

Professionals can ask advice through the Children’s Front Door and if there are safeguarding concerns, make a referral.

Children and young people are seen in a timely manner and their needs assessed.

Families report that they can access support as needed without the stigma of having social worker.

Children’s care needs are more likely to be picked up early with proportionate responses.

Improved procedures for

5.31 IS A FREE NUMBER


55


accessing assessment, improves experience for families and ensures transparency and equity of access.

The Transition Zone is a single point of access for young people 14 - 25 with high need. This co-located multi-agency team includes children and adult social care, learning work advisors and York Independent Living Travel Scheme.

Young people and families are able to access support in a familiar environment (Applefields School) and gain multi-agency support for holistic planning.

None

None

A new database, MOSAIC, has been introduced enabling children and adult Social Care and SEN to access the same data and children’s files

Improved information sharing through MOSAIC supporting coordinated working and increased understanding of the needs of children and families.

Mosaic Roll out of Mosaic across relevant services.

Generating data reports .

Single points of access operating for the Specialist Early Support (SEYS)Team, Specialist Teaching Team and EP Service.

Health colleagues have one referral point and cases are delegated to the most appropriate professional.

EY and EP Service Criteria - Entry and Exit (Ref: 5.32).

To share new referral forms with Health colleagues (Autumn 2017).

Children’s Therapy Services have a structured access pathway with single contact points for each therapeutic

A more coordinated pathway for families accessing Allied health professionals.

Health Therapies referral packs and guidance (Ref: 3.8)


56


team: this will develop into a SPA for the whole service

Implemented a Single Point of Access as part of Future in Mind Transformation plan for CAMHS.

Single Point of Access will be fully functioning from July 2017.

Parents, young people and professionals have a point of contact for mental health concerns.

Improved access to specialist services

Improved signposting for referrals that do not meet CAMHS criteria

Anticipated reduction in waiting times

Carol Redmond

CAMHS SPA Powerpoint Presentation (Ref: 5.33)

Flyer for the SPA (Ref: 5.34)

CAMHS data where appropriate and available

FIM Transformation Plan and Action Plan (Ref: 5.17)

Full review of waiting times for CAMHS therapies.

Self referral to be implemented from July 2017

Further development based on experience and learning

Home Service – Ask Carol Redmond

Funding agreed to implement a new CAMHS crisis team. In the process of recruiting to the new roles and engage with stakeholders. Launch date for new service June / July.

Anticipated reduction in admissions to Tier 4 inpatient and A&E.

Anticipated reduction in length of stay in inpatient beds .

Increased accessibility of service and support for children and young people in crisis.

Service implementations plans.

Outcome data from existing Crisis Teams.

Establish service.

Develop service based on experience and learning eg Teesside.

Intensive home treatment.

Additional funding secured

to develop enhanced eating

disorder provision through

Increased accessibility and

frequency of service

provided to cyp and

FIM Transformation Plan and Action Plan (Ref:

5.17)

Service specification


57


FIM Transformation plan families CAMHS outcome data

Single point of access for autism assessments, through CAMHS from January 2017: cases have been reviewed at point of referral as an interim measure

Ask Carol Redmond Full review of autism pathway and waiting times for 5-18 group to ensure is robust from referral to diagnosis: Already done? Can this go in “where we are now”? Are there any new areas for development?

Special Education Needs Co-ordinators (SENCOs)

For pre-school settings who cannot access Element 1 and 2 funding, CYC has provided Early Years Inclusion Funding to enable SENCOs to provide SEN Support for children who have an MSP. There is a robust monitoring process.

Pre-school children have access to support at Early Years SEN Support without the need for an EHC Plan.

Evaluation reports from Early Years Inclusion Funding 2014 (Ref: 5.35) and 2016 (Ref: 5.36)

Early Years Inclusion Fund Action Plan 2017 (Ref: 5.37)

To create a sustainable model for delegating inclusion funding (see action plan).

Educational settings (pre-school, schools and FE providers) initiate My Support Plans/My Agreed Outcomes for children and young people on SEN Support

Children and young people have a coordinated plan which details needs, provision and outcomes at SEN Support.

Examples of My Support Plans (Ref: 4.14)

School post 16 CIAG documents Ask Gary Robinson to provide (Ref: 5.38)

The development of My Support Plan in FE providers

Educational settings are encouraged to undertake a rigorous process of ‘assess-

In consultation with EPs and Specialist Teachers, settings consider

Examples of My Support Plans (Ref: 4.14) Supporting SENCOs to provide accurate, detailed assessments of need for


58


plan-do-review’, within two MSP cycles before requesting statutory assessment.

appropriate school-based interventions to meet needs.

SEND pupils, following the introducing of ‘assessment without levels’.

Identification of need is supported by EPs, Specialist Teaching Team, Wellbeing Workers, Health and Social Care professionals.

Schools report that the advice and guidance of the SEN Thresholds Banding has been effective in supporting them and parents to understand their child’s needs and what is being done to improve outcomes.

There is a consistency of assessment across schools, supported by a clear description of progress and attainment.

Children and young people are assessed and identified appropriately.

SEN Thresholds: www.york.gov.uk/Banding Thresholds

Case files for individual children and young people (Mosaic)

Completion of Early Years and PME SEN Thresholds.

Allied Therapies contribute

to training for SENDCos. For

example, Speech Therapy

Service has inputted to CYC

SENCo networks and the EY

SENCo Forum to give

training re SLCN

identification (eg Selective

Mutism)

SENDCos have better awareness of speech and therapy needs and can make robust and appropriate referrals when needed.

Staff have access to high quality training for SLCN.

SALT to work with YOT to deliver ELKLAN training

Termly QA of health assessment and support as evidenced in EHCP planned to be conducted by DMO, DCO & SEN Manager.




59


Allied therapies are delivering

training as part of the

Pathfinder teacher training re

SLCN and physical needs

The Children's Therapy

Teams have a

comprehensive brochure of

training programmes,

including an ‘introduction’

session that covers SLCN-

awareness-raising.

Specialist Early Years Teachers provide weekly consultation ‘drop-ins’ for SENCOs in Early Years settings.

Early Years SENDCos have

a point of contact to

support them writing MSP

and My Agreed Outcomes.

Examples of My Agreed Outcomes (Ref: 5.3) and MSPs (Ref: 4.14)

None

The local authority works closely with all SENCOs. Regular training is provided to support the process of developing an EHCP and the quality assurance process.

Schools feel supported to

write good quality plans

and have ownership of the

final EHCP.

SEND Challenge Day

involved the SENDCos,

health & social care to

review effectiveness of

quality assurance of EHC

plans and triangulated

with parents’ experience

of the process.

Example of presentation given by EP Services to new SENCOs (Ref: 5.39)

Step by Step guide for Applying for an EHC Plan (Ref: 5.40)

SEND Challenge Day feedback. – Jess writing up notes from the day (Ref: 4.20)

Implement changes identified through the SEND challenge day.


60


EPs offer a range of training to settings and professionals eg Attachment & Trauma Training, Loss and Bereavement, Anxiety, Peer Mediation, Precision Teaching, Dyslexia.

School SENDCos and college inclusion leaders hold termly meetings with a designated EP to discuss the needs of children, parents/carers and staff.

Staff have access to high

quality training for SEND.

Settings use the EP Service to provide consultation and advice to staff.

Settings prioritise the most appropriate children and young people for EP involvement.

Traded Training Brochure from the EP Service www.york.gov.uk/Educational Psychology

Services Brochure

None

The Pathfinder Alliance provides CPD for all SENCOs and includes input from the Local Authority central services.

Staff have access to high quality training for SEND.

Ongoing CPD for SENCOs through Pathfinder Alliance

Feedback from training

Training offer / history

None

Schools work closely, and in a timely manner, with providers of further education and training and with young people and their families to ensure that secure, sustainable and appropriate progression plans are developed.

Smooth transition for children and young people with SEN moving on to post 16 provision.

Forward planning of provision to meet needs.

Notes from the 14-25 strategy group meeting held on 19th June 2017 (Ref: 5.41) – Jess Haslam to provide

Presentation from Applefields summarising their initial research - Jess Haslam to provide (Ref: 5.42)

Develop provision post 19 for young people with PMLD and complex autism needs, in conjunction with Applefields School (Jess Haslam, Gary Robinson)

The School Wellbeing Workers support SENCOs and pastoral Leaders to offer

All Schools have a Wellbeing Worker within their geographical cluster

The CAMHS Cluster Final Evaluation report 2016 (Ref: 5.15)

Memorandum of Understanding for School

Implement the delivery of the Mental Health Champions initiative.

https://www.york.gov.uk/downloads/download/581/educational_psychology_services_brochure



61


training to staff, and support for children and young people.

who is able to provide a link to CAMHS practitioners.

The Wellbeing Workers build capacity within schools alongside ELSAs. This will enable the project to be sustainable beyond 2020 when funding finishes.

Wellbeing Service (Ref: 5.16). (William Shaw)

SENCOs support all transitions, seeing children and young people in settings before they move across, attending annual reviews, offering bespoke taster days, identifying students who would benefit from York Independent Travel Scheme, (YILTS)

Transitions are supported effectively , enabling smoother successful moves to new schools/providers

SENCOs and teachers know the children before they start teaching them, leading to more appropriate curriculum planning to meet their needs

Personalised programmes outlined in case studies and EHCP

SENCO Forum minutes (Ref: 2.18)

Early Years

Continued LA funding of an Early Support Coordinator role to work with families of children with complex SEND from birth

Parents provide strong feedback about the value of the Early Support and Specialist Support teams.

Portage Annual Report 2016 (Ref: 4.9 – Early Support – Appendix 3)

None

Pre-school identification of Children are referred Referral records to Early Years Support Team, Production of further early


62


needs by Health professionals are referred to the Early Years Support Team.

Autism early years banding developed with Health professionals to provide clarity of thresholds.

quickly by other agencies as needed which supports appropriate intervention/ provision.

Educational Psychologists and Social Care professionals.

years Bandings of Need, in

collaboration with

colleagues from Health

and Education.

Portage Home Visitors work with families to establish SMART targets that are reviewed at weekly/fortnightly visits.

Portage undertakes 6 monthly reviews of every case to ensure targets/outcomes have been met and consider whether the service needs to stay involved or exit

Portage liaises closely with the Specialist Early Years Teachers (SEN), Specialist Teaching Team and EPs and EY Setting SENCOs especially when Portage involvement concludes.

Portage have undertaken a longitudinal study with parents - 92% of parents

Children are supported by Portage to make appropriate small steps that support improved outcomes.

Families understand how to support their children’s progress

There is consistency and continued advice and support for children and families after Portage concludes and as children move into EY Settings and school.

Early Support and Portage Records.


A longitudinal study of the long term impact of Portage 2015 (Ref: 4.10)

Reduction in time on

waiting list for Portage


63


surveyed indicated the service they received from Portage was ‘excellent, and 8% ‘very good’

EPs provide a continuity of support from early years through the ‘cluster’ EP.

This supports transition

from pre-school to the

school setting.

None None

The SEYST are centrally involved in the analysis of applications for the local authority’s Early Years Inclusion Fund to support children with high needs to access early years settings and be fully included

Evaluation reports from Early Years Inclusion Funding 2014 (Ref: 5.35) and 2016 (Ref: 5.36)

Reviewing Inclusion

Funding in light of new

Early Years Funding

formula (April 2017) and

30hrs Childcare initiative.

The Specialist Senior EP (Early Years) has led in the training and implementation of the Northamptonshire Baby Room project in York.

This has improved the

knowledge, confidence and

practice of EY Practitioners

in the vital first year of

babies' lives

Evaluation reports of Baby Room project implementation Nov 2016 (Ref: 5.43)

None

SEYST lead on the 5-day combined Portage Workshop /Early Years SENCo training and termly SENCo Network training to ensure an up to date well trained EY workforce in SEND. The Portage Workshop is nationally

A confident and competent

EY SENCO workforce

coordinates and supports

preschool children with

SEND.

EY SENCO Course evaluations (annual)

EY SENCO Network Evaluations (termly)

None


64


accredited and led by the Senior Portage Practitioner. The SENCO Training is led by the Early Years Specialist Senior EP and Early Years SEN Teachers.

The Children’s Centres provide three levels of support/intervention : Universal - including

Community/Parent led groups which are open to all families with children under 5.

Vulnerable - the Early Years Parenting Programme, specifically designed for vulnerable parents who would benefit from support. These programmes, which are delivered in small groups, focus on play, stimulation and how to promote children’s language and learning skills.

Targeted - the Children’s Centre 1:1 Family Support Service, the

Ask Paula to summarise in a couple of bullet points.

Children’s Centre Family Support Report (Ref: 5.44)

Early Years Parenting Support Report (Ref: 5.45)


65


highest level of support for the most vulnerable families, which includes an Ages and Stages Questionnaire for each child

Small Talk is delivered in the LAT’s as part of the Children Centre offer and is key in early identification of Speech and Language delay

Early identification of children with communication delay and speech and language development

Attendance of small talk

Referrals to other services

The Local Area Team Storyboard (Ref: 5.46)

Child’s Journey’s Project plans (Ref: 5.47)

As part of the development of the Children’s Centre offer as part of the Local Area teams the Child Journey groups have been reconfigured to ensure consistency across the city, quality and impact and outcomes can be measured

The Local Area Teams link directly with Shared Foundation Partnerships, Day Care Providers and schools to provide support and brokerage to identify needs early by; supporting key transitions, supporting an initial response, information gathering, coaching and advice. This is practical day to day coaching and advice given to partners and lead practitioners to support them in their role,

Ask Paula Richardson


66


develop understanding and draw upon interventions to delivery of improved outcomes and early identification.

Small Talk is delivered in the LAT’s as part of the Children Centre offer and is key in early identification of Speech and Language delay

Early identification of children with communication delay and speech and language development

Attendance of small talk

Referrals to other services

The Local Area Team Storyboard (Ref: 5.46)

Child’s Journey’s Project plans (Ref: 5.47)

As part of the development of the Children’s Centre offer as part of the Local Area teams the Child Journey groups have been reconfigured to ensure consistency across the city, quality and impact and outcomes can be measured.

Children aged under-5 with suspected autism are assessed by York Hospital

There is an effective and efficient pathway for autism diagnosis at pre-school.

Ask Sally Smith

Healthy Child Service is a key link between schools and wider more specialist health economy. The HCS helps schools to understand health needs within their population and provide advice on writing policies in response to need.

Children are supported through the early years and transition into school to access more specialist and appropriate support in a timely intervention.

As vacancies within the HCS are recruited to the service will full fill implement the offer outlined in the service description

The HCS undertakes vision This identifies potential HCS Performance scorecard and screening rates Further development or


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and audiology screening of children and young people in schools

needs and ensures timely referrals on for more specialist assessment and support

(Ref: 5.48) pathways relating to NCMP is required.

The YHCS is a key link between schools and wider more specialist health economy. The HCS helps schools to understand health needs within their population of young people and provide advice on writing school policies in response to this need.

Children and young people are supported through school to access more specialist and appropriate support in a timely manner.

Schools are more effective in understanding and responding to health needs.

Recruitment work undertaken

Service description (Ref: 5.49)

As vacancies within the HCS are recruited to the service will fully implement the offer outlined in the Service Description.

This will include identifying appropriate training needs within schools relating to health and responding either through the core HCS offer or through a traded services arrangement.


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6. Assessing Needs - Lisa

Context:

In York the SEN Support Plans are called ‘My Support Plans’. These align very closely with the York EHCP, thus ensuring information can be transferred

from one to another when the level of support steps up to a statutory plan or down to an MSP. Schools and settings can use a brief version of the My

Support Plan called a ‘My Agreed Outcomes’ for children who are at the lower level of SEN Support. This was introduced to reduce bureaucracy for

SENCOs. Education, health and social care advice is routinely sought for EHCPs, resulting in comprehensive plans to meet the goals and ambitions

stated by children, young people and their families.

There is a robust assessment process where schools/settings implement the graduated response of assess-plan-do-review for 2 cycles before

requesting statutory assessment.

The SEN Thresholds are used to guide the EHC Panel on making robust transparent evidence-based decisions about individual need. They were co-

produced with relevant professionals (for example Speech Therapists).

The EHC Panel includes the DMO, SENDCo and social care colleagues thereby enabling an holistic assessment of need. The panel welcomes healthy

debate and dialogue to ensure that decisions are sound and informed by a range of viewpoints. From October 2016, the panel has had 4 sections:

1. New requests for statutory assessment 2. Annual/Interim/Transfer Reviews which indicate changes to provision/need 3. Annual / Transfer Reviews which request maintenance of the EHCP without changes 4. Complex cases which require a creative problem-solving approach.

