Best Value Joint Review

Directorates of Education

and

Social Services & Housing

 

 

 

 

 

 

 

Final DraftChildren with Special Educational,

Children with Disabilities and Children

with Significant Health Needs

April 2001 – March 2002

 

 

 

 

 

 

 

 

 

 

March 2002


CONTENTS

 

1.         INTRODUCTION

            1.1        The Aim of the Review.

            1.2        The Scope of the Review.

            1.3        The Purpose and Expected Outcomes of the Review are:

 

2.         METHODOLOGY

            2.5        Focus groups

 

3.                   Values and Principles

            3.2.       Inclusive services

            3.3.       Entitlement

            3.4.       Planning

            3.5.       Training and support: Inclusion

 

4.                   Strategic Planning  - joint Work

 

5.         Outcomes of Discussion and Consultation

            5.1.1     Communication.

            (a)        General Service Information.

(b)        Inter agency communication

(c)        Information Technology and Data Management

(d)        Communication with Service Users/Parents/Children

5.1.2.    Assessment

5.1.3.    Co-ordinated Services

5.1.4.    Equality of Access and Provision

 

6.         COMPARISON

6.2.       Comparison Activity.

            6.3.       Data Comparison: Survey

            6.4.       Data Comparison: A Quality Assessment

            6.5.       Process Comparison

           

 

7.         Competition and Alternative Service Providers

7.1.       Context

            7.2        Outsourcing Options

            7.3.       Education Outsourcing  

            7.4        Social Services Outsourcing

           

8.         Recommendations.

 

9.         Service delivery objectives

 

10.        Options for the future

 

            ATTACHMENT 1           Improvement Plan

 

            Appendix 1 – Scoping document

            Appendix 2 – Timeline

            Appendix 3 – Structure of Management and Working Groups

            Appendix 4 – Service Quality/Value Survey (Schools)

            Appendix 5 -  SUMMARY OF PREVIOUS CONSULTATION –

                                      SEN Development Plan

 

 

 


Glossary

 

 

BVR

Best Value Review

CAMHS

Child and Adolescent Mental Health Services

Child in Need

A child who is unlikely to achieve or maintain a reasonable standard of health or development without help and/or is disabled

DfES

Department for Education and Skills

DoH

Department of Health

EFQM

European Foundation for Quality Management

HimP

Health Improvement Plan

IT

Information technology

JIP

Joint Investment Plan

LEA

Local Education Authority

Looked After Children

Children who are in the care of the Council

OFSTED

Office for Standards in Education

PCT

Primary Care Trust

PDT

Practice Development Team

PPG

Partnership Planning Group

QP MAP

‘Quality Protects’ (government improvement programme) Management Action Plan

SEN

Special Educational Needs (applies to 0-19 age range) A child has special educational needs if they have a learning difficulty which calls for special educational provision

SRB

Single Regeneration Budget

SS&HD (or SSD)

Social Services and Housing Directorate

SSI

Social Services Inspectorate

TOR

Terms of Reference

 


1.         INTRODUCTION

 

1.1       The Aim of the Review.

 

The aim of the review was to scrutinise the effectiveness of local authority education and social services provided for children with special educational needs, children with disabilities and children with limiting long term illnesses; taking account of legislation, policy, processes, practice and available resources.

 

Children considered through this report refers to children with significant learning difficulties, physical and sensory difficulties, communication interaction and autistic spectrum disorders, behavioural, emotional and social difficulties and children with life threatening or limiting long term illnesses. 

 

 

1.2       The Scope of the Review.

 

A Scoping Report, which was approved by The Children’s Committee on the 22nd of March 2001. This identified the parameters of the services under review, the key legislation guidance and principles, which underpin service delivery, national and corporate objectives, and the approach, which the review would take. The management team quickly realised that the review would need to focus upon core Education and Social Services issues, related Health issues and not examine housing or leisure in any detail. Youth services did feature in the review through the consultation process.

 

The Scoping Document can be found at Appendix 1.

 

 

1.3       The Purpose and Expected Outcomes of the Review are:

 

·        to identify existing services which meet the identified needs of the children, to the satisfaction of children and carers.

 

·        to compare performance in terms of quality and cost with those of other agencies.

 

·        to identify areas for service development taking account of the views of service users and other stakeholders and audits of need.

 

·        to develop service development plans taking account of the above factors

 

·        to ensure that services are developed in a way which promotes effective collaboration between the statutory, voluntary and private sector agencies

 

·        to ensure that services are accessible to those who will most benefit from them and promote equality of opportunity

 

·        to develop services which respond to the identified needs and represent value for money

 

 

2.         METHODOLOGY

 

2.1       A Project Management group was co-chaired by the Head of Children’s Social Services and the Assistant Director of Education. The group was responsible for promoting ownership by members and professionals.  The terms of reference of the Project Management Group were to define and agree the parameters of the review, including time scales and reporting mechanisms, define and agree the processes, allocating tasks and monitoring progress and consider and evaluate key messages and recommendations for service development. In order to progress the review a time line was drawn up setting key milestones for the developing work.

           

            The Timeline can be found at Appendix 2.

 

 

2.2       The Project Management group had representation from the Voluntary and Community Sectors, Social Services, the Education Directorate, Early Years Services, Health Services and Public Sector Union representation.  The Management Group invited representatives of other agencies and services to specific meetings in order to obtain their unique perspective

 

Membership of the Management Group can be found at Appendix 3.

 

2.3             Five review groups with cross agency representation were set up to reflect the different aspects of service. These were:

 

Ø      Policy and strategy

Ø      Direct Services

Ø      Indirect Services

Ø      Administration and Resources

Ø      Residential and Short Term Support

 

The Structure of the Working Groups is set out in Appendix 3.

 

2.4       A half day meeting of all groups was held in order to outline the scope and structure of the review and enable detailed small group discussion to draft the work programme. Following on from this each working group met regularly and discussed a range of cross service themes in order to undertake consultation with service users and identify benchmarking issues. At least one representative from each group joined the consultation focus groups with parents.  This meant that each parent focus group had access to a member of each working group.  Questions were generated to take to the focus group meetings with parents and carers, with the ‘working group’ perspective in mind.

2.5       Focus groups were convened with parents and carers of children aged between 2 – 19 yrs, these were organised around the Department for Education and Skills (DfES) Special Educational Needs categories:

 

Ø      Behaviour, Emotional and Social Development

Ø      Communication and Interaction, and Autistic Spectrum Disorders

Ø      Communication and Learning, including Severe and Profound Learning Difficulties

Ø      Sensory and Physical Development

Ø      Sick or Terminally Ill Children

 

2.6       In order to obtain a broader perspective regarding services, questionnaires regarding education and social services were distributed to pupils and parents through schools.  A formula for distribution of questionnaires was developed in order to ensure a representative sample.  School staff were supportive in helping children to complete the questionnaires.

 

2.7             A meeting was held with representatives from the Voluntary and Community Sector in order to provide information regarding the review process, findings to date (feedback from focus groups and questionnaires) and to seek their views and comment.

 

            A similar meeting was held with representatives from public sector staff including union representation.

 

2.8       This review has taken account of information and consultations, which have been undertaken in relation to this group within the last 18 months.  A summary of previous consultation can be found at Appendix 5.

 

2.9       Throughout the process there was regular formal and informal feedback to members.

 

CONSULTATION STRUCTURE CHART

 

 

 


 



Text Box: User consultation Focus Groups

3.         Values and Principles

 

3.1.      The Isle of Wight council believes that all children and young people have a right to access local services.  They have a right to learn and develop together and should not be devalued or discriminated against.  The council promotes a culture of acceptance in which all children can be valued equally, treated with respect and given equal opportunities with due regard to race and culture.  These values underpin the successful development of policy and practice and are central to the council’s policy for inclusion and policy for corporate parenting.

 

3.2.      Inclusive services are fundamental to developing an inclusive society. Securing successful inclusion involves attitudinal change and developing a belief that individuals can co-exist regardless of abilities and disabilities within our community.

 

3.3.      Entitlement: Children are entitled to receive services in accordance with their assessed needs. Wherever possible, this should be within their local community, recognising that appropriate support, advice and resources may be necessary to achieve this. Parents and young people are entitled to express a preference for where that should take place.

 

3.4.      Planning: All planning within the council should have inclusive principles at its heart. Inclusion requires strategic planning at a systems and organisational level and at an individual level. Considerable effort is needed to ensure the barriers to inclusion are overcome.

 

3.5.      Training and support: Inclusion requires support, training and the development of new skills. This can be provided through local authority staff and services or through commissioned services.

 

3.6.      Tensions: The council recognises that there are potential tensions between needs identification and the finite resources available for services. Similarly inclusive principles can create tensions within communities as the needs of the many are weighed against the rights of the few.  

 

 

4.         Strategic Planning  - joint Work

 

4.1       At a corporate level the council has established a joint Childrens' Services Committee in order to bring together, in particular, elements of the work of the Social Services department and Education Authority where vulnerable children and young people are involved.

 

4.2       The Local Education Authority and Social Services Department engage in a range of joint work with the Health Authority at a strategic and operational level. This has significant benefits in terms of planning and resource deployment and has resulted in a range of collaborative activity, including joint and seconded appointments.

 

4.3       Joint Work is undertaken in a range of areas which also incorporates the work of the voluntary and community sector.

 

q       Partnership planning group – children and families (statutory agencies)

q       Children and young peoples Strategic Partnership Board Planning (statutory and Voluntary sector)

q       Children’s services joint commissioning panel strategic and operational

(Health, Education, Social Services managers) 

q       Drug Action Team

q       Youth Offending Team

q       Youth Justice Strategy

q       Child and Adolescent Mental Health Strategy

q       Special Educational Needs Reference and Strategy Group

q       LEA Statement panel

q       Social Services Resources Panel

q       Early Years Partnership

q       Children’s Fund

q       Domestic Violence Forum

q       National Healthy School Standards

q       Teenage Pregnancy Strategy

 

4.4       In addition, a number of posts have been established across ‘traditional’ agency boundaries in order to promote collaborative work e.g.; education co-ordinator for looked after children – funded by social services, based in education; Joint commissioning Manager – children’s services, jointly funded by Education, Social Services and Health.

 

4.5       Increasingly work is collaborative, the Oak House initiative being the most recent and successful development bringing together key professionals across agencies to support the assessment and intervention process for children and their parents.

 

 

5.         Outcomes of Discussion and Consultation

 

5.1       A number of key themes have emerged as a result of consultation, which point to areas of successful practice and areas where further improvements need to take place. These Key themes can be broken down into the following:

           

Ø      Communication

Ø      Assessment

Ø      Co-ordinated Services

Ø      Equality of Access and Provision

 

5.1.1   Communication.

            Communication within and between departments, and in relation to service users arose as a recurring theme throughout the process of consultation. It was recognised that communication was variable with examples of good practice e.g.; the establishment of Oak House and also effective ‘informal’ links but there is a need for clear concise information to promote understanding by service users and professionals of respective roles. This clarity of role needs to be extended to include all service provision; public sector, voluntary sector and independent providers.

 

            A number of key areas were identified:

 

(a)       General Service Information.

