Development Plan

Services and provision for pupils with Special Educational Needs

Update Report.

 

 

This report has been written to provide information regarding the developments within the field of Special Educational Needs since the initial Plan was written and accepted by Select Committee and approved by Executive Committee.

 

The final plan was completed in August 2001.

 

The Plan identified a number of key priorities and related activities in the following areas:

 

For ease of reporting, Progress and Developments in each section will be reported under each heading.

 

 

 

 

PRIORITY 1.             STRATEGIC DEVELOPMENT

 

Activity 1.1    It was agreed in the Development Plan that a Special Educational Needs Reference and Strategy Group would be established.

 

Progress:     This multi-agency group commenced in January 2002 and Terms of Reference were established.  The group meets on a termly basis; its purpose is to:

·        To promote quality provision for children with Special Educational Needs.

·        To provide a mechanism for cross phase and cross-agency discussion regarding initiatives and development within the LEA and other agencies.

·        To provide a forum for the concerns of interested parties to be raised through the formal agenda.

·        To act as a reference and monitoring group for the actions set out in the SEN Development Plan, Behaviour Support Plan, aspects of the Education Development Plan and Early Years Development Plan.

·        For representatives on the group to feed information back to their colleagues.

 

There have been 4 meetings to date, with a wide range of issues and developments having been discussed, including:

 

·        Special Educational Needs – monitoring arrangements

·        Disability Discrimination Act – LEA Accessibility Strategy

·        Sensory Impaired Service Developments

·        Behaviour Audit – initial findings

·        Intensive Behaviour Intervention Team

·        Inclusion Policy and Inclusion  Self Evaluation for Schools

 

 

Activity 1.2    Utilise the Best Value Review of SEN services to ensure services are effective, efficient and economic.

 

Progress       A Best Value Review of SEN services was undertaken jointly with the Social Services Children’s Disability Service and completed in March 2002.  The report and Implementation Plan was approved by the Education Select Committee and Social Services Select Committee on  18 September 2001 and (date) respectively. 

 

                        A progress review report was presented to Children’s Committee on 19th May 2003.

 

 

 

 

Activity 1.3    To revise the pupil profile criteria/descriptors in relation to pupils who have Special Educational Needs.

 

Progress       This is a complex area of work and significant progress has been made in relation to developing a matrix to describe the profiles of Children with Special Educational Needs and the type of provision they may require.

 

                        Part of the rationale for developing the matrix was to aid the process of decision making regarding “additional” funding for Special Educational Needs.  Changes in the way LEAs are funded with effect from April 2003 has influenced this work and a paper has been developed and remains at a consultative stage (commenced Dec. 02) with Head teachers on further ‘devolvement’ of funding for statements.  Headteachers prefer to remain with the existing arrangements for funding but see the ‘matrix’ as an important mechanism for clarity of decision making.

 

 

 

 

Activity 1.4.   Review the information for parents and schools in line with the Code of Practice (revised).

 

Progress       A new information booklet for parents has been published and distributed.

 

                        Information relating to Special Educational Needs developments and initiatives is now included in the Parent Partnership newsletter.

 

 

 

 

 

Activity 1.5.   Develop a monitoring system to ensure the effectiveness of SEN provision.

 

Progress       A monitoring system was developed and piloted in schools throughout 2001/2002.  Revisions were made following feedback from schools and officers and the final version was published in May 2002 and implemented in the Summer/Autumn terms of 2002.  A number of other LEAs have since utilised this work to develop their own mechanisms for monitoring SEN, e.g. Milton Keynes.

 

 

 

 

Activity 1.6    To review the level of resources within the pre-school sector for SEN.

 

Progress       An analysis from the database of pre-school children was undertaken in  2001/2002.   £30,000 of resources have been made available to the Early Years team to assist in appropriate support for children’s inclusion into a pre-school and early years provision.  Allocation of resources is undertaken within the early years team, based upon evidence of need versus progress, taking into account review of individual development plans.

 

                        In addition, consolidation of staffing within the early years sector has been completed with three area Special Needs Co-ordinators in post, and six support staff.

 

 

 

PRIORITY 2.             COGNITION AND LEARNING

 

Activity 2.1    Re-organise Medina House and Watergate School to form a primary school and Secondary School for pupils with complex needs.

 

Progress       There has been substantive discussion, consultation and further work undertaken on this activity which has involved governors, parents and officers.  The following areas have been addressed:

 

·        Strategy group formulated, September 2001

·        Formal public notices published November 2001

·        Curriculum organisation reviewed September 2001 – December 2002

·        Staff training events, January 2002 – current.

·        Capital funding secured to develop building programme, £1.8million.   All building work to be completed by August 2003.