York’s process for introducing the SEND Reforms started with parent engagement. Parents were invited to consultation events to discuss what they

wanted in the new EHCPs. Members of the SEN Service then trialled sections with families and took feedback. Once parents were happy with the

format it was introduced in draft to schools and settings (spring/summer 2014). During the first year of trialling the EHCP format an interactive version

was introduced. Consultation events with parents and SENCOs took place at the end of the academic year 2014-15 and, as a result of feedback, the

interactive version was dropped.


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SEN Support Plans

All education settings are encouraged to use ‘My Agreed Outcomes’ and ‘My Support Plans’ to set targets.

Assessment of needs is rigorous

Parents feel confident that their child’s needs are understood and support is appropriately planned - “Because it’s all there on paper, it is concrete. Before there was nothing to see” (Parent of child with My Support Plan)

Portage Home Visitors visit families fortnightly and carry out 6 monthly reviews, ensuring needs of young children are clearly understood and shared across agencies

The introduction of MSPs has ensured a graduated response with intervention and provision appropriate to identified need.

MSPs are used to provide robust evidence of a multiagency coordinated support at SEN Support when requesting statutory assessment.

Needs, provision and outcomes for children and young people are clearly identified as per the Code of Practice.

My Support Plans can be used as

Examples of My Agreed Outcomes (Ref: 5.3) .

Examples of MSPs (Ref: 4.14): – ask Lisa

Single page profiles – Lisa sending (Ref: 6.1)

Longitudinal study for Portage (Ref: 4.10).


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part of the evidence submitted for Early Years Inclusion Funding.

The local authority has provided training on the graduated response at SEN Support through the SENCO Forums / Cluster meetings and Early Years SENCO events.

Specialist Early Years Teachers provide weekly consultation ‘drop-ins’ for SENCOs in Early Years settings who need support writing MSPs.

Support for new SENCOs can be offered by peers within clusters or MATS.

Initial assessments are rigorous

and effective in supporting

improved outcomes.

Children’s needs are identified and provision based on coordinated evidence-based outcomes.

Staff are clear of responsibilities and review of My Support Plans enable effective monitoring of progress made.

Examples of My Support Plans

(Ref: 4.14)

Guidance for writing

MSPs/EHCPs (Ref: 6.2)

Training Powerpoints to

paediatricians, headteachers,

parents and SENDCos. (Ref: 6.3)

Training 2017/18 on writing

SMART outcomes and reviewing

of thresholds.

Develop more consistent use of

MSP format to identify need as

student moves from

mainstream to alternative

provisions eg PRU (to replace

pupil passport).

Educational Psychologists hold termly planning meetings to prioritise casework and undertake assessment as part of the MSP process.

EP assessments identify levels of need, provision and outcomes. This can be used as part of the evidence submitted to the EHCP panel.

EP surveys of schools and parents completed 2016. (Ref: 4.12 4.13)

EHCP case files.

None

Local Area Teams ensure the quality of FEHAs/Early Help Assessments, highlighting the voice of the child.

Good quality Early Help Assessments with the child/young person’s views at the centre.

Early Help/FEHA assessments None

All young people involved with the YOT are assessed using the ASSET PLUS tool.

Early Intervention Assessments indicate if SEND is a concern.

ASSET PLUS tool – anonymised assessment (Ref: 6.5) – ask Dave Blockley

YOT will pilot a SLCN screening tool

YOT to receive training on speech, language and


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communication development – ELKLAN vulnerable groups .

EHC needs assessment process

When suitable progress is not made, following two cycles of MSP, there may be a request for statutory assessment.

MSP Reviews/Requests for EHC Needs Assessment meetings are held with the parents and carers and /or the young person so that they are fully involved in the process.

In 2015-16, 113 new requests for EHCP were received by the LA. These new requests doubled in 2014-15 and have increased in 15-16 by approximately 25% . 82% proceeded to needs assessment (Aug 16) Update figures - Lisa

The statutory assessment process is clear, robust and evidence-based.

Children’s needs are accurately identified and assessed as appropriate, and provision adapted to meet needs.

Educational Psychologists' assessments are valued by schools, parents and the SEN Coordination team as a source of rich information about the child or young person.

Schools are being encouraged to use standardised assessments (eg YARC) to provide objective

Step by Step guide for Applying for an EHC Plan (Ref: 6.6)

Examples of MSPs (Ref: 4.14)

EHCPs (Mosaic)

82% of respondents (parents?) felt the EP had contributed “significantly” or “very much” to positive outcomes.

Efficiency of use of EP time: 78% of respondents felt that their allocation of EP time had been used ‘extremely’ or ‘very’ efficiently to meet the needs of their setting over the past 18 months

HT Briefing in TheSchoolBus Newsletter Nov 2016 recapping the requirements for requesting statutory assessment. (Ref: 6.7)

New requests: % completed within 20 weeks: 60% (2015/16). Currently 83%. Lisa to update

EP advice completed within 6-week timescale is currently 100%

Establish a consistent response time against the benchmark of 6 weeks and meet the target of 90% returned on time.

Ensure >90% are processed within 20 weeks.

Applying the “test” for statutory assessment consistently.


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evidence

York University and Dyslexia Action York provides assessments for reading and dyslexia, supporting robust assessment of need

for 2016-17. – Lisa to update

Health complete contributions for EHCP within 67% of statutory deadline. – Lisa to update

Social care within 100% of deadlines . – Lisa to update

The Designated Medical Officer offers all post 18 year old an assessment of health needs if they are applying for an EHCP.

Young adults and parents feel confident that their health needs are reported accurately as they move in to Adult Health.

Transition from paediatrician to multiple departments in Adult Health is supported through development of Health Transition Passports.

Review of take up of appointments offered. Already emailed Sally Smith.

None

The multi-agency EHC Panel meets weekly to consider all requests against the SEN Thresholds; it includes SENCOs as well as LA reps from Education, Social Care and the designated medical officer.

SENDIASS attends panel to represent parent/carer views and to feedback to families.

Well informed decisions, based on robust evidence, ensure the correct children receive EHC plans.

Reduction in the number of appeals to tribunal.

Parents feel SENDIASS represents them in the decision making process.

Early resolution of disagreements.

The ongoing relationship between the family and services is protected.

89% of parents said their views

SENDIASS Report (Ref: 4.1: pages 12/13

Detailed Summary of SEND Thresholds (Ref: 6.8)

QA document for EHCP panel

Protocol for Decision-making at EHC Panel (Ref: 6.9)

Record of EHC Panel discussions and decisions (Ref: 6.10).

Half termly reports to SENMAN (Ref: 6.11) – Ask Lisa

SEND Storyboard – EHCP decision making (Ref: 6.12)

SENDIASS’ support story board (Ref: 4.2)

Implement actions from SEND Challenge Day (Jess Haslam)


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had been fully included in the development of the EHC plan, compared to 73% nationally. 60% of parents reported a degree of choice and control over support was good or very good compared to 45% nationally. (Ref: 2.15 POET feedback)

SEND Storyboard – support for parents going through EHC Needs Assessment (Ref: 6.13)

POET survey results outlining levels of satisfaction of children and young people in EHCP process. (Ref: 2.15)

There is a comprehensive description of the decision-making processes.

The use of banding thresholds for mainstream schools and special schools is well embedded.

The banding thresholds describe appropriate strategies and resources needed to meet the needs of children at the different levels.

Settings use the banding thresholds with parents to describe the effectiveness of their provision and how this matches to the banding thresholds.

All members of the EHCP panel understand the decision making process.

There is a common understanding of thresholds for additional support that enables SENDCos and special schools to describe a child’s needs effectively.

Education settings use the banding thresholds to develop and review their own practice.

Description of good practice in banding doc supports consistent provision for children with special needs across York.

Parents feel confident that settings are providing the appropriate support when they see what is recommended practice within the banding

SEND Storyboard – EHCP decision making (Ref: 6.12)


Banding thresholds = website

www.yor-ok.org.uk/Fred's Story

Complete early years and post maintained banding thresholds. (Geraldine Jackson - early years and Jess Haslam – post-maintained)

http://www.yor-ok.org.uk/families/Local%20Offer/freds-story.htm


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thresholds.

The local authority review the EHCP process on an annual basis. In 2015 this led to replacing the interactive plan with a Word document. In 2016 we reviewed the plan with parents and young people including the use of journey mapping by York Parent/Carer Forum. In 2017 we held a Challenge Day with education, Health (DMO, DCO and Health Commissioner), Social Care and school settings reviewing the effectiveness of our quality assurance the experience of parents through the process.

Feedback and ongoing professional development regarding general EHC issues are provided to individual schools as a result of the local authority QA processes and also through the termly SENCO forum meetings.

Parents and settings have confidence in the local authority’s review of plans and assessment process and feel listened to.

QA document for EHCP panel (Ref: 6.14) Lisa to provide

Data on outcomes that are met, partially met or not met. Lisa to provide. (Ref: 6.15)

Update from the SEND Challenge Day. (Ref: 4.20)

You Said, We Did (Ref: 3.1)

A multi-agency review of EHCPs took place at the SEND Challenge Day in July 2017. The outcomes from this day will be disseminated in the Autumn term.

EPs and Specialist Teachers prioritise Coordinated Assessment Meetings (CAMs) at the end of the statutory assessment process.

Advice givers contribute to the “team around the child”, helping to identify outcomes and provision to meet need.

Example of a CAM PowerPoint (Ref: 6.16)

None

The details of a child or young person’s social care and health needs are included in the EHC Plan and members of the social care team and health colleagues are involved in its production.

EHCP plans are holistic, covering all three aspects of Education, Health and Social Care. The co-ordinated approach to production of EHCPs ensures parents “only tell it once” in line

EHCPs (Mosaic)

88% of children responding to the POET survey felt they had the right amount of support. (Ref: 2.15)

91% of parents in the POET

Reports from all Advice givers are submitted within timescales.


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with the Code of Practice..

Social Care and Health Care provision is clearly specified, with outcomes.

survey feel the quality of support for their child was good or very good and 80% feel their child has the right amount of support. (Ref: 2.15)

Co-production of EHC Plans

Parents /carers, and children and young people, were closely involved in the development and trialling of the local authority’s EHC Plan. Feedback from both groups was incorporated into the final version of the plan.

Parents involved in the early stages were then invited to co-deliver training to SENCO Forums and multiagency groups.

Parents/carers and children/young people’s views are incorporated in to the York EHCP format.

Minutes of planning meetings (Ref: 6.17)

Briefing powerpoints, co-delivered by a parent – SENDOs (Ref: 6.18) and partners (Ref: 6.19).

EHCP ‘Challenge Day’ to review EHCP processes July 2017 has provided evidence of areas for improvement, which will be shared with professionals and parents in the Autumn term.

LA officers work closely with members York Parent and Carers Forum (formerly CANDI) on the development and review of the local EHC Plan.

Parents feel confident that a co-production approach has been used throughout the process of developing, implementing and reviewing EHCPs. They know that changes have been made in response to their suggestions.

Co-production Statement (Ref: 6.20)

Headteacher feedback: “The document encapsulates an enormous amount of hard work from school and people who have supported us at the LA. The process has been a great example of us all pulling together to achieve good outcomes for a child”.

Parental feedback: “This is the

None


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most relaxed review we have been to. Everything I wanted to say was included. It made it much easier. It was really about my daughter and not about the paperwork”.

The local authority has commissioned surveys of parents and carers, and children and young people, including a survey of the work of all the central services.

The views of parents, carers, children and young people inform service improvement.

EP survey of parents. (Ref: 4.13)

Review of the Specialist Teaching Team (Ref: 4.8)

SENDIASS report (Ref: 4.1)

Workshop for families – Autumn 2017 to review EHC plans and process (Lisa Abel)

The independent 15-16 POET (Personal Outcome Evaluation Tool) survey of parents and carers gave useful feedback.

A small sample of parents and carers have taken part in ‘journey mapping’ the EHCP process.

Children, young people and parents feel listened to, engaged with and given choices over the support they receive.

Parents and young people know their views are essential in planning services and lead to change in developments. This supports confidence in services/support and advice offered.

The LA seeks feedback from parent carers to improve practice. The EHCP and MSP were reviewed and amended in response to review, including parents and professionals in summer 15.

POET Survey (Ref: 2.15)

90% of young people reported that they felt they were treated with dignity, compared to 73% national average. 89% of parents said their views had been fully included in the development of the EHC plan, compared to 73% nationally. 60% of parents reported a degree of choice and control over support was good or very good compared to 45% nationally. 85% of young people recorded good or very good for their views being heard in the plan compared to 63% nationally. (Ref: 2.15 POET

Continue the EHCP journey mapping process with a larger sample of parents and carers.


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feedback)

Robust QA of EHCP includes checks that there is appropriate alignment between wishes of CYP and parent/carers with provision, outcomes and actions in the plan.

The wishes and aspirations of children and young people, parent/carers are included in the plan.

Example of QA Process (Ref: 6.21) – Lisa sending

Peer QA of EHCP with regional partner (Ref: 6.22) – ask Lisa

Lead next stages of regional peer review on QA process (Lisa Abel)

Once Plans are in Place

SENCOs given training and guidance on running a person-centred review.

The Listen to Me series of booklets were written with families to provide support for settings as they extended person centred approaches. This includes booklets for different development levels and one for parents.

Children and young people actively contribute to their reviews.

The child/young person remains at the heart of decision making.

Lisa sending evidence

Listen to me (Ref: 4.23)

Continued training for SENDCos at SENCO Forum and Cluster meetings (Lisa Abel).

The attainment, progress, outcomes and targets for each child are monitored and any concerns are notified to schools/settings and followed up by LA officers. Where assessment data is lacking there is follow up with SENCOs.

The SEND Challenge Day reviewed the QA process – see

Settings are challenged and supported if there are any concerns about children’s progress.

Families know that we will follow up any of their wishes and ensure settings follow up requests.

Parents have a clearer understanding of how decisions


SEN Thresholds: www.york.gov.uk/Banding Thresholds

QA forms for panel and actions (Ref: 6.21)

Minutes of the EHC panel (Ref: 6.23) Wait til get the call

Examples of EHCPs (Mosaic)

Follow up actions from SEND Challenge Day (Lisa Abel)




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above. are made and are able to pose any questions directly. Face to face meetings are offered. This maintains a relationship and supports confidence in the process.

Children who are looked after have childcare reviews. If a child has an EHCP, the PEP review is part of the EHCP review process.

Child in Need reviews for those accessing short breaks are 6 monthly, one of which is conducted as part of the EHCP review.

The two processes are amalgamated in to one streamlined and efficient PEP/EHCP process.

Children who are CIN or CLA have their needs met and recorded under one system - “ tell it once”

EHC Plans for children in care (Mosaic)

CiN plans (Mosaic).

19% of children in care had an EHC plan in March 2017 and 4% have a My Support Plan.

LAC Story Board (Ref: 6.24)

Data - KPI machine (Ref: 6.25)

Educational Psychologists and Specialist Teachers attend targeted EHCP Reviews.

Specialist services attend targeted reviews: change of need, change of provision, key transition points and children in care.

Annual review paperwork within the EHCP (Section 5.3)

None

Where there is a change in provision/funding, SENDOs will telephone parent/carers to explain how decisions were made.

Parents feel informed and are aware of decision making processes.

EHC Panel meeting minutes. (Ref: 6.23).

None

Community paediatrician and therapists regularly receive copies of completed EHCPs.

Termly QA of health outcomes

Any missing Health or social care information is followed up.

Report to SENMAN (Lisa to send) (Ref: 6.26)

None


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and support as evidenced in EHCP planned to be conducted by DMO, DCO & SEN Manager.

Termly reports on timeliness of health, EP and social care returns for the EHCP.

Transfer Reviews

Transfer reviews are recorded on the EHCP, ensuring plans are always up to date. Children, young people and parents are key to the review process and their views are recorded.

EHCP and MSP are kept up to date, ensuring they appropriately describe the child or young person’s views and aspirations on transfer.

Impact re good practice in sharing information through a person centered review process is felt by children, young people and parents/carers.

Parents don’t have to tell their story repeatedly. Planning is coordinated.

Step by Step guide for transferring an EHC Plan (Ref: 6.27) Lisa sending

EHCPs (Mosaic)

Guidance on undertaking a person-centred review (Ref: 6.28) Lisa sending

POET survey feedback from young people and parents. (Ref: 2.15)

None

The LA will comply with deadlines to transfer statements to EHCP within the 20 week deadline.

All Learning Difficultly Assessments were transferred to EHCP by December 16.

All statements will be transferred by April 2018.

All LDAs have been transferred by the statutory deadline of December 2016.

98% of Statements of Special Educational Needs have been converted to Education, Health and Care Plans August 2017

Transfer reviews: 83% completed within 20 weeks: (May 2017) Lisa sending up to date data.