(b)       Inter agency communication

(c)        Information Technology and Data Management

(d)       Communication with Service Users/Parents/Children

 

(a)       General Service Information

There was an identified weakness regarding readily available information for service users in relation to the full range of services available, the eligibility criteria for access to services and complaints procedures. 

Parents considered more information was needed in order to make informed choices. Schools were often seen as the main access point. The evidence from service users was that when information was made available this was valued.

 

                        It is recognised that this is an area where improvements can be made to promote service user understanding of how services are organised and delivered.


 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 


(b)       Inter Agency Communication

There was an acknowledgement that the defined nature of the Island and co-terminus boundaries of statutory agencies meant that informal communication systems, in many respects, was effective however, there were reports of informal communication systems undermining or by-passing formal communication processes.  There was a lack of understanding, by some service users, about which agency was responsible for which service and between agencies a lack of awareness about what other services were available. 

 

The complexity and overlap between services indicates there is scope for developing a directory of services and simple flowchart regarding services available and how services are accessed

 

(c)       Information Technology and Data Management

There was a recognition that there are differences in terms of IT systems between and within agencies, also that access to IT was extremely variable. The infrastructure for IT between agencies was also inconsistent in terms of initial funding, upgrading and support. Whilst systems within the Education Directorate were considered more advanced than in social Services these could not be accessed by all staff.  Some staff have no equipment and have limited access to e-mail facilities. The storage of Data is fragmented both within agencies and across agencies. This presented particular difficulties when trying to interrogate systems and retrieve information. 

 

This is a intricate area of work with existing data systems within service areas requiring significant change and resources in order for integration between Social Services and the Education Authority to occur. It is necessary to review the extent to which data systems can be integrated and existing task groups need to collaborate. There is a recognition that staff need to have access to the appropriate equipment to input data, receive and send e-mail.

 

 

(d)       Communication with Service Users/Parents/Children

Services users commented upon the value they placed upon information and advice provided by Education and Social Services Directorates. There was a view that in some instances there was a lack of understanding of what parents wanted and needed and what agencies were able to provide. It was also noted that communication through E-Systems was limited.

 

Some parents felt there were times when they were not consulted or informed about recommendations/actions made regarding their child, these comments were targeted at schools as well as agencies. There were reports of some parents feeling ignored, misunderstood, unsupported, judged and blamed which led to feelings of isolation, impotence, fear and stress regarding what was likely to happen to them and their child.

 

Establishing more clearly defined eligibility criteria and being clear about what services can deliver can be improved. This will be underpinned by the corporate parenting objectives of the council and the policy for social inclusion. This work is further underpinned by the Framework for Assessment and the revised Code of Practice (SEN), where the involvement of parents and children is considered crucial.  Through its SEN monitoring process the LEA will undertake a parent satisfaction survey.

 

 

5.1.2.  Assessment.

 

            Both Social Services and Education Directorates have a duty to provide access to an assessment of a child’s needs (Children Act 1989; Education Act 1996). Each agency follows particular government guidance concerning processes and timescales when undertaking or commissioning assessments. There are different levels and types of assessment. Assessment is a process and not an event. It is a means to determine need and should be seen as part of an education/care management process. Assessment is complex and involves the drawing together of information from a range of sources, including the views of children, parents and others, to identify need and plan appropriate short term and long term intervention.

 

5.1.2.1.           A range of issues were raised by some parents in relation to assessment processes in particular, the length of time taken to complete assessments. Frustration was expressed in certain cases at the perceived failure to provide support and denial of support until assessments were complete. Concerns were also raised about some schools failing to act upon the recommendations following assessment and what role the LEA had in ensuring things were implemented. Parents involved with both Social Services and Education reported ‘duplication’ of processes with a need for transfer of information to reduce parental anxiety and pressure.  Some parents believed that assessment and a ‘label’ for their child was important to secure the necessary resources. In general, there is a need for clarity regarding eligibility criteria for assessment to promote understanding for parents, carers and professional staff.

 

5.1.2.2.           Some parents considered the process of assessment too remote and impersonal, particularly during the period of time when information is being gathered from a variety of sources. Whilst some of this was seen as bureaucratic there was an acknowledgement that parents needed information concerning the process and structure of assessments and the decision making mechanisms.

 

5.1.2.3.           Some parents also reported disagreements between professionals in relation to a diagnosis or recognition of need and the lack of parity between Island based assessment compared to assessment undertaken on the mainland. 

 

5.1.2.4.           Developments at Oak House, via a multi-agency approach, were seen as positive developments. Joint work between health, Social Services and Education have come together within this facility to ensure a single point of referral and assessment which, in turn leads to joint intervention. This approach has lead to reduced waiting lists, more targeted assessment and intervention.

 

5.1.2.5            In addition the Early Years partnership has brought together a number of statutory and voluntary bodies. Integrated support for children of pre-school age who have Special Educational Needs was achieved through re-organisation of three separate services into one team in September 2001, in collaboration with a special school. Three area special needs co-ordinators have also been appointed, together with an early years ‘link officer’.

 

5.1.2.6.           The speed at which Statements of Special Educational Need were completed has improved and annual reviews are undertaken according to statutory guidance.

 

5.1.2.7            The Social Services Directorate have also implemented the Department of Health    ‘Framework for Assessment’ of children in need and their families. 

 

5.1.2.8.           The developments at Oak House and within the Early Years Partnership are considered examples of ‘good practice’. Further improvements in partnership work of this nature will be developed. Refer to Action Plan.

 

5.1.2.9.           The LEA is implementing a framework for monitoring special Educational Provision within schools from April 2002.

 

5.1.2.10.         The Framework for Assessment, together with the Code of Practice (SEN) establish the requirement of multi agency assessment. In order to reduce duplication of assessment the LEA and Social Services will collaborate further to share reports and assessment processes. A common assessment protocol will be developed underpinned by training. Refer to Action Plan. 

 

5.1.2.11.         The SSD and the LEA will develop, in partnership, an agreed approach to eligibility criteria and resource deployment.   

 

5.1.3.  Co-ordinated Services

 

5.1.3.1.           Funding routes for services have changed which has led to numerous separate funding streams sometimes targeted at particular projects or groups. The Government agenda has increased the focus upon ‘joined up’ services and locally examples of positive collaborative work exist between Health, Education and Social Services. Department and services are increasingly dependent upon each other for data gathering and analysis to report to government upon local planning and outcomes for children.

 

5.1.3.2.           Issues were raised through the consultation, which suggest the need for human and financial resources to be used more effectively to meet changing circumstances. Some positive local initiatives were identified where funding has been secured to develop local services e.g. Invest to Save; Standards Fund; SRB, Early Years and the Children’s Fund.

 

5.1.3.3.           The processes for the identification of need and the mechanism for the prioritisation of competing demands against finite resources was called into question. There was a perception amongst service users and staff that those who shout loudest get most.

 

5.1.3.4.           Some parents and carers reported having to negotiate through a network of people in order to gain access to support and provision.

 

5.1.3.5.           A range of services are provided by agencies, some of which may overlap, for example: CAMHS, Behaviour Therapy, Educational Psychology, Family Solutions Team. The way in which these services are accessed, delivered, monitored and evaluated differ and in some instances a child or family may be in receipt of information, advice and support from more than one at any time. 

 

5.1.3.6.           The ‘transitions’ process was identified as requiring a more focused and integrated approach from the agencies.  It is also recognised that this needs to take account of the Valuing People guidance.

 

5.1.3.7.           The review has emphasised the need to strengthen and promote integrated service delivery, firstly building upon existing work e.g.; The Total Communication Project, which has been developed by the Health authority and extended into Education and SSD; Oak house. Secondly, a feasibility study of further options relating to more formal integration.    

 

 

5.1.4.  Equality of Access and Provision

 

5.1.4.1.           Some parents were very unsure of the services and provision available to help them support their child and the sources of appropriate information and advice.

 

5.1.4.2.           As reported previously, some parents and carers hold a perception that there is an inequality of access to assessment, support and services. Some parents considered that they were judged and their child’s needs not recognised because the disability of their child was not obvious.

 

5.1.4.3.           Parents also commented that access to youth service facilities had been denied to their child because they had a disability. This provision was also described as inaccessible with poor provision for some groups. In addition, some parents of children with complex needs indicated that they were expected to remain with their child because of lack of staff expertise or specialist facilities.

 

5.1.4.4.           A lack of consistency was reported in relation to the way in which children were treated by schools, which reflected attitudes of school staff and in some instances a lack of understanding of children’s needs. Parents reported instances of children being denied access to school trips or special events, although others reported very positive attitudes towards supporting their child.

 

5.1.4.5.           Reports of schools using Health and Safety risks as reasons for denying children access to after school clubs which run contrary to parental beliefs that such activities would help their child develop.

 

5.1.4.6.           Respite provision and support was also cited as unequal in relation to the groups of children for whom access was, seemingly, readily available. For others, intervention and support was only made available at the point of family breakdown. Parents were identifying that these services need to be broader and more flexible.

 

5.1.4.7.                      There was a perceived need for more training for teachers, learning support assistants, social workers and social work assistants in the understanding and management of children with special needs and learning disabilities. 

 

5.1.4.8            Some parents commented that their children were disadvantaged because of transport issues. In particular, if their child needed specialist transport, this could not be easily provided outside of normal school transport arrangements. This meant that parents had to be relied upon in order to transport their child to and from activities. 

 

5.1.4.9.           As stated previously the SSD and the LEA will develop, in partnership, an agreed approach to eligibility criteria and resource deployment.   

 

5.1.4.10.         The complexity and overlap between services indicates there is scope for developing a directory of services and simple flowchart regarding services available and how services are accessed

 

5.1.4.11                    Schools and Colleges will be expected to comply with the SEN and Disability Discrimination Act from September 2002.

 

5.1.4.12                    The LEA and Social Services Departments will promote staff training their respective training and development courses and will encourage joint training.

 

5.1.4.13                    A joint training and development programme will be investigated.

 

 

 

 

6.         COMPARISON

 

6.1       Comparison

6.1.1   In common with other Councils undertaking reviews of services for disabled children, attempts to generate comparable information on activity and processes (which led to contact with 35 Councils) yielded very little useful information, with only four Councils responding in detail.

 

6.1.2   Comparison activity included questionnaires to comparable Councils, a Member and Officer visit to Hertfordshire Council, The use of data from a quality assessment of Children’s Services and investigation of regional and national education and social care data, and other Best Value reviews.

 

6.1.3   The Social Services Inspectorate’s report on Lincolnshire’s review of services for disabled children in November 2001 acknowledged that this is a problem. There is little national reporting of services for disabled children required of Councils. The review also showed that despite SEN services between Councils sharing many common features, care services for disabled children varied from Council to Council, ranging from complete integration with education services (Hertfordshire) to specialist teams (Isle of Wight and Torbay). This diversity in provision appears to lead to differences in performance measurement, service definitions and policies.

 

6.1.4   The review team sought data that would reflect on the value of services from a variety of sources. This was a particular problem in Social Services, where comparable information was not readily available. Other reviews were not always helpful. Surrey County Council have undertaken a review of education and social care services for disabled children. Their review was similarly hampered by a lack of comparative information. The review contained data, but the information was already two years old. Attempts to refresh this data to enable up to date comparison were unsuccessful.