·        Admission criteria agreed.

·        Secure specialist advice and support to the school. – ongoing discussion with NHS regarding nursing cover.

 

 

Activity 2.2    Develop Special School outreach in order to extend the range of advice and support to mainstream school staff for pupils who have complex needs.

 

Progress       An initial analysis of pupil needs was completed in 2001/2002

                        The objectives and service delivery model have been developed into a formal paper and funding allocated within each school budget.

                        Implementation will commence September 2003.

 

 

 

 

Activity 2.3    Extend the range of provision available to support pupils with specific learning difficulties (dyslexia).

 

Progress       Work on this activity has varied from the original activity template.  A working group has met in order to progress this work but it has not been a cross phase group due to time factors.

 

                        A proposed programme for development has been partially completed.  There has been some initial negotiation with Head teachers who may host an ‘in-reach’ centre, (i.e. pupils from other schools use the centre for support).  Capital costs for 2 centres have been identified although revenue funding to extend staffing has been limited because of budget constraints.

 

                        An initial action plan has been developed and a work programme agreed.

 

 

 

PRIORITY 3.             BEHAVIOUR, EMOTIONAL AND SOCIAL DEVELOPMENT

 

Activity 3.1    Review the provision for pupils presenting with Behavioural, Emotional and Social difficulties.

 

Progress       There have been a number of inter-related developments in this area, which have involved consultation and discussion at various levels.

 

                        This specific area of activity relates very closely to work undertaken with other agencies, particularly social services and health.

 

                        An Action and Implementation Plan has been developed between Education/Health/Social Services to establish a multi-agency ‘Intensive Behaviour Intervention Team (IBIT).  Each agency has committed funding to provide intensive ‘all round’ support for those young people at imminent risk of family placement breakdown, being permanently excluded from school or being admitted to hospital because of mental health problems.  One of the key purposes of this team is to maintain, as far as possible, young people with extreme difficulties, within the community.

 

                        Separately, within the LEA, an audit of behaviour difficulties has been undertaken in order to inform future planning about provision, and consultation is ongoing with key stakeholders, schools in particular.  A review discussion is planned during the autumn term, engaging with middle school Head teachers in particular, to look at the current behaviour support initiatives. 

 

                        Two Pupil Referral Units, (PRU) were established in September 2002.

 

 

 

 

Activity 3.2    To develop a multi-agency assessment process for children with Behavioural, Emotional and Social Development Needs.

 

Progress       Joint assessment clinics have been operating out of St. Mary’s Hospital or Oak House since September 2002.

 

                        This assessment process involves Consultant Paediatrician, Consultant Psychiatrist, Consultant Psychologist and Educational Psychologist.

           

                        Whilst the assessment process has been pragmatic, in terms of dealing with assessments of children, it has not developed in the same manner as the Autism assessment process at Oak House.

 

                        This is seen as a longer term development model with significant revenue demands.

 

 

 

Activity 3.3.   To ensure support for vulnerable pupils is delivered in accordance with National Guidelines.

 

Progress       A monthly data print out is available from both PRUs to enable pupils to be tracked in relation to whereabouts, provision offered, and take up.  This was established September 2001.

 

                        All pupils in public care have their educational progress reviewed and the ‘Looked After Children Education Service (LACES)’ has been extended to support this activity.  This service has also developed ‘drop in’ facilities in Newport, (opened Feb/March 2003).

 

                        A formal re-integration protocol for permanently excluded pupils was consulted on extensively with schools and came into effect September 2002.

 

                        The post of Access & Inclusion Officer was created and an appointment made in October 2002.

 

 

 

PRIORITY 4              COMMUNICATION AND INTERACTION

 

Activity 4.1.   Establish a Communication and Interaction Resource Centre at High School Phase.

 

Progress       A centre to enable continuity of provision at High School Phase is opening in September 2003 at Carisbrooke High School.  There has been significant discussion with Senior Staff and Officers and with governors over a period of time to gain agreement with regard to the centre.

 

                        Capital works are already underway and revenue costs have been identified.  Staffing for this centre will be contracted to St. Catherine’s School, which replicates the model at Nodehill School.  The centre will be known as the Autistic Spectrum Resource Centre.

 

                        There are still a number of relatively minor issues to be resolved, for example, installation of telephones, and this work is ongoing.

 

 

 

PRIORITY 5              SENSORY AND PHYSICAL DEVELOPMENT

 

Activity 5.1.   Review the provision for pupils who are deaf or who have hearing loss.

 

Progress:     Significant work has been undertaken in this area including developing a Communication Policy.  Setting out service standards and expectations including performance indicators.

 

                        A framework for the professional development of staff training is agreed.