Remaining statements are transferred by December 2017.

Schools, Early Years providers and colleges are supported with

Specialist services attend reviews at key transition points.

Examples of EHC plans. (Mosaic) None


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Transfer Reviews. Transfer reviews are prioritised and well-attended by SEN Services including EPs.

Returns for EHCPs are monitored quarterly at the DMO network meeting against the benchmark of 6 weeks for return of health advice.

Health advice for transfer reviews is timely.

Notes from DMO network September 2016 + (Ref: 6.29)

Improve the percentage of Health advice is provided on time, with a target of 100%


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7. Improving Outcomes (All)

Context:

The local area strategic partnership for disabled children sets the strategy and monitors the implementation to improve the outcomes for children and

young people with SEND. (Ref: 1.1 Strategic Plan for SEND).

York has 97% of Private and Voluntary providers rated as good or outstanding and 95.1% of schools rated good or outstanding (Updated 25.8.17

check). This means that children and young people with SEND have access to good teaching and learning environments.

York has a relatively small number of Out of Area (OOA) Placements and at school-age these are reducing over time. The number of children and

young people pre 16 in OOA provision has reduced from 35 in 2009 to 15 at year end 2016/17. At Post-16, OOA placements have over the last 5 years

have been 18, 12, 10, 15 and 15 in 2016/17. As a proportion of all post High Needs places over this period the OOA placements has reduced from 19%

to 8%. We continue to work effectively with all post 16 providers to further improve the Local Offer so more families feel confident in local provision.

Decisions for out of area placements are carefully monitored through Joint Panel and Joint Panel Post-maintained Education (PME).

In the context of the Children & Young People’s Plan, York has a high ambition for education and employment outcomes for young people with SEND

to be comparable to the total cohort of young people. 6% of Year 12 – 13s who are NEET have an EHCP or statement compared to 13% nationally

(November 2017 LG Inform). Good progress is being made through effective planning and one to one support for young people and their families.

There is a good range of provision as reflected through the local offer. The challenge is to sustain young people in as many meaningful employment

opportunities as possible after they complete and leave provision.

The transition team comprises a children’s Social Worker and Child In Need practitioner, 4 Adult Social Workers, 2 Specialist Careers Advisors, and 3

YILTS workers (York Independent Living and Travel Skills) staff.

The post 16 local offer for students with High Needs has developed considerably over the past 5 years. We now have significantly more post 16

students with High Needs continuing their learning post 16 and a much broader base of institutions involved in the delivery.


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Data and Intelligence on Outcomes

Number of children and young people whose education needs are met in York are high.

Data is used to inform planning of services, provide appropriate support to enable children and young people to go to school in the city and remain with family and friends.

High numbers of children and young people with EHCP access their learning in a York mainstream school due to effective support for children, young people, families and staff from our central services.

York has a relatively small number of Out of Area (OOA) Placements and these are reducing over time. However, levels are above national average as all our Independent Specialist Providers are out of city.

% of children and young people with an EHCP or statement in a mainstream school 2015/16 in York was 28.9% compared to 22.1% in all England. (LG Inform November 2017)

Weekly expenditure on SEN per child with an EHCP/statement for 2015/16 in York was £120 compared to £95 all England. (LG Inform data November 2017).

Numbers of young people with a primary need of autism has increased 93% over the last five years (Schools Census)

Referrals to the Specialist Teaching Team for Autism is almost double that of other sections of the specialist teaching team over the last three years.

1.6% of children in independent specialist providers compared to 1.3% nationally 2016-17 (LG Inform November 2017). http://lginform.local.gov.uk/

The number of children and young people pre 16 in OOA provision has reduced from 35 in 2009 to 15 at year end 2016/17.

Embed new provision for children and young people with autism, which opens September 2017 including the primary ERP and the Orchard provision (outreach from Applefields) for those with Asperger’s. (Jess Haslam)

The number of York resident High Needs students aged 16 and over has more than doubled over the past

We have had to rapidly develop a comprehensive range of post 16 courses to enable greatly increased numbers of young people to access appropriate

2010/11 we had 83 post 16 High Needs students in learning. At the start of 2016/17 this figure is now 186.

% of children and young people placed in FE and tertiary colleges/higher education

To increase the proportion of leavers progressing to employment or an apprenticeship or voluntary/community work.

http://lginform.local.gov.uk/


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5 years. learning in the city. 2016/17 in York is 11.3%, compared to all England of 9.0%. (LG Inform data November 2017)

The percentage of young people in other further education in York 2016/17 is 5.6% compared to 0.8% all England. (LG Inform data November 2017)

At Post-16, OOA placements have over the last 5 years have been 18, 12, 10, 15 and 15 in 2016/17.

% of year 12-13 NEET who have an EHCP or statement 16-17 was 6% compared to national data of 13% (LG Inform – November 2017)

(Gary Robinson)

To continue the development of the post 16 local offer through the inclusion of more new small scale specialist providers to increase the proportion of 16 and 17 year olds with SEND in EET. (Gary Robinson)

Local post 16 personalised programmes and the development of hybrid programmes with a regional specialist FE College.

An increase in the number of supported Internships.

A reduction in the unit place funding.

An increase in the number of young people able to extend their learning, leading to an increase in the opportunities for employment and increased independence skills.

An increase in the number of young people remaining in EET as a result of partnership working between mainstream secondary schools and local FE providers.

Number of internships. (Ask Gary Robinson)

The average ‘top up’ cost across all HN students in 2013/14 was £11,881; by 2016/17 this reduced to £9,633 – mainly achieved by reducing numbers in out of area provision and developing the post 16 local offer.

We have made considerable progress in both the performance of the FSM cohort and closing the gap to the non-FSM cohort on both L2 measures at age 19 in the last few years.

High needs powerpoint presentation (Ref: 2.26)

Develop post 19 provision for young people with PMLD and autism and complex behaviour in conjunction with parents and Applefields School (Jess Haslam, Adam Booker & Gary Robinson)


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The destinations of York resident High Needs Students are tracked through a comprehensive process on a bi-annual basis. This was first done for the ‘Class of 2014’ for 118 leavers and the outcomes for the ‘Class of 2016’, 180 (an increase of 53%) high need students are now available.

For both cohorts approximately 75% of HN Students are on Education Funding Agency funded education in the following academic year.

Class of 2014 Report and all underlying data returned by providers and cross referenced against Learning and Work Advisors destination data.

In 2016 67% completed their planned study programme. 30% are continuing in their study programme. 86 went in to further education. Four went in to employment or apprenticeships and 4 in to higher education.

Tracking of destinations has improved from 85% to 98% for 2015/16 leavers.

In-year retention remains high at 98%

A very small number progress on to any form of paid employment.

To monitor the numbers aged 22+ in continuing education provision. A cross local authority group consisting of five neighbouring LAs will meet September 2017 to start this work on benchmarking, led by York. (Gary Robinson)

To benchmark ‘top up’ costs against other similar local authorities. (Gary Robinson)

Increased number of young people with SEN moving in to paid employment. (Gary Robinson)

There is an increasingly effective working relationship between the CCG and CAMHS.

Improved access to services, a reduction in waiting times and an improvement in the quality of data.

Data for autism and waiting times has been used to inform the review of the Autism pathway.

Service development plan (Ref: 7.1)

KPI Report (Ref: 7.2) Ask Susan de Val

Transformation Plan Refresh CAMHS (Ref: 5.17)

Autism summary LA May 2017 Quarter 4 (Ref: 7.3)

NHS Autism Waiting Lists and Diagnosis (2017)

Work to ensure databases are comprehensive and used consistently to enable the extraction of data to support early identification. (Susan de Val) Ask Susan if this ok

The LA and Health jointly commission FIRST, Family Intervention Rapid Support Team, which

None of the young people seen by FIRST this year have required out of area placements. No home placements have broken down and they have all

FIRST report (Ref: 2.13)

NHS FIRST Storyboard (2017)

Further development of FIRST model to include a therapeutic short break offer and regional commissioning


85


provides intensive support to families at the point of crisis for young people with autism and challenging behaviour. Support is provided in home, education settings and short breaks.

remained with their families. Of the 8 young people only one has not yet managed to return to some form of education.

approach (Sarah Jordan)

Closing the Gap

Portage is offered to children with low birth weight and those who are in care with SEND as part of the early intervention to close the gap created by early disadvantage.

Very young children who are identified as being disadvantaged by premature birth or who are vulnerable to being taken into care receive targeted support pre-school.

Portage Leaflet on the Local Offer www.yor-ok.org.uk/Local Offer Before School - 0-5 years

None

The quality assurance of EHCP reviews includes a check on progress made over time. School SENCOs are co-opted members of the EHCP panel.

School Partnership Officers provide challenge and support

We know if children and young people are making adequate and good progress as baselines are well established and appropriate

Decisions made at EHC Panel are based on a good understanding of progress children have made. This is considered in deciding funding levels.

Post 16 the challenge is provided

EHCPs (section 3 showing progress and part 5 showing outcomes) (Mosaic)

Local Area Statement of Need 2016 (Ref: 7.4)

In partnership with a lead secondary school in York (who gained a National PP Award) a Pupil Premium Peer Challenge is taking place with a small focus group of headteachers from primary schools. (Jess Haslam)

http://www.yor-ok.org.uk/families/Local%20Offer/local-offer-before-school-0-5.htm



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to schools about the performance of groups of pupils and gaps between their outcomes and those of their peers.

in the Local Area Statement of Need and through meetings with senior leaders in colleges.

Educational Psychologists and Specialist teaching team surveys with both parents and schools indicate they make positive contributions to outcomes for children and young people with SEND.

Schools/EY settings/colleges are supported to improve outcomes for CYP, using appropriate strategies to meet needs.

STT and EP offer advice to parents that support shared understanding of how to improve outcomes/attainment of CYP

Specialist Teaching Team and Educational Psychology, Early Years Support Team surveys (Ref: 4.12 & 4.13)

Long term outcomes of SEYST evidence in longitudinal study report (Ref: 4.10)

None

The CCG and LA commissioned a CAMHS Cluster Pilot to enable settings to identify and support children and young people with emerging mental health needs. This was so successful the CCG and Schools Forum are now funding the School Wellbeing Service.

Children and young people are supported with emerging mental health needs

Staff are more skilled and knowledgeable following support from Wellbeing workers through generic training, bespoke advice re individual children and direct intervention.

Reduction in referrals to CAMHS

CAMHS Evaluation report (2016) (Ref: 5.15)

Develop a closer working relationship with the CAMHS SPA.

Develop the role of the Mental Health Champions

Roll out Mental Health First Aid Training (Tina Hardman)


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Funding agreed to implement a new CAMHS crisis team. In the process of recruiting to the new roles and engage with stakeholders. Launch date for new service June / July.






Carol Redmond to update this section

Establish service.



Additional funding secured to develop enhanced eating disorder provision through FIM Transformation plan

Increased accessibility and frequency of service provided to children and young people and families

FIM Transformation Plan Refresh (Ref: 5.17)

Service specification

CAMHS outcome data (Ask Susan de Val)

National increase in referrals to CAMHS has generated a waiting list post assessment. Funding agreed Dec 16 – Mar 17 to reduce the waiting list and a gap analysis is being developed and presented to the CCG for further work.

Children and young people are waiting less time for intervention post assessment

Anticipated that the implementation of the new crisis team will release additional staff time and reduce the impact of urgent work on on-going work

CAMHS data

Gap analysis

Check with Susan de Val/Angie Casterton

The LA’s Protocol for Working with schools identifies improving

CYP are at risk of not achieving their aspirations if not adequately supported to achieve

Average Progress 8 score from KS2 to KS4 for SEN pupils with a statement or EHCP is better than the national average(-0.94% compared

Continue to work with schools to improve the outcomes for SEND pupils in


88


outcomes for children with SEND as a priority. Overall, the York system needs to diminish the gaps in performance between disadvantaged/vulnerable children and young people and their peers

academically

Support to school enables analysis of cohorts who may underperform including FSM. This is part of the Narrowing the Gap Peer Challenge Project

to national average -1.3%) SEND score card KS4

KS2 data for reading, writing and maths: 53% compared to 55% nationally Score card KS1d 2015/16

York compares well to overall ave for Progress 8 SEND scores -0.95 compared to -1.02 (SEN Performance booklet)

Protocol for Working with schools identifies improving outcomes for children with SEND as a priority

The Royal Schools Commissioner dashboard highlights boys with SEND as a slight concern in EYFS and pupils with SEND (250 or 14% of cohort) at KS2.

Curriculum leaders’ meetings

LA commissioned 4 schools in York to complete the London Leadership SEN Peer review. They audited their own and another school and shared with Pathfinder and other schools (Ref: 2.12) Check with Maxine

the context of Progress 8 ( John Thompson)

Consider how to roll out the London Leadership peer review

LA Narrowing the Gap Peer Challenge Project is working on this.

High Needs Students (HNS) at York College perform outstandingly well.

York College have a robust framework of Personalised Learning and Work Experience

A high number of students with severe and complex learning difficulties gain skills and progress to become more independent in their everyday life.

This allows students to make significant progress

York College data for 2016/7

94% achieved their main qualification, 2% are continuing their studies into 2016/17. The overall published achievement rate for all ages and all levels of qualifications at the college in 2015/16 was 83.7%.

In 15/16 for 16-18 year olds 2350 qualifications were studied by students

None


89


and Programmes (PWELPs).

Young people progress to further learning or supported employment

deemed to have a LDD.

York Educational Psychology Service has trained up 235 Emotional Literacy Support Assistants across 64 schools in York (as of April 2017)

EP and Specialist Teaching Team (STT) training includes ELKLAN programme ( Health and EP), attachment (EP and Virtual School) precision teaching (EP and SENCOs) autism (EP and Specialist Teachers) Deafness, visual impairment, specific conditions.

Training is offered to schools and settings enabling staff to meet the needs of children and young people.

Strong relationship maintained with schools, including support for children in need

EP survey feedback (Ref: 4.12 & 4.13)

STT survey feedback – Jess Haslam to provide (Ref: 7.5)

ELSA Update (Ref: 5.14)

None

York's Local Area Teams have analysed local need and the following list of indicators (vulnerabilities) is used

Asked Paula Richardson for input

These families are identified to ensure those who are not accessing early years intervention are prioritised for services. They are tracked to

LAT six monthly review (Ref: 5.22)

Haxby Road Children’s Centre Case Study (Ref: 7.6)

Children’s Centre Vulnerable Families Analysis (Ref: 7.7)

Children’s Centre targets for 2016 (Ref: 7.8)

Asked Paula Richardson


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to identify cohorts of children who are more likely to be at risk of poor outcomes and therefore are prioritised:

IDACI: under 10 %; 11-20%; 21-30%

Eligible for 1:1 Children’s Centre Family Support

CLA

Subject to a Child Protection Plan

Subject to Family Early Help Assessment

Child in Need

2 Year old funding Approved

Eligible for Family Focus (Troubled Families)

From a Teenage Parent family

Has a parent who is a Traveller

Has a parent in the

monitor their progress. CYC Local Area Teams and Early Support – Storyboard (2017)


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Armed Forces

Child has a Disability/SEN

Portage

Has a Parent who has Disability/SEN

The York Healthy Child Service works with all specialist services and maintains all children and young people with additional needs (0-19) on their active caseloads. The health visitor is able to act as lead practitioner when this is appropriate and required by parents.

Needs are met not just for the child with additional needs, but with a holistic family focused approach through health needs assessment.

CYC Healthy Child Service Storyboard (2017) Asked Niall McVicar

Local Area Team outcome plans establish local need

identifies LAT specific objectives

Identification of wider area needs

Multi agency task and finish groups to focus on specific objectives

Problem solving meetings with wider local communities

Local Area Team outcomes Plans

Further work on specific data requirements

The York Healthy Child Service works with all specialist services and

Needs are met not just for the child with additional needs, but with a holistic family focused

Performance information on number of families seen through visits.

Number of FEHAs where health visitor is lead

Integration within Local Area Teams will improve the quality, effectiveness


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maintains all children and young people with additional needs (0-19) on their active caseloads. The health visitor is able to act as lead practitioner when this is appropriate and required by parents.

approach through health needs assessment.

practitioner. and seamlessness of families’ access to timely early help support.

Attendance

The Behaviour and Attendance Partnership includes pastoral leads of all schools; persistent absence is a criteria for case discussion.

CYP at risk of exclusion are supported into an alternative school or to Danesgate. Peer challenge supports increased inclusion.

B & A Partnership minutes. (Ref: 7.9)

Mark Ellis will have BAP minutes. He, or possibly

Tricia, may also be able to comment on some of

the other queries re BAP

Emotional Literacy Support Assistants and Wellbeing Workers support young people with mental health difficulties on SEN Support and at universal levels.