 

6.1.5   Despite a lack of response to requests for data and process information from comparator Councils, The Social Services and Housing Directorate has participated in an independent multi-Council European Foundation for Quality Management (EFQM) assessment of the quality of children’s services. This was undertaken by the QRM consultancy. Regional education groups have also provided information on SEN services.

 

6.2             Demand and Activity

 

6.2.1   Demand for services differs between Councils. The table below provides evidence of higher demand for SEN and disability services on the Isle of Wight. It also shows an above average performance in respect of school exclusions.

 

 

 

 

LEA Comparison - Performance and Exclusion

Year 2000

Isle of Wight

Statistical Neighbours

National

 

Statemented Pupils

            Secondary

 

4.7%

 

4.0%

 

4.0%

 

Average

            Primary

4.0%

2.7%

2.7%

Above Average

Pupils in Special Schools

            Secondary

 

1.7%

 

1.2%

 

1.5%

 

Above Average

            Primary

1.8%

0.7%

1.0%

Above Average

Permanent Exclusions

 

 

 

 

      Primary

      (Per 1000 Pupils)

Boys:   0.0

Girls:   0.0

0.2

0.0

0.3

0.0

Well below average

Average

      Secondary

      (Per 1000 Pupils)

Boys:   0.9

Girls:   0.7

3.6

0.7

4.6

1.1

Well below average

Average

Source: OfSTED January 2001.

Statistical Neighbours

North Lincolnshire          York

Torbay                          Darlington

Calderdale                     Medway

Shropshire                     Herefordshire

Warrington                    East Riding of Yorkshire

 

6.2.2   The following table describes the differing SEN and disability needs in comparable Councils. Variations in need will affect costs and service structures.

 

 

Assessed Needs in Comparable Councils

Statemented Pupils (Needs)

Isle of Wight

(24,000) 0-19

Herefordshire

(40,000) 0-19

Portsmouth

(46,250) 0-19

Southampton

(50,000) 0-19

Communication /Autism

21.7%

17 Pupils

17%

N/A

Cognition & Learning

40.8%

N/A

52%

N/A

Sensory & Physical

10.4%

32 pupils

15%

N/A

Emotional /Behavioural

18.9%

78 pupils

18.9%

N/A

Medical (other)

0.9%

N/A

1%

N/A

Total number of statemented pupils

827 (3.45%)

904 (2.26%)

729 (2.8%)

595 (1.9%)

 

6.2.3   The EFQM social care services assessment undertaken for the Isle of Wight by consultants QRM was also limited by patchy data and information contributions in respect of services for disabled children. This confirms our experience that this area of social care is notably less well measured and reported than for instance services for Child Protection and Children in Need. For example, The Isle of Wight was the only Council able to report the total number of children on the local Disability Register (237 out of 832 known disabled children in a population of 26,400 children). Of other Councils approached, Torbay were unable to provide comparable information on demand or their disability register. Brighton is employing a local voluntary organisation to establish and maintain a new register.

 

6.2.4   Assessment showed that the Island’s Childrens Disability Team at Social Services received 70 referrals in 2000/01, of these, only 2% were repeat referrals, this is better than the government target of 23% and is better than the next best performing Council in the assessment, which reported 23% re-referrals.

 

6.2.5   Of social care referrals received, the service assessed 86% compared to 46% in the nearest assessed Council. All of the assessed cases received a service; none of the other comparator Councils were able to provide comparable information.

 

6.2.6   Time from social care referral to assessment was 35 days, this exceeds the government’s target of 7 days, but the assessment and wider review has been unable to find comparable and reportable data from other councils. In addition, the social work service undertakes 90% of reviews within statutory timescales; the next best reported performance was a Council achieving 86% within the proper timescale.

 

6.2.7   All of the Councils in the assessment reported that all disabled ‘children in need’ have a named social worker or care manager. This is not always the case in other childcare services provided by Councils participating in the EFQM assessment.

 

6.2.8   The number of children looked after by the Social Services and Housing Directorate is comparable and very similar to other Councils involved in the assessment. Reliable comparison with other Councils is made difficult by lack of a commonly used definition of disability services within care agencies.

 

6.2.9   Torbay Council and Brighton City Council provided social care information. Both Councils have used the QP MAP, in common with the Isle of Wight, to produce performance targets and standards; there are no other comparable performance targets or processes in place. Similarly, both Councils reported near identical workloads and staffing arrangements to the Isle of Wight, apart from residential services and sessional outreach staff which are available to both Councils but are not easily measured for comparison.

 

6.2.10 The way in which education services are structured or delivered varies enormously and makes comparison difficult.  For example; Portsmouth LEA have only one full time teacher for children with hearing difficulties, for a child population nearly double that of the Isle of Wight.  Southampton has one specialist plus a 1.2 fte support teacher.  The Island has three full-time teachers of the hearing impaired. Superficial analysis would suggest that, either these authorities are understaffed or the Island is overstaffed.  However, both Portsmouth and Southampton have a number of special units attached to mainstream schools that do not show up as a central resource but do meet the needs of children with hearing problems.  Both authorities also ‘share’ provision with a neighbouring authority.  The Island established provision for ‘deaf’ children in the 1970’s in order to reduce the necessity for ‘off Island’ placements most usually residential provision; more recently unit provision has been phased out to allow children to attend their local school with specialist teaching support being provided by a central team of teachers.

 

6.2.11 The level of respite social care provided to children was difficult to collect due to an increasingly diverse and localised range of respite care activities, and a resulting lack of a common definition of what measurable respite care can be. Those Councils that attempted to describe respite care levels reported variations ranging from 34% to 5%.

 

6.3       Cost

 

6.3.1   As different services are required of each council, analysis of the comparative costs of services set out in the table below need to be considered with caution. This is complicated by the finding that some services provided by the Isle of Wight LEA are ‘ elsewhere, i.e. some are delivered through schools.

 

Cost Comparisons

 

Cost of Services (5-19)

Isle of Wight

Herefordshire

Portsmouth

Southampton

Education Psychology

£185,000

£7.71 per pupil (5-19)

N/A

£375,000

£14.15 per pupil

£640,000 (1)

£12.80 per pupil

(5-19)

Support Teaching Services (including sensory impairment and physical disability)

£425,000

£17.71 per pupil

N/A

£195,100

£7.36 per pupil

£155,000 (2)

(+£240,000 outreach)

£5.06 per pupil (£10.25 inc o/r)

Behaviour Support team (outreach)

£159,000

£6.62 per pupil

N/A

£140,000

£5.28 per pupil

£60,000

(+ £100,000 outreach from special schools)

£1.20 per pupil (£4.14 inc. o/r)

(1)  An income generating service

(2)  £240,000 also funds outreach from special schools

SEN Administration

£138,500

£5.78 per pupil

N/A

£197,000

£4.28 per pupil

£197,000

£3.94 per pupil

 

6.3.2   The IOW Educational Psychology service is costed at £7.71 per pupil (5-19), which is substantially less than the services provided by Southampton and Portsmouth. However the Southampton service offsets some of its costs through income generation by selling additional services to schools, other LEAs and agencies. Related to the above is the comparatively high cost of support teaching services on the IOW. Many authorities, including Southampton and Portsmouth, employ only specialist teachers for children with sensory and physical difficulties, whilst the Island has retained a central team of specialist teachers to provide support for pupils with general and specific learning difficulties.

 

Residential School Placements

 

No. of Pupils

Places Per 1000

(pupil pop)

Percentage Contribution by agency (%)

Total Costs

£1,000’s

Average cost per place -£1,000’s

 

 

 

SS

Health

Edu

 

 

Isle Of Wight

29

1.51

22

14

64

1293

45

Bracknell Forest

50

3.27

33

0

67

2018

40

Bucks

121

1.63

10

6

84

4170

34

Milton Keynes

68

2

25

1

74

2240

33

Portsmouth

24

0.92

11

1

88

584

24

Reading

31

1.8

19

5

76

1017

33

Southampton

25

0.83

5

0

95

499

20

West Berkshire

36

1.51

38

0

62

1586

44

Wokingham

52

2.2

12

2

86

1486

29

 

 

6.3.3   The Isle of Wight, because of its physical separation relies more heavily on local provision and suffers from very high costs for any mainland placements.

 

6.3.4   Torbay Council education and social services departments have now placed all disabled children currently in a school placement or looked after within the Council area. Brighton has three specialist education placements outside of the city and three children looked after out of the city (fewer than the Isle of Wight). Both Councils are able to place children nearer to home using Council in-house provision and locally placed independent and voluntary facilities not available on the Isle of Wight.

 

6.3.5   Torbay Council has a children’s disability service, which closely resembles the Isle of Wight service. Eligibility criteria and joint working arrangements are similar. It is funded with 2% of the Social Services budget (2.7% on the Isle of Wight). The Torbay specialist service care manages all disabled children in need. In contrast Brighton Council spend 15% of their social care and housing directorate budget on services for disabled children. This seems very high. The specialist joint children’s disability team also only deal with children whose needs are more than ‘moderate’. Mainstream social work teams deal with children not in these higher categories of need.

 

6.3.6   Both Torbay and Brighton were insufficiently confident of their data systems to share detailed activity and financial information, but they have shared some indicative costs. For example, Torbay have respite care costs ranging from £200-90 per night (Isle of Wight typical cost is £58). Family link costs are similar. Brighton indicate that Family Link costs are £55 per night (Isle of Wight - £57). Children’s homecare services are not costed in Torbay but Brighton estimate that unit costs are £18 per hour (Isle of Wight £11 per hour).

 

6.3.7   Both Councils have respite care arrangements. Torbay has a health flexibility arrangement with the local Healthcare Trust and Brighton has an agreement with National Childrens Homes for four respite places and one full time care place for £590,000.

 

 

6.4       Process and Structure

 

6.4.1   Process comparison appears to show broadly common features among education services, but there are diverse approaches to providing social care services. There is an increasing convergence among Councils who shared information, on making arrangements that streamline and simplify the service users experience of assessment and service delivery from education, health and housing. Consultation during this review highlighted demand from stakeholders for this on the Island.

 

6.4.2       A visit was made to Hertfordshire County Council, which has fully integrated its Education and Social Services Functions into one Directorate. This has resulted in the creation of a single service dealing with all local authority aspects of a childs disability or special needs. The objective of the service is to simplify and make more effective the assessment of education and social services needs and the planning and commissioning of services to meet needs. Investigating this option for strategic change was regarded as a benchmark opportunity to consider how services could be best configured, some observations are set out in a table below and discussed in the summary at 6.5 below.

 

 

Integrated Services at Hertfordshire County Council

 

Strengths and Advantages

·         Each service user has one case file for education and social care.

·         The service complies with ‘Assessment Framework Guidance’.

·         Consultation with staff, schools and service users was a key tool in making changes and structures set up during change are still in use.

·         It is intended that future savings be put back into the service.

·         The change creates a need for new multi-skilled posts and staff.

·         Strategic change has resulted in clear objectives and targets.

·         Children and families should get more information/fewer assessments.

·         Government departments are sympathetic to the problems the Council is having, with acceptance of a degree of experimentation.

 

Problems and Weaknesses

·         The Changes were costly. Over the period of change development costs exceeded £1M per year.

·         Integration was a challenge needing careful management.

·         There have been ‘teething problems’ in service delivery, finance and policy issues, all requiring careful management.