 

                        A matrix of need has been determined which quantifies the level of support pupils will receive in order to support pupils access to the curriculum via specialist teachers.

 

 

 

 

Activity 5.2    Undertake a review of the range of physical needs in mainstream schools.  (** Cross reference with Activity 2.2)

 

Progress:     An initial review paper was prepared in 2001.  There are links between any outreach support provided through special school provision and the support needed for children with physical difficulties, e.g. co-ordination difficulties, but whose condition is not so severe as to warrant special school outreach intervention.

 

                        A working group has met on three occasions to further progress this area of work which includes parents, health and education representation.  A firm proposal with funding requirements is currently in progress.

 

 

 

Activity 5.3.   Ensure there are sufficient resources to provide support to pupils who have a visual loss.

 

Progress:     Significant work has been undertaken in this area including developing a Communication Policy.  Setting out service standards and expectations including performance indicators.

 

                        A framework for the professional development of staff training is agreed.

 

                        A matrix of need has been determined which quantifies the level of support pupils will receive according to the degree of visual loss and how this impacts upon curriculum access.

 

 

 

 

 

 

 

 

Priority

 

 

Activity

 

Success Criteria

Achievement

X = Fully

P = Partly

; = Not achieved

1.

 STRATEGIC DEVELOPMENT

1.1

Establish an SEN Reference & Strategy Group

 
X

 

 

1.2.

Ensure Services are effective, efficient and economic.

·         Consultation with users/stakeholders

·         Benchmarking with other LEAs

·         Best Value Report presented

X

X

X

 

 

1.3.

Revise Pupil Profile criteria /descriptors in relation to pupils who have SEN

·         Profile descriptors produced

·         Matrix of Support provision developed

·         Proposals agreed and implemented

P

P

P

 

 

1.4.

Review the information for parents and schools in line with the SEN Code of Practice (Revised)

·         New information booklet

·         Newsletter published through parent partnership
X

X

 

 

1.5.

Monitoring SEN Provision

·         Pilot programme completed and reviewed

·         Implementation of programme

·         Link Inspection and Ofsted show improvement in SEN Provision and attainment.
X

X

P

 

 

1.6

To Review the level of resources within pre-school sector for children with SEN

·         Working Group established

·         Needs and resources identified

·         Gaps identified

·         Draft report produced
X

P

P

;

 

 

 

 

 
 

2.

COGNITION AND LEARNING

2.1.

Re-organisation of Special Schools

·         Approved by DfES

·         Building work completed by August 2003

·         New School Established September 2003

X

P

P

 

 

2.2.

Develop Special School Outreach Services

·         Protocol for outreach services agreed

·         Implementation date agreed.
X

X

 

 

2.3.

Extend provision for pupils with dyslexia.

·         Action plan for implementation agreed.
P

3.

BEHAVIOUR, EMOTIONAL AND SOCIAL DEVELOPMENT (BES)

3.1.

Review provision for Behavioural, Emotional & Social Development

·         Working group established

·         Paper produced

·         Action Plan developed
X

X

X

 

 

3.2.

Develop Multi-agency assessment process for BES and ADHD.

·         Working Group established.

·         Assessment framework agreed

·         Staffing Agreed

·         Process Implemented.
;

P

P

P

 

 

 

3.3.

Ensure support for Vulnerable pupils is delivered in accordance with national guidelines.

·         Monthly data analysis available.

·         Monitoring undertaken

·         Access and Inclusion Officer appointed

·         Data produced for Ofsted and Audit/Best Value
X

X

X

X

 

 

 

 

 
 

4

COMMUNICATION & INTERACTION

4.1.

Establish High School resource provision

·         Host school identified

·         Capital & Revenue budgets agreed

·         Implementation Action Plan developed

·         Date for centre to be opened, agreed
X

X

P

X

 

 

 

 

·          
 

5

SENSORY AND PHYSICAL DEVELOPMENT

5.1.

Review the provision for pupils who are deaf or who have hearing loss.

·         Analysis of need completed

·         Training needs identified

·         Time allocation/analysis completed

·         Service delivery model agreed

·         Policy Developed
X

X

X

X

X

 

 

5.2

Undertake a review of the range of physical needs in mainstream schools.  (** Cross reference with Activity 2.2)

·         Needs of pupils identified and held in a data system.

·         Training and support needs of staff identified

·         Level of outreach clarified and delivery framework developed

·         Revenue Stream Identified
P

P

P

 

P

 

 

 

5.3.

Ensure there are sufficient resources to provide support to pupils who have a visual loss.

·         Analysis  of children’s needs available

·         Training needs identified

·         Framework for training and recruitment developed.
X
X

X