Young people with mental health needs report that they are well supported and helped to feel safe in school.

Case studies indicate increased attendance through reducing anxieties to attend school.

OFSTED Thematic Inspection of Early Help indicated impact of ELSAs on attendance – good practice example. (Ref: 7.10)

CAMHS Case Studies/Evaluation of CAMHS Cluster Pilot (Ref: 2.14)

None

Personalised timetables to enable attendance and engagement for

Young people who would otherwise struggle to access learning have been maintained in learning.

Case studies- ask Lynne J and Sue Counter Extend offer of bespoke programmes where young people are struggling to access learning (Jess


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students with high needs are developed with schools, including dual placement/PT timetable/personal budgets

Stress has been reduced for those with high levels of anxiety and further deterioration of mental health avoided.

Haslam)

Most recent national annual data is for 2014-15. This shows that absence in our special schools is relatively low - see table in next column. This low level of absence mirrors the low levels for all pupils in all CYC schools.

Carolyn...we do have raw data about every pupil that can be interrogated to then determine what attendance is like for pupils with SEN in mainstream schools. However it needs somebody to do that. I have discussed this with Jess previously

2015/16 Overall

absence % of pupils persistent absentees

York special schools

6.5% 22%

National 9.1% 26.9%

School/ college data on attendance for high needs students

Data for 2015-16: https://www.gov.uk/government/statistics/pupil-

absence-in-schools-in-england-2015-to-2016

Absence in our special schools is 6.5% which compares to a national average of 9.1% and a regional average of 9.3%.

Persistent absence in special schools is 22% in CYC, 26.9% nationally and 27.9% for the region.

Figures for 2016-17 will be published in spring 2017.

Interrogate the data further to analyse data re absence of those with SEN in mainstream schools.

https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-2015-to-2016

https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-2015-to-2016


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Effective tracking in schools prioritises young people with a focus on children looked after, children with SEND and those at risk of poor outcomes and poor attendance

Schools identify young people with concerns or potential concern and implement appropriate strategies

Curriculum leaders’ meetings minutes (Ref: 7.11)

Continue to work with schools to improve the outcomes for SEND pupils in the context of Progress 8 (John Thompson)

North Local Area team (LAT) began pilot work May 17 with schools to focus on improving attendance and engagement for identified pupils and families

Improved attendance

Improved engagement

Positive feedback from schools about the value of the pilot

Ask Linda Murphy Complete pilot project and share learning with potential to roll out with other 2 LAT

Not sure if this pilot does directly link into SEN...it’s a pilot that aims to pick any pupil up so may include some with SEN though that is not by design. The pilot is in the process of being rolled out into other LAT. Linda will be better able to advise re this. (From Mark Smith)

Parent mentoring supports families with complex needs and often chaotic home situations has improved attendance.

Volunteer mentors are able to work with families who are resistant to support from SW, as they are impartial and have been welcomed.

Parents whose children are on

Parent mentoring:

Families supported from 2013 – 2017 = 90. % families Tier 2 or above (2013 onwards) = 61%


None


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the edge of care are proactively supported to engage with services to support their child to attend school, to find employment, to resolve neighbour disputes and improve their wellbeing.


80% improvement on relationships with schools and other professionals (2014-17)





Lance Racey – coordinator parent mentoring – check with him

Out of Area and specialist placements

Robust decision making process identifies local provision where possible and commissions OOC for those whose needs cannot be met locally, including CLA and living OOC

Reduction in the number of cyp in OOA placements.

Multi agency commissioning according to need is supported by robust evidence

This provides a forum to discuss multi agency funding of places as needed

EHCP Reviews are quality assured and considered carefully at the EHC Panel. Provision is monitored via the Joint Panel or Joint Panel- Post maintained education (PME).

Minutes of Joint Panel and Joint Panel PME (Ref: 7.12)

SEND Learning and Work Advisors (LAWAs) reports for Joint Panel PME (Ref: 7.12) CYP out of city placements

2015/16: 26

2016/17: 25

2017/18 predicted 18

Ask Eoin/Maxine re reviewing procedures


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Educational Psychologists, Social Workers, SEN Services and the Virtual School Headteacher undertake joint visits to potential placements for children and young people who are in need of a residential placement OOA.

The assigned SENDO to all out of city placements leads on ensuring plans are reviewed and quality assured for all OOC CYP.

Decision making on OOC placements are based on strong Multi agency assessment of CYP and visit to schools

Joint Panel and Joint Panel minutes

EHCP Reviews

None

EHCP and annual reviews are quality assured by SEN Designated Officers and progress to meeting outcomes are monitored

CYC staff, including Local Area Work Advisors, social

The LA monitors the quality of provision for young people in OOA settings to ensure provision continues to meet need and provide good value for money.

Improved outcomes for CYP in OOC placements

Successful transition arrangements for cyp to return to the LA.

QA sheets for EHCP (Ref: 7.13)

Examples of reports of visits to residential schools as potential placements. Example of VS undertaken by education, health and social care (Ref: 7.14)

Records of visits for EHCP reviews by EPs, LAWA and SENDos

Review of Bilbrough Country Classroom (2015). (Ref: 4.28)

Review of Joint Panel PME (Eoin Rush)


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workers, educational psychologists and specialist teachers attend annual reviews for those OOC as appropriate

Improving parental satisfaction with the LA arrangements for OOA placements.

Support for YP post 19 ensures a smooth transition back to their City across Health Education and Social Care.

Personalised programmes are offered, working with local providers, such as Blueberry Academy, United Response, Choose2 Youth

YP are able to extend their learning in York with a focus on their aspirations, supporting smooth transition into adulthood.

Examples of relevant EHCPs (Mosaic) Check with Lisa Abel

Planning for Transitions

There is strong tracking of places for young people with SEND post 16 informing planning.

Information about the number and special educational needs of all Year 9 children with an EHCP is sent to the local authority’s Social Care and Housing departments.

There is a shared and detailed understanding across all local post 16 providers of numbers in provision and trends over several years. This informs a co-ordinated and coherent approach to the development of new provision avoiding duplication and addressing gaps in provision. A strong emphasis and encouragement is placed on personalised programmes where a student can attend more then one provider where

16 – 24 High Needs Presentation (Ref 2.26)

Minutes from 14-25 LDD Strategy Group meetings (Ref: 7.16)

In 2014/15 the KS4 cohort with statement of SEN in EET was 100% in York, compared to 91% All English (LG Inform November 2017).

In 2015/16 the KS4 cohort with SEN support in EET was 96% in York, compared to 88% All English (LG Inform November 2017).

Continued work to find the York solution for a small group of post 19 PMLD students – Applefields are taking this forward. (Gary Robinson)

Need to continue the development of Supported Internships and progression opportunities into real forms of employment where appropriate (Gary Robinson)


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appropriate

The LA in partnership with the CCG provides information about projected needs into adulthood. This information is sent to commissioners.

Strong and effective links with the adult commissioning team means that we can predict and project needs over the coming 5-10 years.

There is a clear pathway for moving into adulthood including sharing good news stories.

Using person centred creative approaches we ensure plans for preparing for adulthood begin early and we meet their needs locally

Drop out of learning is avoided. For example when placements are breaking down, young person aged 17 can change registration and training in order for them to access adult provision

Ask Kyra and Susan DeVal

Strategic planning is focused through multi agency, York 14-25 LDD Strategy Group to develop provision and post 14 SEND local offer.

The long standing and effective York 14-25 LDD Strategy Group has significantly expanded the Local Offer over the last 4 or 5 years AND reduced the proportion of post 16 HN students who can not have their needs met locally. Top Up costs have reduced year on year.

16 – 24 High Needs Presentation (Ref 2.26)

Minutes from 14-25 LDD Strategy Group meetings (Ref: 7.16)

Data from Gary

Destinations of young people with SEND Storyboard (2017)

Support Health Education England to launch their supported Internship programme in September 2017. (Gary Robinson)

Support, enable and ensure the accommodations issues at Choose 2 Youth and Blueberry Academy are addressed as soon as is practically possible. (Jess Haslam)


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The termly Integrated Services Conference supports transition planning, showcasing positive cases of young people who have moved on from school and supporting services.

Films, ‘Living Local, Moving On’ are being developed showing young people who have left school and moved on to employment, volunteering and positive activities.

Local Offer website link to films- under moving on (Was this put on – check with jess)

Feedback from Integrated Services Conferences is always positive about impact

Encourage health partners to contribute to the local offer (Jess Haslam)

Young people are supported through an Opportunities Fair event to find out what local provision is available to meet their needs.

Young people know what is available locally and are supported in their decision making.

Through the Opportunities Fair young people can have hands on experience of some of the courses that they can progress onto.

The Fair is a mix of a market place of Stalls where post 16 providers have the chance to show case their provision, as well as range of workshops, bookable in advance.

In the most recent Opportunities Fair (July 2017) we had more than 50 students who took up the 5 different workshops ranging from Motor Sport to Horticulture.

Students, parents, colleagues, providers, have all given us positive feedback about the opportunities fair. They thought both the workshops and market place were useful.

None

For complex cases there is joint working between children and adult social care before

Referrals for adult social care are made when a young person is 16 ½ and allocated at 17. Joint working means that the young

Transition team meeting minutes (Ref: 7.17)

Joint working – Specialist Careers Advisers and Adult Care Managers meet regularly to discuss shared cases.

None


100


the referral is completed.

person and family are well known to each other and that planning on how to meet needs post 18 is completed in a timely manner

Specialist Careers Advisers make referrals if required.

Learning and Work Advisor services maintain oversight of transition for students with EHCPs in mainstream settings.

Schools support students at SEN Support with transition as part of thrice yearly parent / CYP meeting, information evenings

Increased IAG SEND resource from January 2017 through the new SEND Learning and Work Adviser service

Support provided to young people to plan next steps - supports smooth transitions.

Specialist Careers Advisers meet all students with an EHCP from Year 9 onwards and contribute to the EHCP and where possible attend reviews.

Specialist Careers Advisers contact families/carers in Year 9 to introduce the service and support available.

Termly multidisciplinary Transition Planning Update Meetings held to discuss the transition pathways for mainstream students who have additional needs and are potential NEET. Currently don’t hold TPUM meetings. Previously chaired by Dave Mc Cormick.

There is increased participation by team members in EHCP and transition planning reviews.

None

Supporting Transitions

The local authority has established a co-located multi-agency Transition Team to support the transition of young people with

Transition support is well coordinated including Learning and Work Advisors (LAWA), children and adult social care and YILTS- York Independent Living and Travel Service.

Transition planning for each young person within their EHCP.

Each student at the secondary special school has a specialist LAWA and Transition Care Manager.

The specialist LAWA Advisors support students

None


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complex and additional needs to post school provision in 2008. The Transition Team is based in the Zone at Applefields School.

The Transition Team Manager’s post is jointly funded by the Education, Children’s Social Care and Adult Social Care departments.

Young people in Applefields special school can meet transition workers and LAWA in familiar setting and feel at ease.

Joint multi agency ownership of the transition team.

with SEN and disabilities in local mainstream provision and out of area provision.

Information in transition cases notes include evidence of excellent links with outside agencies to develop progression routes - Interviews with LAWA team; work placements with employers; visits to job centres; mock interviews at Tesco; information gathering from employers at job fair

Attendance at the annual Opportunities Fair

Advisers arrange home visits if required.

All children their final year of Applefields School are offered an appointment with a Paediatrician to ensure health transition arrangements, completing “All about my health” with the school nurse, over the course of the final year.

Health clinics hosted in the Transition zone, where young people feel comfortable. Improved access for families.

Asked Sally Smith for evidence (Ref: 7.18)

All about my Health (Ref: 5.27)

Pathway for Health advice post 18 to be developed with the PCU. (Sally Smith)

Work being undertaken to improve transition from CAMHS to AMHS. (Carol Redmond)

Children and young people are supported from year 6 to travel independently to school using a model of

“Thank you so much for the support you have given him over the years. He is now going out on the bus and meeting friends. He is not isolated

The YILTS service 2016

The YILTS scheme won the Public Service Awards in 2010 and the Association of Public Service Awards in 2013.

Savings based on only one year not using a

YILTS is embedded in the ongoing Transport Review in Adult Services (Peta Hatton)


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support that has been very positively evaluated through York Independent Travel and Living Skills (YILTS)

On the back of existing good practice and achievements in YILTS, Adult Social Care has created 1.5 FTE posts to promote the YILTS model within adulthood.

anymore.”

Everyone who has potential to travel independently is supported to do so.

There is continuity of support for young people moving into adulthood.

taxi. In reality savings may be for 5 years, or they may come back for a refresher to support them to access a new route.

2013/14

2014/15 2015/16 2016/17

No. of children supported to travel independently

26 26 25 28

Staffing and Admin cost (approximate)

£44,390

£44,390 £44,390 £44,390

Cost of bus passes issued

£3, 200

£2,661 £3,100 £3,904

Annual cost of taxi service for CYP supported by YILTS (190 days, £12 per day)

£59,280

£59,280 £57,000 £60,720

‘Savings’ in travel costs

£56, 080

£56, 619 £53, 900 £56, 816


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York has developed a broader range of post school opportunities in partnership with the local post maintained sector.

More young people moving into personalised and blended learning packages and supported internships. This enables those with complex needs and those who are not able to attend standard courses to continue learning in York

More students are attending local post maintained provision / fewer students are seeking out of area placements. Students are returning from out of area provision to attend local provision

New providers are responding to need, for example United Response are now offering internships

66 young people in post 19 HN provision for 2016/17 A reasonable approach might be to define :

All York Learning and all Out of City as personalised = 38

And York College and ABC as NOT personalised = 28

On this basis we can have a 3 year trend for post 19 personalised programmes i.e. 14/15 = 22, 15/16= 31 and 16/17 = 38

Develop local provision for those with PMLD and complex autism and learning difficulties (Adam Booker & Jess Haslam)

Personalised programmes for young people leaving school have been developed and enabled those with complex needs to continue their learning locally with strong outcomes.

Local providers from post 16 education, Health and Social Care meet every three months in the Transition Zone to discuss current issues around Transition generally.

Pooling personal funding streams from education health and social care, means that

50 young people from York (and North Yorkshire) are on specialist personalised programmes.

Examples of individual successes: 1 contract student at Bike Rescue developed

self confidence and employability skills, as well as successfully achieving a Level 1 vocational qualification

Continue to develop personalised programmes and increase number of small providers offering flexible courses


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young people can live their lives ensuring that all their needs are met.

An evolving partnership with Henshaws College, an out of area specialist FE provider, commissioning blended local provision supporting the transition of young people from residential provision back to York.

1 student passed 1 A-level subject and developed independence skills eg. Cooking

1 student successfully completed a Level 3 Extended Project with support from Learning Support and Head of Study

Repetitive – Gary to check

York College Support and Askham Bryan staff are proactive and have direct involvement in the transition process through attendance at school annual reviews, liaison with SENCOs and other external agencies, transition days.

Young people report they have valued the support at a New Student Day and through the enrolment process and undertake orientation visits for those who need it.

Staff are involved early to identify the support package required by the students to enable them to be successful in their studies

Data provided by York College (Check with Graeme Murdoch)

Post-16 provisions, Progress Tutor / Learning Support staff will review the student’s targets and learning outcomes with them. (Check with Gary Robinson)

At the start of 2016/17 York College data shows specific recorded and costed additional learning support is in place for 783 students of which

Effective planning and use of data has supported increase in offer of places for High Needs learners

Pathways to learning course improves independence skills, extends learning and supports

The York College, Pathways students satisfaction survey for 2015/16 produced the following results: -Helpful advice and guidance about which course to study: 95% -Information about support services available

to you: 100% Need something more up to date

Asked Graeme M or Pat R


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100 students are the High Needs category. Askham Bryan College has similar systems.

Pathways to Independent Living students undertake work experience and participate in a range of enrichment activities within College e.g. fund raising, craft sales, raffles etc.

young people to move on to further learning.

Outcomes from 85 HNS in YC:

94% achieved their main qualification, 2% are continuing their studies into 2016/17

100% (22 students) achieved a non-qualifying aim in English

71% (out of 28 students) achieved a Functional Skill in English, 6 students are continuing their studies into 2016/17

90% (of 10 students) achieved a GCSE in English

100% (23 students) achieved a non-qualifying aim in maths

76% (of 25 students) achieved a Functional Skill in maths, 7 students are continuing their studies into 2016/17

75% (of 12 students) achieved a GCSE in maths

Raised awareness of the needs of students with Autism in the FE sector working with Askham Bryan College as part of the national ‘Ambitious About Autism’ pilot programme.