·         There is concern among staff and managers that change may have been too fast, development has now been slowed.

·         No redundancies had been promised, but the project is hampered by vacancies, particularly in key posts. Multi-skilled staff have been difficult to find and significant training is now taking place.

·         The service needed a common database and performance management infrastructure. This is not in place and causes problems.

·         There have been no savings; costs have risen (£3M per year) as more people have accessed the service.

·        They have produced a Joint Service Plan but it is heavily biased towards Education, they have nevertheless decided on continuing to have one plan for each service.

 

 

6.4.3   Other Councils contacted for structural and process information included Milton Keynes and Brighton.

 

6.4.4   Brighton City Council has a high level of joint working between education and social services at strategic levels, but this is not seen as a long-term model. The Council is now investigating an integrated model that would resemble Hertfordshire.

 

6.4.5   Milton Keynes has created a service influenced by the Council’s Social Inclusion service; this service is expected to receive some praise following a recently completed Joint Review of Social Services. Education and social care services are separate entities working together within the Council’s Service Development Plan. The service is social work and care management based, working toward ‘person centred planning’ set out in the ‘Valuing People’ programme. They do not have the multi-agency input currently available at Oak House, but are developing partnerships through nurse care managers and under eights services.

 

6.4.6   Milton Keynes has experienced problems through critical OFSTED reports and Housing assessments. Recruitment to key education, housing and social care posts is very difficult and hampering improvement.

 

6.4.7   The social inclusion focus of the Council gives Social Services a lead in developing strategic and operational partnerships particularly with health, based on a sound social work and care management service well placed to lead on streamlining the service users experience. This is a continuing process and the Council is not planning a fuller integration of education, health and social services.

 

6.4.8   Other Councils contacted for structural and process information included Milton Keynes.

 

6.4.9   Milton Keynes has created a service influenced by the Council’s Social Inclusion service; this service is expected to receive some praise following a recently completed Joint Review of Social Services. Education and social care services are separate entities working together within the Council’s Service Development Plan. The service is social work and care management based, working toward ‘person centred planning’ set out in the ‘Valuing People’ programme. They do not have the multi-agency input currently available at Oak House, but are developing partnerships through nurse care managers and under eights services.

 

6.4.10 Milton Keynes has experienced problems through critical OFSTED reports and Housing assessments. Recruitment to key education, housing and social care posts is very difficult and hampering improvement.

 

6.4.11 The social inclusion focus of the Council gives Social Services a lead in developing strategic and operational partnerships particularly with health, based on a sound social work and care management service well placed to lead on streamlining the service users experience. This is a continuing process and the Council is not planning a fuller integration of education, health and social services.

 

 

6.5       Summary.

 

6.5.1   Many Councils now appear top have education and social care services for SEN and disabled children that are therefore broadly similar to the Isle of Wight in current structures and workloads. The Island is providing a less costly service, with comparably good performance in statementing and social care provision, but it is not always able to provide locally based education and social care services for children with complex or specialist needs. It compares well with councils which are more urban in type, who often provide a wider range of specialist education and care support services than rural councils.

 

6.5.2   The EFQM assessment of social care concludes with a comparative assessment of the performance of social services to disabled children on the Isle of Wight (see box below). This is informed by comparison with other Councils, performance against government targets and performance measures, and policy guidance.

 

Comparative Strengths and Weaknesses

(Identified in independent Social Care EFQM Assessment)

 

Comparative Strengths

The Council can demonstrate that its screening and assessment for children with disabilities is effective and identifying needs, and is commended for the low level of repeat referrals. Excellent comparative performance was demonstrated in a range of other areas, this included:

·         Comparatively low number of referrals waiting for assessment,

·         Prompt delivery of packages of care following assessment,

·         The percentage of children with an allocated worker,

·         The prompt review of cases.

 

Comparative Areas for Improvement

Improvements are needed in:

·         Response times and reducing caseloads that are comparably higher than those in other areas of the Councils Childrens services.

·         Improved management and performance information. Some critical areas included more information on time taken in various stages of assessment and delivery of care, and information on the nature and use of respite care and support.

·        Respite care arrangements, in order to help reduce the number of children with a disability who are looked after. This view is based on experience in other Councils and the comparably high number of children in public care.

 

The integration of SEN and childrens disability services has not been found in comparable Councils, although the option of a more strategic integration of LEA and Social Services provision is increasingly apparent. During the review, Brighton City Council has been considering a move toward a more integrated social care, education, health and housing service similar to that of Hertfordshire.

 

The visit to the integrated education and social care service in Hertfordshire raised a number of issues relating to part or structural integration and closer joint working between services. These included:

·        Concern over the benefits of full integration at this time,

·        The value of joint working alternatives which may not result in full integration,

·        The possible evolution of existing Council and health services toward greater operational or strategic joint working as an alternative to integration.

 

Those visiting Hertfordshire also shared concerns that Hertfordshire were pathfinding and that it had been a costly, high risk and as yet incomplete process. There was also concern that such an integration may limit possible future options for the management and operation of all education and social services. There are also implications for health services, which are not a full partner in the Hertfordshire service, but could be on the Isle of Wight. The box below sets out some of the perceived strengths and weaknesses of the model adopted by Hertfordshire.

 

 

 

 

7.         Competition and Alternative Service Providers

 

7.1.      Context

 

7.1.1   The Council is an experienced user of outsourced care and skills.  It currently purchases a significantly higher proportion of skills and care from the independent sector, than many comparable Councils.  Officers, Council Members and other stakeholders are aware of the benefits and disadvantages of independent service provision.

 

7.1.2   Current outsourcing and care purchasing arrangements are believed to be conducted effectively.  Current purchasing includes school places, specialist childcare services, residential placements, and contracted work with the Health Authority and Independent Special Schools who provide teaching services within mainstream schools.  The Council is experienced at arranging and monitoring such provision through the use of tendering, quality standards and performance management.

 

 

7.2       Outsourcing Options

 

7.2.1   The Review team has considered the possibility of outsourcing or finding alternative provision for some or all aspects of the services reviewed.  Consultation and comparison information highlighted the benefits of greater integration of services including Special Educational Needs (SEN) services, social work services, and other significant partners such as Under 8s services and health service provision.  This trend to integrate services made investigating the outsourcing of services more problematic than first expected.

 

7.2.2   The review team view the need to integrate education and social services as a positive response to the voices and needs of service users and carers.  There is concern that integrating or outsourcing limited aspects of the Council’s education and social care services may hinder the development of wider and more long-term strategic options.

 

7.2.3   Following investigation of the available options and benefits, it is recommended that the Council would not immediately benefit from outsourcing services under review, at least until a wider strategic view of the future extent of integration between all education and children’s care and health services has been undertaken.

 

However, there may be benefits for the effective management and provision of SEN and other education services from continuing discussion with another local authority provider why may be interested in an outsourcing or partnership arrangement with potential mutual benefits.

 

It is further recommended that the outsourcing of services should be reviewed at key points in the service improvement plan.  This would ensure that a strategic and long-term view can be developed which benefits the users of all education and social services.

7.3       Education Outsourcing

 

7.3.1   During the period of option appraisal, approaches were made to organisations experienced in outsourcing activity with local authorities, with a view to investigating their views on the outsourcing of SEN services.  These approaches were made to a number of organisations currently providing outsourced services from both the independent and public sector.

 

7.3.2   Each organisation was asked for its willingness to consider undertaking the management and provision of a full range of SEN services, amounting to £1m of annual revenue.  This would include all SEN services including psychology, school support and service management.

 

7.3.3   Each organisation was also asked whether it would be interested in taking on the wider LEA education provision, including school improvement, facilities management, personnel, finance and adviser services.

 

7.3.4   Two independent organisations and a local authority were approached.  Both of the independent organisations gave the same response.  One of the organisations, Cambridge Education Associates, typified the response of both organisations.  They believed that the SEN service was ‘not sufficiently attractive’ as a business proposition.  It is a small service with little scope for a mutually beneficial partnership.  However, if the Council was to offer it’s wider LEA functions as part of an outsourcing arrangement, they would both be interested, and to this end have asked to be re-approached should such an opportunity arise.

 

7.3.5   The local Authority approached (Hampshire County Council) has made an initial response which indicates that they would be interested in a practical and clearly defined outsourcing partnership, which could involve the management and provision of SEN services.  Hampshire have also informally indicated that they too would be interested in a wider outsourcing of LEA education functions.  They will only proceed with detailed work based on a firm commitment to outsourcing.

 

 

7.4       Social Services Outsourcing

 

7.4.1   Consideration was also given to finding alternative social services provision.  The two areas believed to benefit most were the management and provision of family carers and of the provision of social work and social work support services.

 

7.4.2   In deciding what benefits could be arrived at from outsourcing or using alternative providers of management and care, several considerations led to no active market testing taking place.

 

7.4.3   The Council is highly dependent on family placements for disabled children requiring respite or full public care.  The isolation of the Island, and critical sustained pressure on the existing family placement service, indicated that taking part of the service and outsourcing it’s management and provision would lead to a further loss of overall capacity in the wider service.  On the basis of current experience it was felt that competition for foster carers, and the impact on capacity and costs, would provide no benefit in outsourcing family care services at present.

 

7.4.4   The review team also considered the potential for outsourcing social work and support services, particularly to a voluntary organisation experienced in such arrangements.  However, following consideration of the issues involved, it was decided not to proceed with further investigation.

 

7.4.5   The Council has experience of trying to establish such arrangements in the past.  The scale of the services required by the Island has been too limited to ensure mutual benefits for the Council and provider.  The last such attempt was made in 1999.

 

7.4.6   In addition, the scale of the Island requires a high degree of collaboration with particular respect to high risk generic childcare considerations such as child protection.  Outsourcing social work teams at this stage may mean a reduction in the ability of the Council to continue improving child protection services.  The outsourcing of a significant and effective proportion of child care services may also limit future and more wide-ranging opportunities for the integration of education, social services and health services.

 

 

8.         Recommendations.

 

8.1       Improve joint working in order to provide a seamless service with a view to developing pooled resources – human, physical and financial. Integrate services in order that public sector and voluntary and community sector services compliment each other to provide a comprehensive continuum of provision.

 

8.2       Investigate and develop systems for greater utilisation of existing information between services when undertaking assessments and review assessment processes to identify common areas of assessment across agencies to avoid duplication. This should have particular reference to the SEN code of practice and the Framework for Assessment.

 

8.3       Develop consistent eligibility criteria for services. Say what cannot be provided as well as what can. Services to be provided around a balanced view of children and families needs rather than a diagnosis from individual practitioners.

 

8.4       Agree a corporate policy around transport issues for children to share the burden with parents and promote equal access to opportunities.

 

8.5       Share good practice regarding inclusion throughout the island to promote mutual understanding and respect through a variety of mechanisms.

 

8.6       Develop a directory, for adults and children, of services, resources and provision which is comprehensive across the public and voluntary and community sectors, which is regularly updated (at least once per year), available in a variety of formats.

 

8.7       Improve access to high quality services services provided by a range of organisations e.g. out of school provision for older pupils, youth services, social activities and a broader family link scheme, together with access to support and training/learning opportunities and 24 hour advice.