There are autism champions in each department in the college. Staff have been trained and are knowledgeable about how to meet the needs of YP with autism /AS

Increased staff confidence

Report from Autism Deep Dive 2017 – Ask Jess

Ask Jess

Educational Psychologists work 0-25 years so there is no ‘cliff edge’ when

This allows for the same EP will take the child and family through from pre-school and primary then secondary and beyond.

School survey for Educational Psychologists (2016) (Ref: 4.12)

Increase the skills and knowledge of educational psychologists working in FE


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support stops. Educational Psychologists work in clusters

(Tina Hardman)

8. Special Arrangements for Vulnerable Groups

Context:

This Chapter covers six particularly vulnerable groups in more detail:

Children in Care/Looked After (CLA) Maxine Squire/Karron Young/Sophie Keeble

Children with Autism Anne McKelvey + someone from Health

Children attending our Special Schools and specialist provision including Enhanced Resource Provision Jess Haslam/Lynne Johns

Children from a BME background Catherine Hemmings

Children in contact with the Youth Offending Team Sara Orton

Service Children Mike Jory

The number of children in care varies but currently stands at 204 (KPI machine, 31/5/17). There is a separate, comprehensive Strategy for this group.

Autism is an area of growing need. There has been a 93% increase in numbers of children diagnosed with Autism over 5 years. The autism assessment

pathway is currently under review, with the aim being to reduce the time from referral to diagnosis, and ensure the assessment process is NICE

compliant. This is a significant challenge due to increased demand. Autism diagnostic services for the 0-5 age group are based at York Hospital; for the

5-18 age group at Limetrees, run by CAMHS. In response to the growing need York is establishing two new provisions: a primary ERP for Autism in

addition to the secondary ERPs that exist in 2 schools. And a secondary provision, The Orchard for those with such high anxiety they are unable to

access mainstream lessons at all. The nurturing environment will support their gradual access to mainstream lessons.

York has two special schools: Hob Moor Oaks Primary Academy and Applefields Secondary School. Applefields School provides education for students

aged 11- 19 years, who are taught in class groups organised by age, ability and level of support need. There is specialist provision for young people

with complex autism, profound and multiple learning difficulties as well as classes which support young people with moderate and severe learning

difficulties. York has a well-established model of Enhanced Resource Provision (ERPs). This covers dyslexia and Speech, language and communication

at primary and autism at both primary and secondary as well as The Cadell Centre for children who are deaf and hearing impaired. Outreach support

can be provided in the mainstream setting, at training venues, and through home visits or supported transition visits.

York’s minority ethnic communities are small and diverse and comprise about 10% of the population (2011 census). Pupils in York’s schools speak over

50 different first languages. There are significant Turkish/Kurdish, Bangladeshi and Chinese communities. The largest group is ‘White Other’- mainly

Polish and other Eastern Europeans. There is a small community of mainly Kurdish refugees who have been resident in the city for a number of years.


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Children in Care (CLA)

Virtual Headteacher for CLA supports schools and monitors achievement and wellbeing

Increased access to Training on Attachment and Early Trauma, co-delivered by the Virtual School and Educational Psychology Service.

Out of Area looked after children’s progress is monitored and if education is not good it is challenged and improvements to provision requested with clear

Evaluations of training delivered.

Health adherence rates to Child Protection Level 3 training

Children in Care story board

Consideration of the

development of joint IHE/SEND

reviews as appropriate. (Virtual

Headteacher)

Ensure that EHCPs are reviewed

termly and that for CLA Pupil

Premium expenditure is

accounted for and impact

shown (unless PP+ is used for

Since May 2016, 4 Syrian families have been resettled in the city, with approx 8 more due to arrive by 2018 under the government resettlement

scheme. A number of unaccompanied asylum seeker children are also being accommodated in York. The LA is working in collaboration with York

College to ensure appropriate educational opportunities are in place. The Travellers Education Service commissioned training in 2017 on the mental

health needs of refugees in preparation for receiving unaccompanied asylum seekers.

There are 3 council-run Traveller sites in the city, as well as 2 privately run sites. Many Travellers live in houses. The majority of Travellers do not

identify their ethnicity but over 100 children and young people are known to the service.

The Youth Offending Team have currently 8 F/T equivalent staff, who support young people on a full range of voluntary pre-court interventions, as well

as statutory court orders, including custodial sentences. They also provide voluntary and statutory bail support programmes, for young people who are

either awaiting charge by the CPS or have appeared at Court and are awaiting trial or sentence. In regard to SEND, every young person is assessed

using either the YOT ASSET Plus tool, or an early intervention assessment. These inform the overall intervention and the level at which it is delivered.

SEND is identified through contact with education checks, and information gathering from other services that have or are involved. The YOT are going

to pilot a SLCN screening tool, as part of early assessment.

Fulford and Strensall Barracks in York mean there is a significant population of service families. Families with children and young people with SEND

often request to stay in York for continuity, as they are happy with support they receive.


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monitoring or placement moves sought if no improvement or there are safeguarding issues.

These arrangements ensure strong independent oversight of arrangements to safeguard a disabled child or young person.

bespoke package costs which

needs to be explicitly stated and

what the benefit of such a

package is and what impact it is

having). (Virtual Headteacher)

Ensure PEPs and EHCP reviews

occur simultaneously (Virtual

Headteacher)

Parents of SEND students who are classed as looked after due to having 75 hours short breaks can access the support and advice of the Virtual School as required to support the educational progress or wellbeing of their child.

Short breaks story board Speak to Jenny Bullock

Virtual Headteacher prioritises out of area looked after children with SEND to ensure their needs are met whilst relying on local SEND team to work closely with Applefields.

VSH challenge to one Specialist school resulting in investigation and changes being made to protocols.

Ensure where possible local

provision is explored for looked

after children (Sophie Keeble)

Consultant Virtual Headteacher co-located within Danesgate so can give advice and support to staff as required.

Danesgate staff working with CLA are able to access advice from the Consultant Virtual Headteacher and whole staff training; Learning & work advisor able to provide IAG and support to plan for and to transition;


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Educational Psychologists and SENDOs attend targeted reviews, prioritising ‘Out of Area’ Children in Care and Custody, children where there have been significant changes in need or provision, and transitions.

Provision and placements of children looked after are monitored by Educational Psychologists and SENDOs as LA officers.

Examples of reports of visits to residential schools as potential placements. Example of VS undertaken by education, health and social care (Ref: 7.14)

None

The Educational Psychology Service has a designated role of EP for Children in Care.

EP representation on strategic steering groups.

The EP service is updated on guidance and/or legislation around children in care.

Training is offered to schools and settings around children in care, attachment and trauma.

Policy statement for children in care (Ref: 8.1)

Storyboard – Children in Care

To develop drop-ins for school staff to offer EP consultation around children in care.

Where there is a disabled child subject to a protection plan there is joint intervention across a range of service provision: Referral and Assessment, Safeguarding, Disabled Children Services.

Health staff engaged in Child protection supervision ???

Ask Jenny Bullock

All children subject to Child in need plans for Child Protection Plans will have their plans reviewed by an Independent Reviewing Officer, who have clear sight on safeguarding issues.

Ask Jenny Bullock

The YHCS currently undertakes The health needs of children are The YHCS currently undertakes The health needs of children are


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LAC Health Assessments and updates the Health Passport for all children in care who reside in City of York Council. A spot purchase arrangement from RHA has been established with HDFT until March 2018.

identified and responded to appropriately

LAC Health Assessments and updates the Health Passport for all children in care who reside in City of York Council. A spot purchase arrangement from RHA has been established with HDFT until March 2018.

identified and responded to appropriately

Specialist school nurses exist with special schools to meet the needs of this population. This service sits separately to the HCS but stronger working relationships are being established.

Child and young people supported through points of transition

Appropriate information is shared to support the ongoing care and support for children and young people.

Specialist school nurses exist with special schools to meet the needs of this population. This service sits separately to the HCS but stronger working relationships are being established.

Child and young people supported through points of transition

Appropriate information is shared to support the ongoing care and support for children and young people.

CLA receive CAMHS service based on clinical presentation rather than looked after status

CAMHS support targeted at children looked after who are in most need.

Carol Redmond

Autism

The All Age Autism Strategy and JSNA were co produced with families adults with autism, young people and professionals. It is going to the Health and Wellbeing board (HWBB) in July 17 and is being launched in September. Key priorities include diagnosis, education and training, employment, inclusive communities, parent carers, transitions.

Data about the number and

This first all age strategy and JSNA provides an holistic approach to strategic planning for the life long needs for people with autism

Waiting time for diagnosis will improve.

There will be increased opportunities for employment and supported internships

Families receive a robust, validated assessment.

Autism diagnoses continue to be

All age Autism Strategy (Ref: 5.10)

Monthly updates from CCG re autism diagnosis rates

Implement action plans and review annually through HWBB

Increase numbers of supported internships, work opportunities through engagement with employers

Further work on pathway for assessment to meet 13 weeks in NCE guidance


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needs of all children and young people with Autism is shared between the Health Authority and the Local Authority to inform joint commissioning.

Specialist teaching team was able to appoint 2 new members of staff based on rise in autism to support interventions in schools.

multiagency and coordinated, facilitating speedy referrals through to the Specialist Teachers for Autisms.

An autism deep dive has been undertaken to engage stakeholders and multi-agency partners.

A shared understanding of the pathways and concerns about autism diagnosis and provision

Deep dive report (Tina Sent) Establish effective pathways for diagnosis and support (Jess Haslam/Sally Smith)

Specialist teacher for autism, EY SEN Teacher and the link Educational Psychologist attend the monthly autism forums as part of a multi-agency team for diagnosis.

The CCG commissioned additional capacity to reduce autism waiting times.

Single point of access has been introduced with faster access to consultation with CAMHS team

Advanced Clinical Specialist for SLT Autism provide support across settings and the diagnostic process

Multi-agency membership of the forum ensures robust, holistic diagnosis

Specialist teachers have early information on new referrals

Multi-agency shared consistent approach to diagnosis

Single point of access is open to all families and parents can have 30 minute long consultation with specialists at first stage of assessment process

Significant consultation to introduce the Single Point of Access enabled families to share their experiences and priorities

Monthly updates from CCG re autism diagnosis rates

Coordinated assessment procedures

Analysis of times from referral to diagnosis Ask susan for these

Pathway for diagnosis for pre-school being introduced (Sally Smith)

Continue to reduce waiting times in line with national guidance (Sally Smith)

Once a diagnosis has been given, Parents are supported to ASCEND feedback is strong and Consider Specialist OT post for


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Parents and Carers of children and young people with autism can access the ASCEND training programme run by clinicians from CAMHS and the Specialist Teaching Team. They can also access monthly Drop in groups led by the Specialist teaching Team for autism and discuss any concerns they may have.

understand their child’s diagnosis and to use supportive approaches at home that are consistent with those used in school.

The ASCEND course provides a peer network where parents can access information on local services and parents can make visual resources to use in the home, with support from team members.

Drop in groups provide highly valued peer support and access to resources parents can borrow

Parents are able to make visual support resources with support at drop in sessions

parents consistently report it has changed their home lives

Positive feedback eg:

“It has been amazing to share ideas, understand other families have similar challenges and discuss ways to support your young person.” (Parent at ASCEND course)

“I enjoyed meeting everyone and got such a lot of valuable information which will certainly help us. Certainly we shall be taking part” (Parent at drop-in session)

Sensory issues – to support Autism diagnosis (Jess Haslam/Lynne Johns)

Specialist teachers for autism work closely with EY settings, schools and colleges, providing support to 25 years.

Specialist teaching assistants provide interventions in school including socially speaking groups, lego therapy, friendship circles etc.

Autism team now works in post 16 providers and work alongside to build capacity and skill.

Training for staff includes

Staff in schools highly value the support of the specialist autism team and report they are more skilled and able to meet the needs of CYP in schools, EY settings and colleges.

Young People report valuing support from the Specialist Autism Team and it improving their wellbeing and outcomes.

Autism champions enable schools to implement autism friendly approaches throughout

The Specialist Teaching Team survey

“I feel more confident in my own approach and in supporting the other staff now” Autism champion2 Level 2 Vehicle Technology staff member

‘It was lovely to meet you yesterday, I enjoyed meeting everyone and got such a lot of valuable information which will certainly help us. Certainly we shall be taking part.” (Parent on

Increase capacity in the specialist autism inclusion team to meet increasing demand (Lynne Johns)


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introduction to autism, social stories, autism and challenging behaviour and bespoke training for each YP.

Autism champions have been introduced in schools to support improved understanding across whole school staff.

CYC has a standardised use of symbols. Extensive training has been offered to schools and out of school clubs on using symbols to support communication.

the school

Children are supported with consistent symbol use in school, leisure activities and libraries

an ASCEND course)

Taxi drivers have received disability training to support their understanding of the needs of CYP, about the young people from the school with a particular focus on autism.

Online training for taxi drivers on disability equality co-produced with parents

Taxi drivers have a better understanding of children and young people’s condition and communication needs

Children arrive in school able to begin their learning as calm and confident due to good relationships with their taxi driver and escort

Conference to engage employers Pro Autism 16.6.17

Repeat taxi driver training in 2017/18

Children in contact with CAMHS

New mental health crisis team established and now in implementation stage.Check with Carol, this and next three boxes






Establish service.




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Additional funding secured to develop enhanced eating disorder provision through FIM Transformation plan. Susan de Val

Increased accessibility and frequency of service provided to children, young people and families.

FIM Transformation Action Plan

Service specification.

CAMHS outcome data.

Undertake staff training to be compliant with national targets

Recruit to Consultant psychiatric and paediatric posts.

The Specialist Teaching Team run a school room at Mill Lodge (inpatient CAMHS unit). Close liaison with the young people’s school ensures they have the opportunity to keep up to date with their work. Home tuition is also provided for all young people with medical conditions that prevent them accessing school.

Young people continue their learning while in Mill Lodge and are better able to return to school

Specialist Teaching Team review (Ref: xx – 4.8? Check is this the right doc??? Check with Jess

Develop use of IT in supporting YP at home.

Safe Base: Work with Tang Hall Smart Community Interest Company to develop specialist provision for young people unable to attend school due to mental health needs or chronic health, leading to isolation.

Young people meet others with similar issues and this is key to developing social confidence. New skills are developed- eg IT and music skills

Feedback within Education, Health and Care plans demonstrates significant confidence and pleasure gained from attending Safe Base

Increase links to other opportunities, including internships as appropriate

Extend links with Safe Base to support connections with other young people

Special Schools and specialist provision in York

Ask Adam and Vicki Ward (HMO) for generic information

Applefields School is a secondary age generic special school. Young people attend until they are 19 years of age, although following a change in leadership

Impacts have not been witnessed as yet, however a number of young people (5) transitioned out of school into different pathways prior to 19

School development planning documents. (Ask Adam & Vicky)

Minutes of 14 – 25 group

Destination data Gary

The school needs to find opportunities to ensure developments are embedded (Adam Booker)


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the school is working with multiple partners to personalise pathways for young people, meaning that they do not only have the option of an Special School Secondary (and beyond) offer.

Employment and employability are major areas for the school over the next 3-5 years, alongside a clearer focus on what pupils and their families aspire to in their Education Health and Care Plans.

The school is also developing multi partnership offers with other providers in order to explore post 19 provision for young people who may normally leave the City for out of area placements.

years of age – destinations were – College

14-25 group membership has meant that school has formed closer bonds with wider partners. School will be leading on creating a provider training plan which brings together skills and looks at opportunities in each provision that could be shared amongst the group.

Destinations story board

Two Applefields satellite classes are based at Manor Academy providing learning for young people with learning difficulties (MLD and SLD) in a mainstream setting.

New provision at Applefields Satellite based at Manor CE Academy (September 2017). This

Parents are able to choose for their young people to be part of a mainstream school and receive specialist education with some regular inclusion opportunities.

The Satellite classes have allowed certain students with learning difficulties a ‘half way house’ so that they are able to

Satellite classes are consistently over subscribed

New Orchard provision in place and ready for observation

QA and review of new provision (Orchard) within 12 months

Applefields and the LA need to work with wider secondary partners to explore their capacity to develop satellite style provisions. This would potentially allow for pupils with lower expected outcomes to be


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provision is for students with autism and anxiety aged 11-16 years who would benefit from the opportunity of inclusive links in a mainstream secondary school

Hob Moor Oaks inclusion class – Vicky to add

be retained in a semi mainstream placement through inclusion. Where appropriate accreditation offered by mainstream secondary school rather than at our special school.

retained in their home / school environment. This is turn would allow for Applefields to become more focused on a much higher needs group whilst also supporting mainstream colleagues.

Applefields and LA need to create a screening / admission protocol so that only pupils who fit the protocol for admission to Satellite and Orchard are admitted.