 

8.9       Develop systems to increase parent and children participation in all aspects of decision making.

 

 

 

9.         Service delivery objectives

 

9.1       Ensure there are simple systems for providing information for parents and professionals.

 

9.2       Establish quality standards which are transparent.

 

9.3       Streamline assessment procedures in order to capitalise upon existing assessment information and reduce duplication.

 

9.4       Ensure that outcomes are focused.

 

9.5       Ensure systems are established to ensure Parental involvement/ empowerment.

 

9.6       Improved collaborative and inclusive work with schools

 

9.7       Eliminate the interagency ‘blame’ culture – developing a corporate response.

 

9.8       Establish a corporate transport policy to ensure equal access to services and provision.

 

 

10.       Options for the future

 

10.1    Maintain services as they are.

Response to the consultation would indicate that existing systems are not seamless and therefore the status quo is not a viable option. Cost Nil.

 

10.2    Improve joint working across agencies through developing and modify existing systems.   

 

            Establish joint systems which include:

¨       Information sharing, assessment processes, shared data, transparent eligibility criteria for support.

¨       Regional benchmarking.

¨       E mail/web information managed process for updates etc.

¨       Develop integrated systems for transition to adulthood.

¨       Develop and extend the family link service.

¨       Improving youth service accessibility to support inclusion.

¨       Provide out of hours access to advice through respite services.

¨       Maintenance of staff training and awareness of responsibilities of other agencies. Investment would be required to undertake a feasibility study on joint processes.  External project funding through bids to DoH; DfES may be possible.

 

10.3    Improve joint working across all agencies through developing and modifying existing systems through co-location of staff

 

            All of the above plus;

Undertake an audit of buildings and staff to assess Feasibility of co-location . This may lead to rationalisation of administration etc.

Identify which elements of services are included and excluded within an integrated service and clarify the relationship with the voluntary & community sector. Work of this nature would require investment in order to support the above work.

 

10.4    Develop integrated service provision between education special educational needs services and social services children’s disability services. This option would have implications for integrated service provision for all children.

 

            Restructuring at all levels, including management and operational structures. An emerging theme in many councils with broader integration of Social Services Children’s Services with education. This would include all of 12.3 and 12.4 above.

 

10.5    Develop integrated service provision including Health services (children with disabilities). This option would have implications for integrated service provision for all children.

 

            Negotiating with Health authority PCT and Health Care Trust in order to identify elements of service provision which could also be integrated e.g., therapy services, Child and Adolescent Mental Health Services.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Improvement Plan

 

 


CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES

BEST VALUE IMPROVEMENT OBJECTIVES

 

 

1.                  Create a more seamless and simplified service by improving assessment and joint working and exploring future integration.  (Links   with 9.3,9.4, 9.5 9.6, 9.7)

 

2.         Develop fair and equitable services through improvements to Eligibility Criteria.  (Links with 9.2, 9.4, 9.5)

 

3.         Enable service users to have access to transport services which help meet assessed needs.  (Links with 9.8)

 

4.         Make services more inclusive by :

 

            (a)        developing good working practices.  (Links with 9.1, 9.2, 9.4, 9.5, 9.6)

 

            (b)        improving the access to and availability of high quality and inclusive services that are provided by a range of organisation.  (Links with 9.4, 9.6, 9.7, 9.8)

 

5.         Make services more accessible by improving information services for service users and other stakeholders.  (Links with 9.1, 9.2, 9.3).

 

6.         Develop services that better reflect needs by improving service user involvement in all aspects of the service.  (Links with 9.1, 9.2, 9.5, 9.6, 9.7).


CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES

BEST VALUE IMPROVEMENT PLAN

 

 

1.         Objective:      Create a more seamless and simplified service by improving joint working and exploring future integration.

 

 

IMPROVEMENT

SOLUTIONS

ACTIONS

WHO/WHEN

COST

INDICATORS

(i)

Working perspectives and statutory requirements differ across agencies which can result in a lack of understanding across agencies.

Develop joint training/professional development

All SS and ED staff and health and allied professionals including users (Policy and OP plan) to have access to joint training.  Develop one training programme.

Annette Bradbury

Carol Walker

2003/4

Officer time, estimated 4 days

Cross referenced training programme

(ii)

Each agency has operated within its own boundaries with restricted joint working.

Develop and implement a cross service approach (inc health), ie joint appointments/budget management.  Secondments.  Joint systems.  Joint strategic planning and thinking.

Joint commissioning plan (built on BV Review)

Development of joint commissioning plan and strategy via Partnership Planning Group (PPG)

September 2002 Assistant Director of Education (ADE)

Head of Children’s Services (Soc Serv)

Commissioning Manager (Health)

With existing resource and groups.

Plan established and taken forward.

(iii)

Service currently operate largely through single agency procedures which can lead to duplication of procedures/times and inefficiencies.

Establish a Practice development team (PDT) who will develop common assessment guidelines based on national guidance, and; Develop joint service

standards based on practice development

To establish a PDT with Terms Of Reference to include multi-agency and user and voluntary organisations input.  Also to deliver joint services - standards benchmarked with best practice

September 2002-2004

Asst Director of Education (ADE)

Head of Children’s Services (Soc Serv)

(Health Rep)

120 days’ officer time.

Project office (joint post)

£50,000 inc. Admin.

Agreed guidelines published and implemented.

Service Standards established

(iv)

Information exchange is currently inefficient compounded by incompatible IT/info systems.  See 4a(ii)

Develop protocols for info exchange

 

Intelligent IT arrangements which can share common information.

Joint planning group (IT-weighted) possibly sub group of PDT to cover IT arrangements

Assistant Director (Planning & Resources)

Head of Children’s Services (Soc Rep)

(Health Rep)

12 days Officer time.

Agreed protocol on information exchange.


2.         Objective:      Develop fair and equitable services through improvements to eligibility criteria

 

 

 

IMPROVEMENT

SOLUTIONS

ACTION

WHO/WHEN

COST

INDICATORS

(i)

Criteria for services need to be clear and applied consistently.

Explore the potential for common eligibility criteria

Linked to investigation of future integration.  Need to pilot possible changes.  User feedback on current and new arrangements

Head of Children’s Services

Assistant Director of Education

September 2002

15 days Officer time

Criteria agreed and published with Quality Assurance Framework procedures established.

(ii)

Services available are not widely understood by service users.

Publish Eligibility Criteria in a single plain English document

Create systems for publication and targeting information

Head of Children’s Services

Assistant Director of Education

Corporate Information Team

Complete by December 2003

2 days

Documentation available in a variety of formats.

(iii)

Application of eligibility criteria is currently inconsistent.

Audit and review current Eligibility Criteria and their application.

Implement Quality Assurance Framework for managers to apply consistently.

 

Training for staff and awareness raising for service users.

Head of Children’s Services

Assistant Director of Education

Complete December 2003

6 days officer time.

Quality framework established and reviewed in Practice.

Training delivered.

 


3.         Objective:      Enable users to have access to transport services which help meet assessed needs.

 

 

IMPROVEMENT

SOLUTIONS

ACTION

WHO/WHEN

COST

INDICATORS

(i)

Specialist Transport for social contact to enable young people to travel independently is variable

Improve access to local services to reduce need to travel.

 

 

Quantify the demand for transport, including service users ability to pay and local potential.

 

 

 

 

 

Evaluate the use of Council Transport resources (ie specialist select transport at weekend).

Long term development of access to community-based activities through audit and action planning.  To include long term audit of demand (BVR of Youth Services)

 

 

BVR of transport to consider transport as a corporate issue.  Explore possibility of a grant-funded dial-a-bus service for disabled people

Head of Children’s Services

Assistant Director of Education

Partnership working groups, e.g. Children’s Fund, Principal Youth Officer

Head of Children’s Disability Service

Principal Education Officer (SEN)

Commence July 2002

 

Integrate directory for Social Activities.

 

 

 

 

Audit of need completed.

 

 

Report completed with recommendations

(ii)

Maintaining continuity of education for children in the care of the local authority

Joint funding for children in public care from existing resources where placement changes put education at risk.

Joint working between Directorates.

Head of Children’s Services

Principal Education Officer (SEN)  September 2002

Cost within existing resources.

Fewer school movements for children in public care.

 


4.         (a)        Objective:      Make Services more inclusive by developing Good Working Practices

 

 

IMPROVEMENT

SOLUTIONS

ACTIONS

WHO/WHEN

COST

INDICATORS

(i)

Make services more inclusive through establishing good working practices; “framework for assessment”/SEN “Code of Practice”.

Set and hit targets for compliance with national processes and standards.   

Achieve inter-agency agreements.

Education officer (SEN)

Fieldwork Service (S/S)

Within existing resourcing

Cross reference with 1(iii)

(ii)

Service standards are variable in terms of:

§    joint work

§    availability

§    complexity

eligibility criteria (ref. Objective 2)

 

Agree service standards with service users and other stakeholders.

 

Further development of joint location / working / processes ie common assessment tools, to include Council & Health services.

 

Establish standards and targets.  Set up consultative forum with parents

 

 

Incorporate joint forums into existing and future information strategies.

 

 

Achieve:

§    multi-agency working

§    responsive and timely services

§    streamlined assessments

§    differentiated responses to presenting need

(iii)

IT systems between directorates are inadequate and incompatible.

 

Develop data and information exchange through improved systems.

Improvement to IT systems and reporting systems and electronic performance management systems.

 

Assistant Director of Education (Planning and Resources)

Head of Central Support Service (SS)

£600,000 (Social Services)

IT Systems with interface capability.

(iv)

Restricted parental participation in contributing to service improvement.

Greater involvement of a wide range of users, carers and continuous and varied approaches and communicate findings to all stakeholders.

Training for staff in joint working and best practice, including Health ie a joint programme.

Obtain feedback through member focus groups.

Heads of Service within Social Services, Education and Health.

TBA

Training activity through joint training.

Focus group meetings held.

(v)

Collaboration and inclusive work with schools is variable.

Development of existing forums for collaboration eg PPG.  Inclusion of SEN Strategy Group into PPG.

Further work on extending joint working processes and the location of services.

Explore regional developments for local quality standards.

Develop a parental survey of schools’ inclusivity.

Education Officer (SEN)

SEN Reference & Strategy Group

 

Compliance with the Disability Discrimination Act. 

Positive outcome from survey.

 


4.         (b)       Objective:      Make Services more inclusive by improving Access and Availability

 

 

IMPROVEMENT

SOLUTIONS

IMPLICATIONS

WHO/WHEN

COST

INDICATORS

(i)

People are unclear how to access appropriate services when in need.

Explore the viability of a single point of access for as many services as possible.

Feasibility study:

- investigate the approach of other councils, including electronic systems.

Project Officer, to lead Jan 2003

TBA

Options paper produced

(ii)

Fragmented service provision from user perspective.  Dissatisfaction with access to respite care, including social activities. 

Maintain and improve consistent filtering of referrals/enquiries.

 

Build upon existing joint work/co-location, e.g. Oak House

 

Replicate Oak House model in another area of service delivery.

 

Head of Children’s Services.

Assistant Director of Education.

Commissioning Manager (Health)

Commence Jan 2003

TBA

Joint service provision.  Improved user satisfaction.

(iii)

Lack of Charity regarding respite provision and access.

Respite care resources should be more clearly explained and targeted effectively and flexibly.

 

Investigate the potential of charging for respite services.

 

Promotional activity on the respite resources that are available - unmet need.  Recruitment of a range of respite/social activities.  Explain all the forms that respite can take.

Analysis of existing data.

Team manager Children’s Disability Team.

Joint Commissioning Board

Partnership Planning Group (PPG)

Commence July 2002

Within existing resources.

Cost/Benefit analysis for charging.

 

Service leaflet on respite provision.

 

(iv)

Dissatisfaction with crisis responses.

Improve crisis management response through co-ordination of resources and joint team/agency working.

Training and change in culture.

Develop joint team approach as a pilot project.

PPG

TBA

Reduction in family breakdown and children received into care.

 


5.         Objective:      Improving Information for Service Users and Other Stakeholders

 

 

IMPROVEMENT

SOLUTIONS

ACTIONS

WHO/WHEN

COST

INDICATOR

(i)

People are unsure what is available and what they are entitled to.

 

Information should be easy to find and in a variety of forms

Better sign-posting of help and support

Information Strategy which is clear about what people need to know, when and how to communicate with them.  To include information, advice, translation, variety of media, continue contact and updating.

Head of Central Support Service (Social Services)

Assistant Director (Planning & R)

Commissioning Manager (Primary Care Trust)

2002/3

 

Develop a joint information plan based on the SSD information strategy.

Plain English and a variety of media to be made available.

Directory of services - build and keep up-to-date.

(ii)

Inter service agency communication is variable.

Creating a whole system approach to communication

Partnerships with other information providers and develop channels for communication.

Make full use of e-government opportunities.

Identify & collaborate with key partners

 

Increased service efficiency and effectiveness of service  delivery.

(iii)

Lack of understanding of assessment processes.

Involvement of users in assessment and other key processes, keeping people informed and up-to-date.

Better explanation of process including information about “next steps”, timescale, standards, charters, complaints, rights of appeal, etc

Head of Central Support Service.

Assistant Director (Planning & R) 2002/3

Commissioning Manager (Primary Care Trust)

 

Develop a medium for exchanging information, e.g. newsletter

 


6.         Objective:      Developing services through user involvement.

 

Improvement

ISSUES

SOLUTIONS

ACTIONS

WHO/WHEN

COST

INDICATOR

(i)

Ensuring feedback from service users – informs future planning.

 

Provide opportunities for gathering feedback from service users.

 

 

Agree systems and processes.

Develop structured opinion-gathering system/ process which is co-ordinated across services.  Set up focus group discussion sessions.

 

Head of Service

Commence July 2002/3

 

Increased user feedback may reduce complaints.

Satisfaction levels reported.

Information to  be fed back to service managers.

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

 

SCOPING DOCUMENT


Directorate of Education and Community Development

Directorate of Social Services and Housing

 

 

Best Value Review:

Children with Special Educational Needs, Children with Disabilities and Children with Significant Health Needs

 

 

SCOPING REPORT

 

1.         The Aim of the Review

 

            1.1       To consider the legislation, policy, process, practice and personnel aspects of services for children with special educational needs, children with disabilities and children with significant health needs within Best Value to identify and bring about improved outcomes.

 

 

2.         Objectives

 

            2.1       To identify and challenge the current Social Services, Housing and Education, Leisure Services input into provision of services.

 

            2.2       To set clear objectives and standards for service delivery through consultation with key stakeholders.

 

            2.3       To take account of messages from DoH, SSI, Audit Commission, OfSTED, DfEE, Inspections and Guidance concerning service development, objectives, national and local targets and Performance Indicators.

 

            2.4       To compare performance in terms of quality and cost with that of other service providers.

 

            2.5       To ensure that there is effective collaboration, continuous staff development and best use of public resources between partner agencies.

 

            2.6       To ensure services are accessible and delivered in a manner that respects race, religion, language, culture, gender and disability throughout the Isle of Wight.

 

            2.7       Time Frame:

 

                        Commence March 2001

                        Report progress at regular intervals

                        Final report and costed Action Plan for November 2001

 

 

 

 

 

 

3.         Introduction

 

            3.1       This Best Value Review will focus on the following service areas:

 

                        Centrally provided Education Services for Children with Special Educational Needs (SEN):

 

                        (i)         Educational Psychology Service and Support Teaching Service

                        (ii)        Tuition Support Service / Behaviour Support Service

                        (iii)       Special Education Management and Administration Service

                       

                        Social Care Services for disabled children and children who have significant limiting illness including:

                       

                        (i)         Fieldwork assessment and care planning services.

                        (ii)        Family support services provided by the Social Services and Housing Directorate.

                        (iii)       Community based services where SSD resources are a contributory factor.

                        (iv)       Family placement services for disabled children (Family Link).

                        (v)        Residential care services for disabled children (single agency and joint agency funded).

 

            3.2       This review will take account of Specialist Health Services including Paediatric assessment, Child Adolescent Mental Health Service (CAMHS), Occupational Therapy, Speech Therapy Services and their interface with Education and Community Development and Social Services.

 

            3.3       The review will take account of Housing and Leisure Services and other community based services which impact on the quality of life for disabled children and their families.

 

            3.4       This review will not cover ‘in-school’ services for children with SEN:

 

                        (i)         Special School Provision – Watergate and Medina House

                        (ii)        Love Lane Primary School Speech and Language Unit

                        (iii)       School based Outreach Services

                        (iv)       Education Welfare Services

 

 

4.         Definitions (Detailed description see Annex 1)

 

            4.1       For the purpose of this review, ‘children’ are children and young people within the 0 – 19 years age range.

 

            4.2       Transition to adult services.  A young person would normally move into Further or Higher Education or employment by age 18.  Disabled young people have access to adult Health Care Services at 16 years old and adult Social Services at 18 years old, dependent on their social and emotional development and needs.

 

            4.3       Children with disabilities are ‘children in need’ within the definitions contained in the Children Act 1989.

 

 

            4.4       Fieldwork Services is the term given to the delivery and co-ordination of services provided under the Children Act 1989 to children ‘in need’ and their families.  Social Workers and Social Work Assistants assess the needs of such families and work in partnership with them to plan services to address those needs.

 

            4.5       Family Support Services are commissioned to support families through home sitting or taking children or young people out in order to provide stimulation for the disabled child or young person and to give other family members time for their other children.

 

            4.6       Centrally provided Educational Services means those services funded centrally outside of schools delegated and devolved budgets.

 

            4.7       Children with special educational needs are those which have a learning difficulty which calls for special educational provision to be made for him or her (Section 2.1: 1994 Code of Practice).

 

 

5.         Legislation and Guidance

 

            5.1       The Local Authority has a duty under the Children Act 1989 to identify children in need who live in their area.  The Local Authority must establish a voluntary Register of Children with Disabilities who live in their area and Social Services must provide information about the full range of services available to disabled children and their families.

 

            5.2       The Social Services and Housing Directorate must work in partnership with other statutory agencies and voluntary organisations within a framework of legislation and guidance.  This includes the Children Act 1989, which requires the provision of services, following assessment, that are designed to minimise the effect on disabled children of their disabilities and to give them the opportunity to lead lives which are as normal as possible.  The Directorate also has to take account of the developing legislation and guidance, such as the Carers and Disabled Children Act 2000, SEN and Disability Rights Bill and the soon to be published Learning Disability Strategy.

 

            5.3       The Local Education Authority, through the Education and Community Development Directorate, has a duty under the 1981, 1993 and 1996 Education Acts and the attendant Code of Practice for Special Educational Needs (COP) to identify children with SEN, who live in their area, and work in partnership with parents, schools and statutory agencies to directly provide or promote access to education services which supports the child to reach his / her educational potential.

           

            5.4       All services will operate within the current Human Rights legislation.

 

 

6.         Principles which underpin Service Delivery

 

            6.1       Children with SEN and disabilities are children first.  Services for disabled children should be underpinned by the Social Model of disability.  Every effort should be made to challenge and remove the barriers which society places on them.

 

            6.2       Services for disabled children must promote social inclusion and, where possible and appropriate, promote access to mainstream services.

 

            6.3       The Education and Community Development Directorate defines its Purpose in its Strategic Plan as:

           

                        “To secure the highest quality educational and learning opportunities throughout life for the whole population of the Isle of Wight.”  (see diagram 1)

 

            6.4       These principles are underpinned by the Council’s draft Corporate Objectives for the enhancement of life chances and social inclusion A – D.

 

Draft Corporate Objectives 2001 – 2002

 

A     To care for the vulnerable and underprivileged.

B     To raise achievement, encourage community and lifelong learning and promote inclusion.

C     To develop the knowledge and skills required for current and future employment opportunities.

D     To protect and enhance the health, safety and environment of the Island.

E     To protect the natural environment of the Island and its public transport network.

F     To manage efficiently and beneficially the Council’s property, human and other resources.

G     To promote the Island’s economic, tourism and leisure development.

 

 

 

7.         The Environment

 

            7.1       Children and families social work is a Local Authority function which has been provided across the country within Social Service Departments, primarily by Social Services staff.  Likewise Special Educational Needs support services are provided by Local Education Authorities usually, though not always, through centrally employed staff.  One of the major challenges of this review is to consider the way in which the LEA and SSD provide these services, who else might provide this function and what the nature of multi-agency / multi-skilled teams should be.  Services for Children in Need are seen within the context of a multi-agency assessment framework.

           

            7.2       The services within this review come under the Educational Effectiveness and Lifelong Learning branch of the Directorate and are directly funded through the LEA central budget.

           

                        The LEA was subject to a full OfSTED inspection in June 2000 and has produced a post inspection action plan which featured some of the services under review.  The Directorate has initiated a full and wide ranging review and consultation on provision for pupils with SEN which concludes in April 2001 and will form the major consultation vehicle for this review

           

 

                        Children’s Social Services were inspected by the Social Services Inspectorate (Department of Health) in March 2000.  The aim of the inspection was to evaluate the effectiveness of local authority services for children and families from the point where a referral was accepted, through assessment, the provision for family support services, services for children looked after and those leaving care.  The post inspection action plan also impacts on some of the services under review.

 

 

8.         The Approach

 

            8.1       Challenges:

 

§         Are services delivered in a way which complies with legislation and guidance and meets national and local targets?

§         Are services cost-effective?

§         Are processes and outcomes efficient and effective?

§         Are human and financial resources appropriate and sufficient?

§         How are unmet needs identified?

 

            8.2       Consultation:

                       

                        The list of stakeholders will be used as the framework for consultation.

 

                        Key Stakeholders:

 

§         Health

§         Education and Community Development

§         Other Public Sector

§         Voluntary Sector Charitable Organisations

§         Social Services and Housing

§         Isle of Council: Elected members and appropriate committees

§         Users, Carers / Parent Groups and interest groups

§         Learning and Skills Council

§         Central Government

§         DfEE

§         OfSTED

§         Trade Unions

§         Staff

§         Schools

 

 

            8.3       Compare:

§         SSD, Health and Education and Community Development Directorates have an established list of performance indicators relating to social inclusion, educational achievement and health needs.

§         Local authority SSD’s have completed a Children in Need census which provides comparable information concerning activity levels and cost of services.

§         Benchmarking will be done with other local authorities and other agencies.