Vicki to complete

Dual Placements are arranged for students who would benefit from access to both Applefields main site and some time in a mainstream secondary school. This may be organised to access specific courses or to maintain links with their peer group from primary school and their local community.

Students are able to be retained part time amongst peers they commenced education with. Pupils likely to stay closer to local catchment and can usually access school without transport.

Pupils able to develop skills / interests that are not offered here at Applefields

Pupils may access qualifications that are not offered at Applefields that allow them to undertake alternative post school pathways

Pupils have the ‘safety net’ of the routine and predictability of

Pupil and parental contributions at meetings.

Vicki to complete

Placements must be offered and funded fairly for both parties.

Clear quality assurance management of placements regularly reviewed

Exploration of how this model can then be transferred to post 16 providers and employers

Give mainstream schools more confidence to work with young people with higher need LD so that potentially more pupils could be retained in their local school for longer.

Vicki to complete


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Applefields, where specific support which may support their condition can be implemented.

Vicki to complete

The Outreach service is offered for children and young people:

with an Education, Health and Care Plan / Statement of Special Educational Needs

from Year 4 to Year 14

who are working below age related expectations, have significant learning difficulties and have a range of co-existing needs that effect their well being and ability to access the school curriculum.

School staff report being more knowledgeable and able to implement appropriate strategies for children and young people with significant learning needs and autism

Outreach teacher for complex needs informs strategic planning of special school places gathering data on numbers of children likely to need secondary special school provision

Parents highly value the support from the Outreach teacher saying it changes the way they are able to manage their child’s condition at home

Communication between home and school has improved as consistent approaches are used and increased understanding of presenting behaviour/issues leads to solution focused approaches.

EHCP examples

Specialist outreach teacher notes

Designated Paediatrician clinics held at the Special Schools.

Health needs are met and supported in school.


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MDT working – early identification of issues and actions to resolve.

Transition pathways are in place (see separate section on transitions).

Transition booklet.

Local Offer Preparing for Adulthood section – add link

Videos of young people moving on from special school – add link to website

Commissioned specialist Health and Nursing provision in the 2 special schools for children with complex and additional needs.

Children and young people are seen in a comfortable and familiar environment, with minimal disruption to schooling.


Parents content that nursing support is close by and that people with correct qualifications can dispense medication appropriately with them within correct medical procedures.

Vicki to add to this section

Multi-profession - Child protection Supervision.

Evidence available from review of specialist nursing team by external consultant

Parental anecdotal evidence (available to represent if required)

Vicki to add to this section

Multi-profession - Child protection Supervision

Continued partnership work between LA and NHS so as to maintain quality assurance on quality of services provided to school.

Vicky to add to this section

Enhanced Resource and Alternative Provisions

The Enhanced Resource Children and young people SLAs and Reviews of Enhanced Establish the primary ERP for


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Provisions include: o Early Years Enhanced

Resource Provision (ERP) for up to 12 children with complex learning needs at St Paul’s Nursery;

o Primary ERP for 26 children with speech, language and communication needs at Haxby Road Primary School;

o Primary ERP for 10 children with dyslexia at St. Oswald’s Primary School;

o Secondary ERPs for young people with autism at Fulford and Joseph Rowntree Schools with 10 young people each;

o New class for children with autism opened in September 2017 in the Haxby Road ERP;

o Central Deaf Provision for children and young people who are deaf and need a high level of specialist support in a mainstream school: Hemplands Primary School, All Saints Secondary School. Central teachers of the deaf support the children, providing teaching,

receive effective teaching to meet their needs.

Teaching and learning in specialist provision is a high standard and supports continual progression for children and young people.

Children and young people are supported by specialist staff with appropriate strategies

All staff and students in schools have direct experience of teaching and learning within an inclusive diverse society.

Flexible, personalised timetables provide levels of inclusion appropriate to individual needs which support educational progress and development of confidence, social and communication skills.

Young people in mainstream school are able to drop into secondary school base for a quieter, supportive environment.

Staff in mainstream have CPD from specialist staff increasing their skills in supporting inclusion of all CYP.

Higher level of funding supports

Resource Provisions (Ref: 5.60) – Get from Jess/Lynne in October as being reviewed

Criteria and checklist for admissions panels for ERPs ensure provision will match need. (Ref: 5.61)

ERP Annual Review reports (Ref:

ERP Review Report 2013 (Ref: Ask Jess – report from Liz Godman

ERP Service level agreements ‘When I started school my teachers said I was difficult and couldn’t do things I really struggled to do. I couldn’t figure out what to do. They didn’t know I had difficulties. I couldn’t wash my hair very well. t has gone better. I have learned more. Pupil Fulford ERP

children with autism at Haxby Road school

Establish Orchard Provision in Manor School for young people with Asperger Syndrome and high anxiety to provide nurturing environment Sept 17. Aim to support gradual increased inclusion. Provision to be led by Applefields staff, providing expertise in autism.

ERP review: follow up with review with focus on secondary provision.


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training, support; o Satellite provision for 16

secondary aged students with moderate and severe learning difficulties at Manor CE Academy, developed in partnership with Applefields Special School.

o Inclusion Class Hob Moor Oaks for children who can access higher levels of inclusion in the mainstream in Federation, where peer classes are opposite one another.

Schools line manage staff and take joint responsibility with LA for monitoring effectiveness of provision through annual review.

good level of support for YP when they go out into mainstream lessons

Work on life skills and citizenship completed in small groups in the base to support understanding.

Levels of inclusion are personalised to needs of children and available in all ERPs, supporting social skills, confidence and increased communication.

Parents can choose for children and young people to stay in mainstream school with appropriate support

SCERTS model being rolled out across the city supporting consistent approaches in working with children, young people with autism

FIRST clinical psychologist attends regular peer support meetings with autism ERP staff

Specialist support from senior clinical psychologist supports creative strategies to support children with significant needs.

FIRST Report (Ref: 2.13)

ERP strongly promote parent engagement eg coffee mornings, 'Stay and Play' sessions in nursery, drop in, learning

Parents feel confident in provision, improved communication, understanding of strategies used, leading to

Feedback from parents and YP None


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journal, home/school books, high levels of communication as needed etc

shared approach across home and school

Parents' feedback ERP Fulford School.odt

Parent Voice Questionnaire results.docx

SEND Information Report 2016.docx

In library somewhere

ERP provision has risen in line with national and local trends. The primary ERPs have developed their outreach support to schools to help identify need and discuss appropriateness of placements and further support available.

Children in primary ERPs attend their local ‘home’ school in the afternoons, to maintain contact with friends, ready to move on to secondary school. Children report feeling included in home community, improved transition

ERP SLAs.

None

The Local Authority uses data on the needs of children and young people to plan the development and outreach function of its Enhanced Resource Provisions.

Primary age ERPs have developed outreach support to schools to help identify need and appropriateness of placement.

ERP leaders meet regularly with the Head of Specialist Teaching Team and Head of Disability & SEN which provides monitoring, quality assurance and planning.

ERP SLAs.

Jess asked Lesley and Jacqui for info

Minutes of ERP Leaders Meetings – July 2017 (Ref: 5.66)

January Census and CYC Performance Booklet (Ref: 5.4a & 5.4b)

none

Primary aged children return to their home school in the afternoons to maintain links. Staff from the ERP provide outreach and training to

Staff in mainstream schools receive specialist training and are better able to meet the needs of children and young people.

ERP meetings with primary host schools

ERP review paper- see above. Ask jess for report

Review SLA with home schools, involving heads of home schools (Jess Haslam)


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enhance skill in the wider workforce.

The primary ERPs meet with the child’s home school to moderate assessment results.

The LA commissioned a review of ERP provision in 2012 by Liz Godman, SEN Consultant, which led to a changed model in outreach for the primary ERPS and annual reviews

EPs provide additional sessions to the autism ERPs.

EPs can give dedicated time for staff consultation within ERPs.

Number of sessions allocated (Secondary ERPs receive 10 additional sessions. Primary ERPs receive 5 additional sessions.

None

The Central Deaf Provision meets the needs of children whose first language is British Sign Language. This specialist provision was developed with parents.

Children are able to learn using their first language, British Sign Language ,with highly skilled and trained support.

BSL is also used to support children with delayed language in the central provision improving early access to language.

Central Deaf Provision SLA (in the library) Ask Lynne Johns

Further info asked from Helen Martin

None

The LA funds Nurture Group Provisions in 2 primary schools located in areas of high social deprivation, to support young children with SEMH needs. Each Nurture Group takes approximately 10 children. Boxall profiles are used to identify the correct cohort of children.

The LA commissioned a review of Nurture Group provision in July 2013 by Liz Godman, SEN Consultant, and Claire Elsdon, Acting Senior Educational Psychologist. Following this review, in line with the recommendations, both Nurture Groups have been asked to submit annual reviews.

An amended presentation on

Nurture Group Review 2013 (Ref: 5.61)

Example of an Annual review 2015-16 (Ref: 5.80)

Nurture Group Annual Reviews submitted by the schools - Clifton Green report 2016/17 and Carr Infant School report 2016 (Ref: 5.48 & 5.49)

‘Nurturing Classrooms’ has been piloted in a revised ELSA programme. It will be updated for the next ELSA course in Autumn 2017. (Claire Elsdon)


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nurturing classrooms was developed as part of the EP traded services offer.

Bilbrough Country Classroom

Review for young people in KS3 and 4 (2015) (Ref: 4.18)

Blueberry Academy for young adults and post-16 provision (2016) (Ref: 5.62)

Mill Lodge inpatient unit for young people with mental health needs has a school room staffed every morning by the LA specialist teachers. Speak to Lynne Johns

Young people are supported to continue their studies, providing much needed links with home school, enabling them to continue learning on their return. Some have taken GCSE and A Level exams successfully in Mill Lodge. It also provides a sense of normality and structure to the day

Specialist Teaching Team review

Feedback from young people and families in Mill Lodge

Discussions being held to extend the teaching offer in Mill Lodge Autumn 17

Home tuition is also provided for all young people with medical conditions that prevent them accessing school. Close liaison with the young people’s school ensures they have opportunity to keep up to date with their work. Speak to Lynne Johns

Young people continue their learning while at home or Mill Lodge and are better able to return to school

Specialist Teaching Team review

Develop use of IT in supporting YP at home. Extend links with Safe Base to support connections with other young people

Safe Base: Work with Tang Hall Smart Community Interest

Young people meet others with similar issues and this is key to

Feedback within Education, Health and Care plans

Increase links to other opportunities, including


125


Company to develop specialist provision for young people unable to attend school due to mental health needs or chronic health, leading to isolation.

developing social confidence. New skills are developed- eg IT and music skills

demonstrates significant confidence and pleasure gained from attending Safe Base

internships as appropriate

The Primary Enhanced Resource provisions schools moderate results of assessments with home schools.

Speak to Lynne Johns

Results are consistent and staff have a shared understanding of the children.

ERP and home SENCO meeting minutes

Specialist school nurses exist within special schools to meet the needs of this population. This service sits separately to the HCS but stronger working relationships are being established.

This means that children and young

people are supported appropriately

through points of transition. It also

means that appropriate information

is shared to support the ongoing

care and support of children and

young people.

WHAT CAN SPECLIAST SN PROVIDE

US? PUBLIC HEALTH AND NIALL TO

MEET WITH THEM.

The YHCS needs to develop a closer working arrangement and information sharing protocol with special school nurses.

Children from a BME background

Funding for working with children with English as an Additional Language (EAL) is delegated to schools.

Delegated to schools Delegated to schools Delegated to schools

Some schools employ designated EAL teachers to meet needs of these students.

CYP and families are supported within schools.

Attendance and attainment is improved.

Case files and spreadsheet

Service level agreement with schools and agreed at Schools Forum

Half termly attendance review

None

Educational Psychologist use Parents can read and understand EP Reports


126


‘Language Line’ to translate reports to ensure they are accessible to parents with EAL.

the assessment reports ensuring they can contribute to recommendations and outcomes.

Post 16 providers offer EAL courses

High level of uptake of post-16 opportunities with many progressing to York College.

Reduced NEET Travellers.

Last year, York College introduced ESOL provision specifically for 16-19 year olds. This has proved very popular and the programme has been extended this year.

Numbers of students transferring to secondary school

NEET Traveller numbers

Work needed to improve retention of Traveller students in secondary schools

York employs a range of staff to work with identified students from the Gypsy, Roma and Traveller communities.

Advice and guidance to 10 individual primary schools, in particular, Tang Hall, Osbaldwick, St Lawrence’s, Fishergate, St George’s, Lakeside. Direct support to 44 children in primary schools, ranging from induction support, transition support, intervention to address specific learning needs, wider family support.

All Traveller children attend primary school and the vast majority transfer to secondary.

There is a growing trend towards Elective Home Education during KS3 and 4. Many opt back into education post 16 when more vocational choices are available.

This year, York College has begun to offer courses to Y11 EHE students. 3 Travellers have taken up this option.

Develop role of LATs in supporting vulnerable groups within Traveller community.

Staff liaise with families and CYP from thses communities to attend meetings, explain processes and encourage engagement.

TEMSS staff liaise closely with colleagues across CYC and schools. Act as advocates in meetings, explaining processes etc eg YOT, CS, Housing Support

Minutes of meetings. Develop training across organisation to widen awareness of cultural issues when working with Travellers.


127


Services etc.

Early identification of need through early years work on Traveller sites.

There are currently 19 pre-school Traveller children on our Early Years register. As well as achieving 100% enrolment into school, the Early Years worker supports families in taking up 2 year old Pathfinder funding: 5 children in the past 18 months and 3 awaiting funding. All Traveller 3 year olds are in nurseries. 10 out of 11 families are registered with their local children’s centre.

Reports held by service. Work closely with local area teams to improve engagement with Traveller community.

Collaborative work with other educational professions requiring expertise, eg YOT, Housing Support Service and Children’s Services.

Through this work speech problems, dental issues and other health issues are flagged that may have gone undiagnosed until school age. We work closely with health visitors.

York bucks the national trend towards Home Education.

100% transition to secondary in 2016.

Improve outcomes at 16, in particular by reducing number of students taking up home education in KS3 and 4.

Maintain 100% transition from primary to secondary.

Project on Raising Aspirations in York Schools funded by York St John University and running in four primary schools.

Traveller pupils in identified schools had opportunity to engage with project, visit York St John University, become more aware of option of attending university.

Project was written up by one of the teachers involved as her MA dissertation.

More work needed to raise aspirations of Traveller young people as to their options post 16.

Refugees: support with school placement, explaining education system to parents, ensuring right

All schools receiving refugees are briefed. School places arranged prior to arrival and students in

Refugee students attend school as soon as possible which helps to integrate families within their

None


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support is in place in schools. Training for school staff to help them understand psychological needs of this group. Liaising with Early years and post 16 providers where needed.

school within 2 weeks of arrival community, and help progression with learning English.

Young Offenders

The Youth Offending Team (YOT) are a multi disciplinary team working with young people involved in the criminal justice system, custody and with those on Early Intervention and Prevention. The YOT are presently looking at designating an officer to lead on education and SEND across the wider team

A designated officer will ensure

there is a deeper knowledge of

education and SEND and a single

point of contact for other

agencies

This new way of working is

presently being considered by

the YOT management board and

hopefully agreed by 19/09/17.

Previously the YOT has

designated a specific officer to

concentrate on education and

this has previously proved

beneficial

This is in the early stages and will

be ongoing development once

agreed

Assessment for young people on entry to the YOT service includes use of ASSET plus National Assessment tool

The new assessment framework is an improvement on the previous Asset as it is more in depth and requires a greater level of information gathering. This ensures that the YOT officer is analysing a broad range of information, which in turn leads to a detailed and informative assessment.

The YOT have conducted an internal quality assurance process on every Asset Plus compiled. Though the assessment is time consuming, it is proving to be beneficial in ensuring that all areas of the young persons life are addressed. There is an education section and an area that other assessments can be

Though it is not stipulated in National Standards, the YOT will continue to quality assure all assessments and strive to improve the time taken to complete them


129


incorporated, which is an improvement on the previous assessment process

The Educational Psychology Service has a designated role for Children in Custody who has attended joint training with colleagues from Youth Offending and SENDIASS on implementing the SEND Reforms.

Ongoing knowledge of the young

people in custody and their

needs.

Availability to provide further

support when required.

An increased knowledge of the

systems working to support

children in custody.

Opportunities to promote the

voice of the child (e.g. during

entering custody meeting).

Robust and appropriate

community intervention plans

for young people who are

released from custody onto

Community Supervision Notices.

Improved Sentence Planning and subsequent Interventions taking into account the young person’s learning needs.