 

 

            8.4       Compete / Collaborate

                        Investigate alternative provision for some or all of the services being reviewed.

9.         Services

 

            Within the framework identified at 3.1 the review will encompass:

 

§         Information and Communication Services

§         Integrated assessment, diagnosis, care planning

§         Access to Specialist Assessments:

§         Health Services to Schools

§         Health / Aids

§         Housing / Adaptations

§         Home sitting

§         Family Link

§         Centrally funded Education Services for children with SEN

§         Residential provision (short and long term)

§         Transition to adult services

§         Complaints

 

 

10.       Staffing and Resources

 

§         Co-operation and commitment from partner agencies.

§         Being able to identify similar services to benchmark.

§         Review staff time being made available.

                                   

 

11.       Resource Requirements

 

            Project Leaders:         James Doyle

                                                David Pettitt

 

            Project Managers:       Rob Faulkner

                                                Jill Blanchard

 

 

15.       Budget Details

 

            See attached Annex 2 – Education and Community Development Directorate

            See attached Annex 3 – Social Services and Housing Directorate

 

 


Definitions

 

Special Educational Needs (applies to 0 – 19 age range)

 

A child has special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

 

A child has a learning difficulty if they:

 

a)         Have a significantly greater difficulty in learning than the majority of children of the same age.

 

            or

 

b)         Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

 

c)         Is under five and falls within the definition at (a) or (b) or would so do if special educational provision was not made for the child.

 

A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she is or will be taught.

 

Special educational provision means:

 

a)         For a child of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of the child’s age in maintained schools, other than special schools, in the area.

 

b)         For a child under two, educational provision of any kind.

 

(Education Act 1996, Section 312)

 

 

Children in Need (applies to children under the age of 18)

 

A child is defined by the Act as being in need if:

 

a)         He is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him of services by a local authority under this Part (of the Act);

 

b)         His health or development is likely to be significantly impaired, or further impaired, without the provision for him of such services; or

 

c)         He is disabled.

            “Development” means physical, intellectual, emotional, social or behavioural development, and “health” means physical or mental health.

 

(Children Act 1989, s. 17(1))

Disability

 

A child is disabled if he is blind, deaf or dumb or suffers from mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed.

(Children Act 1989, s. 17(11))

 

Representation of the Relationship between Children with Special Educational Needs,

Children in Need and Children with Disability

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Education and Community Development Directorate

 

Budget 2001 – 2002

Special Educational Needs

 

 

Education Psychological Service

Learning Support Team

Residential Boarding Schools

Hearing / Visually Impaired Support

Behavioural Support

Tutorial Units

Speech and Language Therapy

SEN Communication Disorders

School Specialist Support Packages

Education other than at School (EOTAS)

Clatterford Pupil Referral Unit (closed July 2000)

 

 

 

 


Social Services and Housing Directorate

 

Budget 2001 – 2002

Special Educational Needs

 

 

Respite Care Accommodation, LD Children (Beaulieu)

Childcare Act, Section 17, Paediatric Social Worker

Childcare Act, Section 17, Children’s Disability Team

Clinical Psychology and Play Therapy

Children’s Disability Team

Fostering, Children’s Disability Team

Oak House (Assessment of Children with Disabilities)

Family Link Scheme

Agency Placements, LD Children

 

 

 

 


 

Diagram 1:  The Structure of the Planning Process

Text Box: Community
LEARNING
Text Box: Inclusion
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Text Box: Raising
Achievement
Text Box: Best Value
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Appendix 2

 

TIMELINE


APPENDIX 2 - TIMELINE

 

 

 

 

May-01

 

 

 

Jun-01

 

 

 

Jul-01

 

 

 

 

Aug-01

 

 

 

Sep-01

 

 

 

Oct-01

 

 

 

 

Nov-01

 

 

 

 

23/4

30/4

7/5

14/5

21/5

28/5

4/6

11/6

18/6

25/5

2/7

9/7

16/7

23/7

30/7

6/8

13/8

20/8

27/8

3/9

10/9

17/9

24/9

1/10

8/10

15/10

22/10

29/10

5/11

12/11

19/11

26/11

 

MANAGEMENT GROUP

 

 

 

*

16/5

 

 

 

*

13/6

 

 

 

*

11/7

 

 

 

 

 

 

 

*

5/9

 

 

 

 

*

10/6

 

 

 

 

*

14/11

 

*

25/11

JIMMY DOYLE (Chair), DAVID PETTITT, ROB FAULKNER, BOB DENMAN, MARTIN JOHNSON,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FIRST

DRAFT REPORT

 

 

2ND

DRAFT

REPORT

 JILL BLANCHARD, KEITH LANE JEREMY TAYLOR, STEVE MILFORD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

JOHN VOSPER, BOB TAPLINI, GRAHHAM ALLEN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

POLICY & STRATEGY

JIMMY DOYLE, DAVID PETTITT

 

FIRST MEETING u

 

 

 

u2nd 

FIRST

 

CONSULTATION

 

 

 

 

 

 

 

 

 

 

 

 

u4th

 

WG

 

       REPORT

 

 

 

 

 

 

ROB FAULKNER, JILL BLANCHARD

MARION EVANS, STEVE MILFORD

 

 

 

 

 

 

QUESTIONS TO

RAISE

 

 

 

 

 

3rdu

BENCHMARKING

 

QUESTIONS

 

 

 

 

 

 

ANALYSIS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COMPARE CONSULT OTHER

 

 

 

 

 

 

 

 

 

 

 

DIRECT SERVICES

HELEN OSBORNE, MAIRE REEVES,

BERYL BARTON, ROB FAULKNER,

FIRST MEETING u

 

 

 

u2nd

FIRST

 

CONSULTATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

JOHN VOSPER

 

 

 

 

 

QUESTIONS TO

 

RAISE

 

 

 

 

 

3rdu

BENCHMARKING

 

QUESTIONS

 

 

 

 

 

 

 

 

u4th

 

         W G

 

       REPORT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONSULT COMPARE

 

 

 

 

 

 

 

 

 

 

 

INDIRECT SERVICES

JEREMY TAYLOR, BOB DENMAN,

SUE GLEAVES, SARAH PEPYS,

FIRST MEETING u

 

 

 

u2nd

FIRST

 

CONSULTATION

 

 

 

 

 

 

 

 

 

 

ANALYSIS

 

 

 

 

 

 

 

 

JILL BLANCHARD,

 

 

 

 

 

 

QUESTIONS TO

 

RAISE

 

 

 

 

 

3rdu

BENCHMARKING

 

QUESTIONS

 

 

 

 

 

 

 

 

u4th

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONSULT COMPARE

 

 

 

W G

REPORT

 

 

 

 

 

 

MAIN RESOURCES & ADMIN

KEITH LANE, ELAINE APTHOMAS,

FIRST MEETING u

 

 

 

u2nd

FIRST

 

CONSULTATION

 

 

 

 

 

 

 

 

 

 

ANALYSIS

 

 

 

 

 

 

 

 

PETE SCOTT, KATHRYN KRAPPE, DAWNCOUSINS OR JAMES LOWE, JILL BLANCHARD, STEVE MILFORD

 

 

 

 

QUESTIONS TO

 

RAISE

 

 

 

 

 

 

3rdu

BENCHMARKING

 

QUESTIONS

 

 

 

 

 

 

 

 

u4th

 

W G

 

REPORT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONSULT COMPARE

 

 

 

 

 

 

 

 

 

 

 

RESIDENTIAL & SHORT TERM SUPPORT

PRU GRIMSHAW, KEVIN WILLIAMS,

FIRST MEETING u

 

 

 

u2nd

FIRST

 

CONSULTATION

 

 

 

 

 

 

 

 

 

 

    ANALYSIS

                              

                                         W G

                                    REPORT

 

 

 

 

 

 

ROB FAULKNER, KEITH LANE, JOHN VOSPER.

 

 

 

QUESTIONS TO

 

RAISE

 

 

 

 

 

3rdu

BENCHMARKING  

 

QUESTIONS

 

 

 

 

 

 

u4th

ANALYSIS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONSULT COMPARE

 

 

 

 

 

 

 

 

 

 

 

 

u                    Working group meetings

*           Management group meetings


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3

 

WORKING

AND

MANAGEMENT GROUPS

 


APPENDIX 3

STRUCTURE OF  WORKING & MANAGEMENT GROUPS

 

 

 


 

MANAGEMENT GROUP

 

JIMMY DOYLE (Joint Chair),

DAVID PETTITT, (Joint Chair)

ROB FAULKNER, (Education)

BOB DENMAN, (Education)

MARTIN JOHNSON, (Social Services)

JILL BLANCHARD, (Social Services)

KEITH LANE (Education)

JEREMY TAYLOR, (Social Services)

STEVE MILFORD (Best Value Unit)

JOHN VOSPER, (Best Value Unit)

BOB TAPLIN, (Social Services)

GRAHAM ALLEN (Unison)

ELAINE GARRETT (Health)

MARION EAST (Early Years)

DOROTHY HARRINGTON

      (Parent Partnership)

PAULINE SIMON (RCC)

SARAH WEECH (Health)

 

 

POLICY & STRATEGY

 

JIMMY DOYLE, (Social Services)

DAVID PETTITT (Education)

ROB FAULKNER, (Education)

JILL BLANCHARD (Social Services)

MARION EVANS, (Social Services)

STEVE MILFORD (Best Value Unit)

ELAINE GARRETT (Health)

SARA WEECH (Health)

GRAHAM BOWEN (School Rep)

 

 

 

DIRECT SERVICES

 

HELEN OSBORNE, (Social Services)

MAIRE REEVES,  (Education)

BERYL BARTON, (Education)

ROB FAULKNER, (Education)

JOHN VOSPER (Best Value Unit)

LINDA PAY (Health)

SHEILA HALL (Health)

 

 

INDIRECT SERVICES

 

JEREMY TAYLOR, (Social Services)

BOB DENMAN,  (Education)

SUE GLEAVES, (Education)

SARAH PEPYS, (Social Services)

JILL BLANCHARD, (Social Services)

SHEILA HALL (Health)

 

 

 


MANAGEMENT RESOURCES & ADMIN

 

KEITH LANE, (Education)

ELAINE APTHOMAS, (Health)

PETE SCOTT,  (Social Services)

KATHRYN KRAPPE, (Education)

DAWN COUSINS, (Social Services)

JILL BLANCHARD, (Social Services)

STEVE MILFORD (Best Value Unit)

 

 

RESIDENTIAL & SHORT TERM SUPPORT

 

PRU GRIMSHAW, (Social Services)

KEVIN WILLIAMS, (Joint         Commissioning Manager)

ROB FAULKNER, (Education)

KEITH LANE, (Education)

JOHN VOSPER (Best Value Unit)

 

 

 

 

 

 

 

 

 

 

 

 

 


 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 4

 

SERVICE QUALITY/VALUE SURVEY

(SCHOOLS)


 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Appendix 5

 

SUMMARY OF PREVIOUS CONSULTATION

 


Appendix 5

 

Special Educational NEEDS DEVELOPMENT Plan.

 

1          Foreword

 

1.1             This Plan for Special Educational Needs sets out the priorities and developments which are necessary over the next 4 years in order to ensure that services and provision meet the needs of Island children and young people.