Currently, September 2017 there are six young people open to the YOT on Detention and Training or sec 91 custodial Orders, four of which are in Wetherby YOI, serving the custodial element of their Orders. The other two are placed in Rainsbook Secure Training Centre.

One young person has an EHCP.

of these, two young people had SEN identified at school for presenting behavioural, emotional difficulties.

Closer links between the Youth

Offending Team (YOT) and SEN

Services to ensure SEN

processes/pathways s are in

place for young offenders with

SEND

Designated YOT officer for any case receiving custodial sentence or remand to secure accommodation to contact EPS on entry into secure estate, to review young person’s needs.

Developing electronic eASSET Plus links with Wetherby YOI /Eastmoor SCH, when Secure estate go live with ASSET Plus.

Embed ‘Clear Cut’ SLCN

screening assessment into early

assessment of all YOT case work.

All YOT staff have access to the

Online Youth Justice SEND

Bubble resource that went live

last year.

Health worker based in YOT Increased accessibility of

CAMHS service and support for

vulnerable groups

The CAMHS practitioner within

the YOT is accessible to all

young people with concerns

around mental health. The

The CAMHS practitioner is

developing the role and only

came into post this year. Future

developments will include the


130


CAMHS practitioner is delivering

specific packages, such as the

Decider Skills course to young

people and has been involved in

ADHD for our client group.

Though it is difficult to measure

results in mental health, it is

apparent that this role is making

CAMHS access available to the

team.

potential to renew the Forensic

Panels for the York area, which

will provide improved routes for

young people with mental

health difficulties potentially

entering the secure estate.

Service Children

The LA compiles a database twice yearly of Service Children in York schools. In the Autumn Term the performance data is analysed once it is validated and in the Summer Term after the January census the number and location of all Service Children is updated

Service Children with SEND are incorporated into this database

There are good links between the LA and local MoD officials.

Database analysis enables key partners to track the performance of Service Children.

Information about the location and performance of all Service Pupils in shared with the Effectiveness and Achievement Team and School Partnership Officers.

There is a higher demand for SEN support from service families. SEN services are aware of the need to support transition for service families and proactively ensure plans are put in place to meet their needs.

Service Children data booklet July 2017

Minutes of termly Service Pupil forum meetings.

School Partnership Officer records of visit.

In 2016, there were 16 service children with a statement or EHCP and 46 on SEN support out of 389 Need to update figures

The rise in no's of service children with SEN from 2015-16 for SEN support is 24% and for those with a higher level of need; EHCP/statement is 60%. Need to update figures

Schools with a larger number of Service Pupils address their needs well. There needs to be a continued focus on highlighting the particular issues faced by Service Pupils in schools with small numbers.

Service Children with SEND are There is a high demand for SEND From 2015 to 2017 there has To have Service Pupils with SEND


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incorporated into this database. support from service families. SEND services are aware of the need to support transition for service families and proactively ensure plans are put in place to meet their needs.

been an increase in the number of Service Children with SEN support and EHCPs but a drop in the numbers with a SEN statement (see Service Pupil booklet)

as a standing agenda item at the Service Pupil Forum meetings.

There is a termly meeting for schools with Service Children at which best practice is shared and this includes best practice for Service Children with SEND.

Issues re Service Children with SEND can be resolved quickly especially at times of increased mobility.

Ofsted/School Partnership Officer Reports

A key area for development is that a greater number of key schools and partners attend the termly meetings.

An Army Welfare Officer has attended the ELSA course to increase awareness about what schools can offer.

Increased close working between schools and the Army Welfare Service

Army Welfare Officers now liaise with key partners to address issues faced by Service Families and Children

Promote the particular issues faced by Service Pupils with all schools

Service parents tell us they ask to stay in York for an extra commission as they are happy with the support for their children with SEN.

Schools have introduced Service Pupil champions.

The LA has been mentioned in MoD documents as a model of good practice.

To spread best practice beyond the schools with large numbers of Service Children

There are good links between the LA and local MoD officials. The LA Lead for Service Pupils chairs the termly Service Pupil forum and is a member of the equivalent NYCC group.

Issues faced by both Service Families and Pupils can be addressed quickly because of the links developed between key partners (schools, the LA and the Army Welfare Service)

LA has been mentioned in MoD documents as a model of good practice.

Minutes of Service Pupil forum meetings.

To improve the links between Service Families and schools the LA is exploring (with the support of St Oswald’s School) using their Service Families’ Liaison Officer) across the city with targeted schools.

Agreement in place that any transfer of an Army child will not impact on their service and

Increased accessibility of service and support for vulnerable groups

William will ask Carol Redmond William will ask Carol Redmond


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waiting time within CAMHS.

9. Performance Management

Context:

City of York Council is committed to developing confident, capable people, working positively for York. As part of that commitment all colleagues reflect on their performance and discuss future aspirations and work goals through regular one to ones and an annual PDR appraisal. Our Values and Behavioural Standards Framework provide clarity about our shared objectives and purpose and the ways we work effectively together. Our values are:

We work together

We improve

We make a difference Behaviour standards outline core behaviours, defining how we work with our customers and inform and steer effect engagement with those we support. The local authority quality assures SEN provision through the leadership of the multi-agency strategic partnership for integrating services for disabled

children. This partnership steers the strategic direction for city and works closely with the York Parent Carer Forum to ensure co-production of the

forward plan. Membership includes parents, elected lead member for Children’s Services, CCG, DMO, children’s therapies lead, special schools and

SEN services.

All SEN managers have access to up to date performance data which informs strategic planning and development. There is a strong history of co-

production which is central to strategic planning. The current Inclusion Review has mapped current provision and need in phase 1 and is now working

with Chief Executives of multi-academy trusts and maintained schools to plan for future provision. This informs the quality assurance of SEND

specialist provision, support to schools and workforce development. The local authority works closely with the Pathfinder Alliance, school

headteachers and SENDCos to ensure our workforce is equipped to meet the needs of disabled children, young people and families.


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Performance monitoring of EHCP process each half term, overseen by SEN Management team.

SENDOs quality assure every new plan and every annual review before presenting it at Panel. This includes a review of all supporting evidence before assessment of need is agreed.

EHCP panel review needs, provision, outcomes and progress of each child or young person before agreeing progression to an EHCP or allocation of funding.

Multi-agency challenge day – July 2017, Health, education, social care and parents provided an independent review of the quality assurance of EHCPs

Regional peer challenge has provided an independent assessment of our quality assurance process and identified it as strong practice.

Outcomes are recorded, and data maintained in relation to

York EHC plans are of a high standard with a consistent golden thread from children, young people and parent views to needs, provision and outcomes. This ensures needs and concerns from young people and family are identified and followed through to SMART outcomes.

Training is identified for SENDCos based on gaps/quality of EHCPs seen in EHCP panel and peer support provided.

Where children and young people have not made progress the SEN Designated Officers (SENDOs) provide challenge and support to schools and seek confirmation of action taken.

Positive feedback is given to settings to support good practice.

Schools and colleges are supported to undertake rigorous review and self

EHCP Panel minutes.

Report from SENMAN

SENDO QA forms Jess sending

SENDO quotation – Jess sending

Records of cluster visits.

Half termly SENMAN reports.

EHCP peer challenge to continue


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outcomes achieved.

Monitoring of timeliness of Health, Social Care and EP contributions to statutory assessments leading to increased accountability

evaluation of SEND performance.

Colleagues supported/advised if not maintaining timeframe for contributions to plans.

All SEN data is performance managed, prevalence informing planning of provision and services. For example diagnosis of autism has risen by 93% in 5 years

Two Autism TAs were appointed to provide support/short term interventions to schools to support inclusion based on increased need.

Autism report for local authority

PCU Dashboard

Further consideration of Autism Inclusion Team capacity. (Jess Haslam)

Monthly monitoring of CAMHS contract: includes joint commissioning of psychological support for those with complex autism and behaviour needs, and the School Wellbeing Service

Close working with CAMHS colleagues enables effective use of resources and improved support for children and young people. For example, children and young people are supported to remain in school/home by the FIRST psychologist.

Monitoring of the School Wellbeing Service is informing the development of the service and has increased pro-active work within schools to support mental health needs.

FIRST Report

The CAMHS Cluster Final Report 2016 (Ref: 5.15)

Memorandum of understanding for new School Wellbeing Worker Service (2016) (Ref: 5.16)

Transformation Plan refresh October 2017.

Develop a closer working relationship with the CAMHS SPA. This could involve notification to the SWW (with consent) of cyp referred to CAMHS that do not reach their threshold. This would then instigate a consultation conversation in school about the additional support that can be put in place to support cyp’s mental health issues and concerns. (William Shaw)

Annual monitoring of effectiveness of funding for short

Ask Jenny Bullock Report from Jane Halnan

Ask Jenny Bullock for data


136


breaks provision

PIs are reviewed as part of Children’s Services quarterly review, shared at DMT and as part of Peer Challenge

Good data offers increased accountability, better understanding, assurance that services are improving and any areas of concern address.

PI quarterly reports shared at DMT.

Outputs and data used to review the effective and efficient use of Early Years Inclusion Funding (reports published 2014, 2016)

Evaluation of Early Years Inclusion Funding is used to make recommendations for future funding and was instrumental in the business case to increase funding from £50k to £100k in 2014-15.

Evaluation reports from Early Years Inclusion Funding 2016 (Ref: 5.32)

Action Plan (Ref: 5.33)

To consider implementing an amended process for distributing the Early Years Inclusion Fund which includes stakeholders (Barbara Mands)

The local authority paid for 4 Schools to undertake intensive training from the London Leadership Challenge for SEND. Schools audited their own and another school’s SEN provision/practice. This was shared with the wider SENCO forum.

Four York High School members of staff were trained in LLS methods. This was an intensive training offer paid for by CYC. We all used the tool as self audit and then met to moderate our findings, which was extremely

Schools took responsibility to self audit and moderate findings.

SENCOs were highly motivated to improve provision.

Key academies took a lead in the self review.

London Leadership self audit Millthorpe

All Saint’s Audit (in the library)

Consider roll out to other schools (Pathfinder Alliance)


137


useful. Then each of the trainees audited another school to the focus which they had identified in their self audit.

Central staff are performance managed with observations to ensure high quality support, advice and teaching is maintained.

This enables staff to improve their skills/practice, thereby improving outcomes for children and young people.

% of SPT have achieved good or outstanding (Jess has asked Lynn Johns for this)

The Local Area based Review of Post-16 Provision has included analysis of SEN provision which has been shared at SENMAN.

The strategic partnership for 14 – 25 LDD scrutinises data to inform planning for future provision.

Increased local education placements have been developed in response to forward planning based on four year data.

Evidence in the library

York's Colleges are performing well in terms of attainment, retention and destinations

14-25 Strategy Meeting Minutes

16-24 High Needs Presentation (Ref: 2.26)

Shared focus on outcomes for post-16 across services eg Care Leavers, NEET and Youth Offenders. (Gary Robinson)

Specialist provision is monitored by the LA SEN team. ERPs provide annual reports, Bilbrough Country Classroom provision for young people with SEMH has been reviewed by Principal EP, Principal of Danesgate and School Improvement Officer

Provision and Nurture Groups to show effectiveness of provision. (Example Clifton Green's Nurture Group Review, Haxby Road ERP Review reports 2015-16.)

Annual Reports submitted by schools with Enhanced Resource

Bilbrough Country Classroom (Ref: 4.29)

Develop shared review (SEN and Danesgate) of providers of personalised programmes (Tricia Head & Jess Haslam)


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10. Joint Commissioning and Working


Joint Planning and Commissioning

Following the publication of Future in Mind (2015), in partnership with CAMHS, the LA recruited 2 Mental Health Workers for the CAMHS Cluster Pilot programme (2015-16) to work in 2 geographical school clusters. The success of these pilots has resulted in the roll out of the School Wellbeing Service across the city from September 2016 , providing a step up and step down approach bridging the gap between schools pastoral

Schools feel the CAMHS Cluster Pilot increased the confidence and competence of staff when identifying and supporting children and young people with emerging mental health needs.

Children and young people report improved feelings of being able to cope

Wellbeing Workers help settings to ensure referrals to CAMHS Primary Mental Health Workers are robust and appropriate.

Children are supported in

The CAMHS Cluster Final Report 2016 (Ref: 5.15)

MOU for school cluster project 2016

Transformation Plan refresh October 2017.

Overview Report September 2017 (Ref: 11.25)

To ensure the quality and stability of the School Wellbeing Service during a transitional period of management. (William Shaw)

Context:

The local area Strategic Partnership for Integrating Services for Disabled Children is responsible for overseeing the implementation of the

SEND reforms and reviewing provision and support for disabled children and children with special educational needs. A forward plan was

developed with York Parent Carer Forum to prioritise the implementation of the reforms and developments for the city. The Strategic

Partnership is a multidisciplinary group with representatives from the parent forum, education, social care and health. The group reviews

and commissions services and provision. York Parent Carer Forum are members of this group and support communication with other

families to ensure developments are co produced with families.

Health, Education and Social Care colleagues all contribute to plans to ensure they are holistic in considering all the needs of the child/young person.


139


Staff and CAMHS.

The clear Memorandum of Understanding to describe the expectations of schools, CAMHS and City of York Council within the model.

The School Wellbeing Service reports directly to an Early Intervention Steering Board made up of stakeholders across CYC, CAMHS, CCG and Schools; this is accountable to the multiagency CAMHS Exec.

expressing emotional and mental health concerns, and are more confident as a result.

There is a stronger multi agency ownership of support for those with mental health needs.

The LA and Health jointly commission FIRST, Family Intervention Rapid Support Team, which provides intensive support to families at the point of crisis for young people with autism and challenging behaviour. Support is provided in home, education settings and short breaks.

None of the young people seen by FIRST this year have required out of area placements. No home placements have broken down and they have all remained with their families. Of the 8 young people only one has not yet managed to return to some form of education.

FIRST reports and updates Further development of FIRST model to include a therapeutic short break offer and regional commissioning approach

The LA implemented Personal Budgets for 6 pre 16 pupils to provide personalised learning and work pathways.

Personal budgets are offered at Coordinated Assessment

Families receive single budgets covering a range of needs including education, transport, short breaks, leisure activities.

EHCP plans

Feedback from parents

Share further information about PB with parents

Update leaflets with more recent examples

Extend personal health budgets

Add check on EHCP that parents


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Meetings have been offered PB

Revised Memorandum Of Understanding (MOU) for funding for shared care between Health, City of York Council and York Hospital.

Shared understanding of funding

Parents do not need to ‘fight’/push for funding from different agencies

MOU for shared care (Ref: 2.18)

Joint Panel and Joint Panel Post Maintained Education (PME) are multi agency panels that oversee commissioning of out of city or specialist placements for CYP whose needs cannot be met locally

Educational Psychologists, Social Workers and the Virtual School Headteacher undertake joint visits to potential placements for children and young people who are needing residential placements OOA.

There is a clear protocol in place re funding out of city placements and shared decision making with health re funding

The needs of children and young people with complex needs are resourced appropriately and met within the city where possible.

Joint Panel and Joint Panel PME Terms of Reference and minutes

Examples of reports of visits to residential schools as potential placements. Example of VS

Review Joint Panel arrangements

York developed in partnership with Applefields School at Manor CE Academy: - Satellite provision for 16 secondary aged students with moderate and severe learning difficulties. - The Orchard provision for YP with Aspergers and high anxiety

Young people who have a high level of need who wish to be part of a mainstream school access specialist teaching and a nurturing environment

Families who do not want they children to go to special school request Satellite provision as ‘the best of two worlds.’

Ask Adam for more evidence The Orchard is a very new provision. Review of how it is working and increase provision for future years


141


who need a highly nurturing environment

Young people have small peer groups and personalised programmes to meet their needs

LA worked in partnership with Henshaws College, an out of area specialist FE provider, to develop individual learning and work pathways using some local provision.

Deaf young people with high level of needs now access specialist support from St Johns Sc for deaf, on day placements, with access to York College

Young people are supported in their transition back into the local area with personalised package with increasing times in York to ensure transition is a smooth process

Young people access local provision and build peer networks through deaf clubs, and York College – supporting a smooth transition back into York

Ask Gary and Ruth H for evidence/quotes from YP and families Ask Helen Martin for quotes Ask Jess/David Mountain for reduction in numbers at St J over years

Continue to consider partnership/joint packagesS around MSI support with ST Johns

Data sharing between children’s and adults

This supports planning for adulthood, including housing, education places, Social care provision, access to community activities with the aim to meet their needs in York

Ask Ruth Horner and Katie Brown

LA are seconding a specialist OT (October 17) to lead physical and health needs arms of the Specialist Teaching team.