 

1.2       The themes encompassed in this plan are:

 

§         Strategic development of provision and services

§         The development of quality services and provision, which demonstrate Best Value

§         A commitment to multi-agency working

§         Partnership with key stakeholders

 

1.3.1       This plan is an important part of the Council’s wider planning process to ensure that everyone has entitlement of access to a good and continuing education to the benefit of themselves and the community as a whole.

 

1.3.2       The Directorate of Education and Community Development commenced a review of all aspects of SEN Provision in September 2000.  Widespread consultation, with staff in schools, support services, school governors and parents has taken place to ensure a balanced approach to the review and these views have been carefully considered when preparing this plan.

 

1.5       The proposals reflect current legislation and national trends and are supportive of the revised Code of Practice and SEN and Disability Act.

 

 

2          Introduction

 

2.1       This development plan for Special Educational Needs sets out the ways in which Services and Provision will be developed over the next 4 years.

 

2.2             The plan should be seen as a dynamic working document, which is used as a tool to secure improved provision and services for children and young people with SEN.  It should be seen as a template for development rather than a blueprint to be adhered to regardless of changing needs and circumstances.

 

 

 

2.3       The plan is a first step to ensuring that the arrangements made for pupils with Special Education Needs remain in focus and take account of new demands and needs. The plan sets out key priorities which have emerged as a result of consultation and discussion and includes timescales and tasks.

 

2.4       Monitoring and evaluation of progress will be undertaken through a variety of means, most usually:

 

§         Internal review by the Director of Education and Community Development

§         Special Educational Needs Reference Group

§         Headteacher Meetings

§         Education and Community Development and Life Long Learning Select Committee

§         Other interested groups through existing meetings

 

 

3.         Local Context and Developments

 

3.1             The LEA was inspected in June 2000 and overall, the provision for Special Educational needs was considered unsatisfactory.  It was recognised that provision and services were in transition and that action was being taken to remedy weaknesses.

 

The support given to schools, overall, by SEN services was considered satisfactory, with evidence of improved coherence and line management of SEN administration and SEN support services.

 

¨      Recommendations included:

¨      To comply fully with statutory requirements to initiate annual reviews

¨      Ensure the planned programme for consultation, development of a clear strategy for SEN proceeds according to the set time scale

¨      Ensure the strategy:

Ø      Is clearly communicated

Ø      Includes effective procedures for monitoring the quality of SEN provision

Ø      Has robust systems and structures for evaluating the progress  made by pupils with SEN and make judgements about value  for money

¨      Improve the links and coherence between the separate SEN Service plans and policy documentation

 

3.2             There is a clear commitment within the Authority to provide support for pupils with Special Educational Needs and, wherever possible to secure their education in a mainstream setting.

 

 

3.3             The Authority is committed to inclusion but has never insisted on a dogmatic adherence to inclusiveness and there has been an important focus upon pupil’s individual needs.

 

3.4             The key values and beliefs which underpin the SEN Policy of the Authority are:

§         Equal value and respect for all

§         Recognition of individual differences with special regard for children with Special Educational Needs

§         Equal opportunities for all

§         Lifelong development through the provision of appropriate learning opportunities

§         A constant improvement in the quality of service

§         Commitment to both the spirit and statutory requirements of legislation, including partnership between pupils, parents and professionals.

 

3.5             It is important that the LEA is able to identify trends in SEN and to manage data on pupils effectively.  Accurate collation and analysis of data will ensure the changing needs of the pupil population is reflected in the provision and services available.

 

3.6             Resource allocation for supporting pupils with SEN is a significant part of the LEA’s retained budget.  Delegation of all “High Incidence” Statement monies was achieved in April 2001 using a formula based upon a Cognitive Index score and free school meal entitlement.  Resources for pupils with “Low Incidence” needs are currently centrally retained.

 

3.7             The LEA has a duty to ensure that resources are used effectively and efficiently and is introducing a monitoring system to review the quality of SEN provision utilising school self-evaluation this will continue to be reviewed and refined in the light of experience.

 

3.8             In order to provide a more coherent service to pre-school children and their parents the line management responsibility of the family and pre-school team has transferred to the Early Years Unit.  In addition, three area Special Needs Co-ordinators have been appointed and an advisory post for the foundation key stage created. 

 

3.9             A greater emphasis upon multi-agency working has culminated in the secondment of an educational psychologist to Social Services in order to co-ordinate the assessment and diagnosis of children who have Communication and Interaction/Autism difficulties.  This post holder also co-ordinates the Communication and Interaction team of outreach support workers and teachers, making this area of work more cohesive.

 

 

3.10    Resourced provision for middle school age children has been established for children with Communication and Interaction/Autism difficulties.  This provision is being developed in partnership with a mainstream middle school and St. Catherine’s Independent Special school through a contracted service.

 

3.11    The support for children who present with difficult behaviour has been reviewed and a primary and middle school support teams established to provide individual support for pupils and undertake group work intervention, together with the appointment of a specialist educational psychologist.

 

 

4.         National Context and Developments

 

4.1             There have been a number of significant developments nationally within the area of Special Educational Needs which Local Authorities must have due regard to.

 

4.2       The Special Educational Needs and Disability Act 2001*

            (Published in Draft in 2001 and due to come into effect in September 2002)

 

The Special Educational Needs and Disability Act 2001 amends the Disability Discrimination Act and inserts a new part IV to prevent discrimination against disabled people in their access to education.

 

A Special Educational Needs draft Code of Practice has been published, for consultation and is due to come into effect in January 2002.

 

            This requires LEA’s to:

§         Make arrangements for Parent Partnership Services to ensure parents have access to independent support, advice and guidance in relation to SEN

§         Increase access to schools for disabled pupils

§         Make arrangements for resolving disagreements between parents and schools and between parents and the LEA

§         Review its arrangements for providing a mainstream school place for a child with SEN

 

4.3       This Act also ensures that LEA’s and schools:

§         Will not be able to discriminate against existing or prospective pupils in admissions

§         Have a duty to take reasonable steps to ensure that disabled pupils are not at a disadvantage

§         Increase access for disabled pupils

§         Have a duty not to treat disabled pupils less favourably than non-disabled pupils

§         Make anticipatory adjustments rather than waiting until a disabled pupil arrives at school

 

* The SEN and Disability Act 2001 uses the definition of disability as set out in The Disability Discrimination Act 1995

 

4.4              The revised Special Educational Needs Code of Practice which is likely to come into effect in January 2002 requires LEA’s and schools to:

           

§         Promote a more inclusive approach for pupils with SEN

§         Take greater account of pupil’s and parent’s views and for LEA’s to establish conciliation arrangements

§         Be clear about the action taken to support children in school or elsewhere

§         Be supportive of children under the age of five who have SEN

§         Provide appropriate education for excluded pupils

§         Encourage the development of whole school policies and be clear about responsibilities for SEN, in particular the role of governors and the SENCO

 

4.5       Changing legislation and developing practice means that LEAs and schools continue to need to remain responsive to change and prepared to review procedures and practice in the light of such developments.

 

 

5          SEN Consultation Process

 

5.1       The LEA embarked on a formative consultation during the autumn term 2000 the results of which were reported in the formal consultation document circulated for consultation in the spring term 2001.

 

5.2       At the formal consultation stage there were a range of meetings with key stakeholders, including:

 

§         Headteachers and Governors

§         Voluntary organisations and interest groups

§         Teacher representative groups

§         Parents of pupils who attend Special school provision

§         Other statutory agencies

§         Pre-school providers

§         Special Educational Needs Co-ordinators

 

In addition, a questionnaire was widely circulated to all schools, voluntary organisations and statutory agencies and a parent information leaflet sent to all parents, via schools and pre-schools.

 

5.3       There were 144 responses in total to the formal questionnaire and an additional 12 responses by letter or e-mail.  108 returns were completed in sufficient detail to enable analysis by group.

 

Breakdown of stakeholder returns via questionnaire

 

 

Early years

Primary

Middle

High

Special

Support staff

-

10

1

0

1

Headteacher

3

16

5

1

1

Governors

-

5

9

0

2

Parents

-

-

-

-

10

Teachers

1

13

8

1

13

Other

2

2

-

-

4

 

In addition to the above, returns were received from organisations and partnership groups in written form to contribute to the consultation.

 

5.4       In general, there was substantial agreement with the proposals presented in the document and some work has already been undertaken in implementing aspects of the proposals.  An analysis of returns is provided in appendix A.

 

5.5       Understandably, written comments indicate different views about the proposals and to some extent reflect respondents access to information about the proposals, which encompass a broad range of themes. A common theme however is concern that individual pupils continue to be supported appropriately and that school staff whether in mainstream or in special schools continue to have the professional advice which is needed to ensure pupils benefit from their school placement. The majority of respondents, in their written comments, support the philosophy of increased inclusion but are cautious about the pace of change and the longer term implications. Some respondents were vociferously opposed to any change but were, as indicated through the statistical information in appendix A, in a minority.

 

5.6       The questions which received a less than favourable response were;

 

§         Reducing the percentage of pupils in segregated provision to become more in line with national statistics;

§         Developing a “kite-mark” system for inclusive schools. 

 

Comments relating to reducing the percentage of pupils in segregated special schools were generally not about anti-inclusive philosophy but more about ensuring pupil needs were met. 21% of respondents “did not know” if this was a good thing or not.

 

Responses to the notion of a “kite-mark” for inclusion were variable.  Some respondents viewing this as a paper exercise and waste of money, others as an opportunity to demonstrate good practice.  22% of respondents “did not know” if this was a good thing or not.

 

These were the only questions where there was significant disagreement with the proposal.

 

 

6.         Priorities for Development

 

6.1       Through the consultation process a number of priorities for development have been identified.  This is not meant to exclude any new or emerging issues, which arise either locally or Nationally.

 

6.2       Developing a greater involvement from all stakeholders in order to progress and monitor the strategy for Special Educational needs is an important development. It is proposed to establish a Special Educational Needs Reference Group with an overarching brief across all areas of SEN which will be able to commission activity and research as well as monitor developments and guide policy.

 

6.3       The priorities for most immediate consideration and implementation are set out as themes taken from the revised Code of Practice (Special Educational Needs) prefaced by Strategic Development issues.

 

6.4       A matrix of current and proposed developments is set out below.

 

Also included are services provided by the Health Authority and Social Services.  It is considered important to include these services in order to obtain a complete picture of the full range of provision for children and young people with Special Needs, and their parents.

 

 

Action Plans

 

Priority 1:      Strategic Development

1.1             SEN Reference and strategy Group

1.2             SEN Services

1.3             Threshold Criteria

1.4             SEN Information

1.5             Monitoring SEN Provision

1.6             Early Years Resourcing

 

 

Priority 2:      Cognition and Learning

2.1             Special School Re-Organisation   

2.2             Special School Outreach services

2.3             Specific Learning Difficulties

 

 

Priority 3:      Behavioural, Emotional and Social Development

3.1       Review of Provision 

3.2             Assessment framework and Protocol

 

Priority 4:      Communication and Interaction

4.1             Resourced Provision

 

Priority 5:      Sensory and/or Physical Development

5.1             Hearing Impairment

5.2             Physical Disability

5.3             Visual Impairment