Increase knowledge and understanding of staff

Improve joint working between therapists and education, due to increased understanding of roles to support inclusion

Increase knowledge of specailsit adaptations to support inclusion

Review of Specialist Teaching Team Paper to DMT Dec 16

Embed OT role in Specialist Teaching Team and evaluate effectiveness/learning


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in Specialist Teaching Team

York piloted Coping with Crying- a universal programme by the NSPCC. Following its success, Children’s Centres jointly commissioned with the 0-19 Healthy Child service and midwifery to continue to deliver the programme as part of the Health Child Programme.

Ask Niall

The film is offered to all expectant parents, and provides information on giving their baby the best start in life.

Successful pilot evidenced parents understand crying and feel better equipped to meet their children’s needs ??

Ask Niall

Ask Niall

The Local Authority with North Yorkshire and the Partnership Commissioning Unit (PCU), on behalf of the Clinical Commissioning Group (CCG), jointly commissioned a Speech Language and Communication (SLCN) review.

A needs analysis informed an action plan. Follow up work has included developing SLCN friendly environment audit

Parents and carers were fully involved in the review and have influenced the development of the service.

SLCN Joint Commissioning Terms of reference for steering group reports and Implementation group minutes

The LA and NHS speech therapy service are continuing to work together to implement the recommendations of the joint commissioning review. An audit of universal settings re SLCN friendly environment will be piloted in September 17.

You said, we did – Jess is asking Alison Brown to write.

Working Together

The LA funds an Early Support Coordinator to coordinate care for families across health, social care and education. Referrals to ESC come from health (paediatricians, therapist etc) form birth up to the age of 5 yrs. The ESC liaises closely with

Children and young people are supported effectively through seamless coordinated support.

Leaflet of the Early Years Coordinator from the Local Offer www.yor-ok.org.uk/Local Offer Before School - 0-5 years




143


Portage Services.

From January 2017 Local Area Teams provide coordinated locality based teams.

This will ensure that children, young people and families have access to timely and meaningful early help support and prevent the escalation of need.

Local Area Outcome Plans

Individual case studies

Commissioning and capacity building work

The development of the outcomes framework will improve our ability to understand the needs of local communities and the impact of Local Area Teams.

Continued integration with multi-agency partners is required in order to full realise the potential of Local Area Teams.

Education, Health and Social Care work together through EHCP and My Support Plans, which coordinate support, and ensure accountability.

EHC Panel QA process checks that any concerns from parents are followed up including effective joint working.

Support is coordinated for families who have to tell their story once

Shared information can lead to preventative action

Focus on outcomes supports clarity on improving priorities and accountability through review process

Examples of EHCP plans

EHCP QA process

Quality Assurance Group terms of reference (VMT)

Outcomes from EHCP challenge day Ask Lisa to send

Follow up feedback from EHCP Challenge day

The co located multi agency transition team works closely with health, with clinics held in the Transition zone. Learning and Work Advisors, children and adult social workers and York Independent Living Scheme work in one team, supporting effective

Young people 14+ are supported in the transition team, ensuring agencies work closely together, leading to a smooth transition into adulthood.

Young people can plan for their future beyond school with effectively coordinated support

Case studies: Ask Ruth for case studies

Local Offer link to films


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transition into adulthood.

Improved transition information in Local Offer by filming local people who have moved on from school.

Young people can see peers who are working or volunteering in York, living independently and have an active social life

Commissioned specialist Health and Nursing provision in the 2 special schools for children with complex and additional needs.


Parents content that nursing support is close by and that people with correct qualifications can meet medial needs.

Health advice for education staff available at all times, improving knowledge and confidence of staff, and supporting increased access to learning as medical needs are met swiftly- such as when a child has a seizure, their needs are met in school instead of having to go home.

Evidence available from review of specialist nursing team by external consultant

Parental anecdotal evidence (available to represent if required)

Work with schools to support children with medical needs, includes Personal Emergency Evacuation Plans : www.yor-ok.org.uk/Guidance For Professionals

Personalised programmes are developed for young people to support them locally involving education, social care, housing, independent travel and health when needed.

Creative packages are personalised and allow young people’s needs to be met, not young people slotted into provision.

These include work placements,

Transition personal packages

EHCP

Parent and young person feedback

http://www.yor-ok.org.uk/guidance-for-professionals.htm




145


sport, motor mechanics, placement on farm, Safe Base, access to specialist teachers

Interview panels for new posts include parents, wherever possible. CYP are also included as appropriate. They also include other agencies.

Participation in interview panels ensure staff are appointed who can communicate well with parents and young people. Parents feel respected and engaged in service planning/development.

EP interview

Specialist Teaching team interviews

Allied Therapies interviews

None

LA supports shared placements: mainstream / special. The outreach teacher supports mainstream schools with children with complex needs.

Parents request split placements so children can access positive inclusion in local school and specialist provision

This often supports parents who are not ready for their children to attend special school. Many move to gradually increasing time in special school

York has higher than national average numbers of children with SEN in mainstream schools

Collate feedback and evaluate effectiveness of shared placements: outreach teacher

SEN Services often deliver joint training eg Educational Psychologist and Specialist Teachers deliver training on Autism on the ELSA course, Educational Psychologist deliver ELKLAN (10-week Language course for TAs) with the Speech and Language Therapists.

Young people and parents co

Shared expertise enhances training and gives more holistic content

Young people and parent contribution grounds training and bring it alive

Feedback from ELKLAN and ELSA course strongly endorse the high quality delivery and value of attending

Feedback on Specialist teaching team training

Feedback from all age autism strategy launch re young person and parent contribution


146


deliver training on conditions eg deafness and autism

Specialist teachers and EPs work closely with health eg o The Deaf Team and

Audiology run shared clinics, share information and sit together on CHISWIG;

o A nominated Educational Psychologist and Specialist Teachers are part of the CAMHS autism diagnosis panel.

o Specialist Teachers co deliver with CAMHS on the ASCEND course for parents;

o Specialist Teachers work with those with physical health needs work closely with OT, physio re equipment needed in schools etc;

o Specialist Teachers run the school room at Mill Lodge, the inpatient unit.

A richer understanding of the child’s needs are presented as part of the diagnosis

Central teams are able to follow up quickly, once referral is received and have a good understanding of need

Parents hear shared messages on jointly delivered training, supporting consistent approaches and holistic presentation of needs/issues

Specialist teachers work closely with medical staff about the child/young person’s needs, supporting a holistic understanding of the child and consistent approaches.

Strong feedback from training

See feedback from ASCEND

Appointing OT to lead physical and health needs team in Specialist Teaching Team

Educational Psychologist have a history of being part of research groups with colleagues from CAMHS eg Anxiety (2014) Computerised CBT (2014,

Research is kept up to date with current issues

EPs are kept up to date and work closely with research colleagues

Minutes of Steering Group for research projects eg CCBT

None


147


20155) Phobias (2016).


148

11. Workforce Development – William/Alison Brown – CSC????


Awareness to Improve Early Identification

Jenny Bullock to add something

A multi agency social, emotional, mental health (SEMH) workforce development sub group has recently developed, that will report directly into the CYP SEMH Strategic Partnership.

Representatives from CAMHS, LA, EP service, Schools, Public

Multi agency partners working together to develop a joined up, evidenced based, consistently evaluated mental health training plans for school staff

Training plan developed based on training needs analysis and feedback from schools

Workforce Development group action plan (Ref: 11.1)

Workforce Development group statement of principles (Ref: 11.2)

Workforce Development sub group meeting notes (Ref: 11.3)

Training Offer to schools (Ref: 11.4)

Service Overview including evaluation of training. (need to

Ensure schools complete case studies to evidence the impact and learning across the whole school of the implementation of the training

Collate attendance, evaluation data and ongoing training needs feedback from schools to inform future training planning

Context:

Can you include something - eg some basic data about the size of the workforce as per CYPP? Ask WDU

SEN Services and Allied Health Services have developed a traded training offer for staff within educational settings.

The ELSA programme continues to be well attended and very highly evaluated. The Educational Psychology service has now trained over 235 ELSAs

across 64 education settings since 2010.

The new Strategic Partnership of Mental Health and Wellbeing (SPEMH) has created a subgroup for developing the confidence and competence of staff

and professionals to identify and support emerging mental heath needs. This group has representatives from CPD Pathfinder, City of York Council

Workforce development Unit (WDU), CAMHS, Educational Psychology and Schools.


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Health are part of the group.

The aim of the group is to develop, monitor and quality assure a joined up training offer for different audiences starting with schools

The sub group is working in partnership with Pathfinder Teaching Alliance to deliver SEMH training offer to schools. Pathfinder has sourced external funding from the Charlie Waller Foundation to roll out training to schools free at the point of delivery.

Training will focus on evidence based early intervention strategies that work in schools.

Training plan delivered by different providers has been pulled into one place, so there is one point of access / reference for schools

Training is targeted at evidenced based interventions highlighted with NICE guidelines and DfE guidelines

The training has been identified under different headings linked to the CAMHS thrive model – so that training is targeted at the right staff / audience

All training will be evaluated using the same consistent questions indicators – this includes a pre and post survey and medium term case study

Additional funding has been sourced by Pathfinder Teaching Alliance from Charlie Waller Foundation and from NHS England – to ensure that the majority of training is free at the point of access for schools

Annual MH conference

reference outcomes report Ref: 11. 25)

Parent mentoring training: “The support and training you give are excellent. Although I was quite literally terrified about starting working as a parenting mentor, I have felt extremely well supported and I’ve had so much encouragement and have learnt so much. It has given me so much confidence and the ability to use the skills I already have and to expand on them massively. I feel that this is a huge step towards getting back into the workplace for parents like me how have lost the nerve and are feeling unsure”.

Storyboard on supporting schools and settings with emotional wellbeing September 2017 (Ref: 11.26) Tina sending

Communication training plan effectively across different channels

Shared learning to other areas of workforce development around MH


150


delivered each year lead by Pathfinder Teaching Alliance.

School Wellbeing Service has sourced NHS England funding to train workers on the specific evidence based approaches that are most effective in school / early intervention settings. This is directly linked to NICE and DfE guidelines

School Wellbeing Workers trained in DDP, DBT, CBT informed approaches and creative, play and talking therapies

Training programmes Share learning and strategies of evidence based interventions in school settings

Measure and evaluate the impact of different evidence strategies and intervention in schools settings

Development and changes to

Staff roles in CAMHS to align

with agreed clinical pathways

Ask Carol Redmond

Increased consistency

familiarity of worker from

assessment to intervention

Anticipated reduction in

waiting times, multiple

assessments and hand offs

between workers

CAMHS service transformation

plans

Ask Carol Redmond

Implementation of CYP IAPT Children and young people’s Improving access to Psychological therapies

Greater focus on transformational change, participation, access and evidence based interventions

Increased training for leaders, managers and practitioners

CYP IAPT plans

Ask Carol Redmond

Ask Carol Redmond

York Educational Psychology Service has trained over 235 Emotional Literacy Support

Schools report the training for ELSAs has improved their ability to meet the needs of children

TaMHS Evaluation Report (2011) This shows clear positive impact of ELSAs. (Ref: 5.13a & 5.13b)

The Educational Psychology

Service will conduct an audit of

ELSAs in Autumn 2017 to


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Assistants across 62 schools in York

The ELSA programme has been extended to 6 days to include anxiety and nurturing classrooms

and young people with emotional needs and reduced referrals to CAMHS at a lower level of need

Children and young people report feeling supported by ELSAs.

ELSA Evaluations show that 95% of training modules are evaluated as ‘good or excellent’.

determine how many ELSAs are

still working in this role with

access to supervision. (Claire

Elsdon)

ELKLAN training re speech, language and communication needs delivered by SALT and EP to TA staff from 42 schools (35 primary including Haxby Road ERP and 7 secondary) in York, plus two members of the Specialist Teaching Team. This ensures good quality identification and assessment of need in primary and secondary schools

The Speech and Language Therapy Service and EY SEN Teacher co-delivers pre-school ELKLAN to support early years staff with identification and assessment of need for children age 0 – 5 years

School staff report greater awareness and understanding of SLCN and the implications of these on learning and social and emotional development. Staff also report greater knowledge of strategies and confidence to implement these in the classroom.

100% of delegates on the Elklan training course rated the content and presentation as ‘good’ or ‘excellent’.

Evaluation of the Specialist Teaching Assistant Project 2011-12 Report

Amalgamated Elklan course evaluations from WDU 100% of all delegates from the Elklan training course who submitted a learning portfolio have gained an NVQ Level 2 or 3 qualification

None

The Children's Therapy Teams have developed a referral pack for professionals and families,

For speech and language, parent may self-refer.

Schools know how to identify

Traded therapy training offer. (Ref: 5.24)

Therapies Referral pack and

Implement identified actions and targets from the SLCN review. (Alison Brown)


152


which describe referral guidelines for SLT/Physio/OT - what to look out for, when to refer etc.

therapy needs and when to refer on.

guidelines (Ref: 3.8).

The Children's Therapy Teams

have developed a range of

Universal & Targeted advice

sheets regarding a SLCN and

these will be available on the

Trust website and linked to the

referral guidelines where

appropriate

Allied Therapies contribute to

training for SENDCos. For

example, Speech Therapy

Service has inputted to CYC

SENCo networks and the Child

Minders Forum to give training

re SLCN identification (eg

Selective Mutism)

The Children's Therapy Teams

have a comprehensive brochure

of training programmes,

including an ‘introduction’

session that covers SLCN-

awareness-raising.

To support settings and families in understanding and meeting their child’s SLCN.

SENDCos have better awareness of speech and therapy needs and can make robust and appropriate referrals when needed.

Staff have access to high quality training for SLCN.

To go on Trust website August 2017.

Currently available from SLT admin department.

Supplied after SLT triage as appropriate

Traded training for SLCN. www.york.nhs.uk/childrenstherapytraining

Make service users more aware of the AHP part of the Trust web site , the referral guidelines and information sheets re. SLCN

Termly QA of health assessment and support as evidenced in EHCP planned to be conducted by DMO, DCO & SEN Manager.

SEN staff work with Pathfinder and SENCOs re delivery at each

SENCos are well supported.

SENCos attend EHC Panel and

Feedback None

http://www.york.nhs.uk/childrenstherapytraining

http://www.york.nhs.uk/childrenstherapytraining


153


SENCO forum where SENCOs seek advice regarding procedure, policy and individual cases.

Schools have allocated SEN Designated Officer (SENDO) whom they could contact for advice.

have a good understanding of the process

SENCos know the central SEN COordiantion team, appreciate the transparent process and are able to contact for support

Termly Integrated Services Conferences includes information about new developments 0-25, including parent, young people voice and health, education, social care input.

Parents and professionals can be updated on all developments for disabled children and young people across 0-25 range.

Parents receive same training as professionals and value shared access

Feedback from Integrated services conferences

Integrated Services Conference Evaluation July 2016.xls

None

Education Settings: Schools, Early Years Setting, colleges

Training is offered to schools via workforce development units, the Pathfinder Teaching School Alliance and peer development projects such as SENCO forum.

Schools are more confident in meeting the needs of CYP with SEND.

Pathfinder brochure

Pathfinder training evaluation

SENCO Forum is used as a platform to cascade training which individual schools have attended nationally.

York benefits from the close collaboration between schools, enabling sharing of skills and expertise

Pathfinder SENCO forum feedback None

Allied Therapists provide training to CYC SENCo networks

Settings increase their understanding and skills re

Health Traded Training brochure from the AHP Service

Ask Alison Brown


154


and the Child Minders Forum to give training re SLCN identification (eg Selective Mutism)

Health traded model for developing universal skills with partners.

specific needs and know how to access health referral routes

Redefining role of therapies and providing appropriate support at Universal/ targeted and Specialist intervention levels

EPs and specialist teachers offer training in school and early years settings for relevant conditions/needs/barriers to learning. This is free as part of the educational psychologists SLA .

Traded training is provided for colleges/university for individual young people

Training skills up staff and supports effective inclusion

Schools identify training needs and central teams are responsive. This supports trust and improves joint working for children

Traded Training Brochure from the EP Service www.york.gov.uk/Educational Psychology Services Brochure

York has higher than national ave numbers of children with SEN in mainstream schools

None

LA is looking to develop peer review and has funded training on this for five school SENCOs.

LA supportive of academy SEN review an has worked with Ebor Academy to support review of primary special school

Primary and secondary schools valued the London Leadership Challenge and provided peer challenge and support following the training

Haxby Road challenge report Offer of peer challenge to continue

through Pathfinder programme

Cluster groups use funding creatively to access training or collaborative work

Training identified to meet local needs

Cluster group feedback



Documents

York Local Area SEND Self-Evaluation Inspection... · York Local Area SEND Self-Evaluation (03.01.18) 2 Contents Page 1 Introduction, including Key Facts and Figures 2 The Leadership