Inclusion Network Meeting Autumn Term 2017

1. Inclusion Network MeetingAutumn Term 2017

2. Agenda SEND Inspection National & Local Updates Resources Data Funding Virtual School Referrals to Specialist Support Service (SSS) Networking

3. SEND Inspection • Local area inspection, not just the local authority • Focus on: identifying needs, meeting needs, outcomes and joint working • Inspectors meet a range of people locally: children, young people, parents, practitioners, leaders • Information and data to check the quality of the self-evaluation • About a third of local areas required to submit a written statement of action

4. Identifying needs • All local areas had good arrangements for identifying the needs of young children. Some involved specialist services such as speech and language therapy. • The two to two and a half year check was a key means to identify SEN or disability and the Healthy Child Programme was being delivered well. But some areas had not integrated education and health checks.

5. Assessments and provision • Quality/timeliness of EHC needs assessments, plans varied • Good quality in some areas with clear multi-agency involvement • Parents/carers in some areas felt their views not sufficiently recognised or reflected • Poor tracking of the progress of children at SEN Support was an issue in some local areas and in some schools

6. Key factors for success The following were seen as key factors in effective practice: • Strong leadership around a shared vision. • Effective partnership arrangements • Clear, timely arrangements across services for identifying and assessing children and young people’s needs, putting support in place and tracking and monitoring progress and outcomes. • Active involvement of children, young people and parents/carers at individual and strategic levels. • Ongoing review/evaluation of the effectiveness of systems and processes.

7. Northamptonshire • Book Start reading programme • support from library service • children assessed at an early stage against basic development targets • referral for further assessment as needed • Developing and Enhancing Early Language (DEEL) • effective practice across early years settings • range of training and support for practitioners and parents

8. Local Updates SEND Commissioned work and Strategy NCC website http://www3.northamptonshire.gov.uk/councilservices/children-families-education/early-years/information-for-childcare-providers/the-early-years-curriculum/Pages/special-education-needs-and-inclusion-in-the-early-years-foundation-stage.aspx

9. Resources • SEN and disability Early Years workshop materials: • https://councilfordisabledchildren.org.uk/help-resources/resources/early-years-sen-and-disability-workshop-materials • NCC Local Offer • http://www3.northamptonshire.gov.uk/councilservices/children-families-education/SEND/local-offer • SEN and Disability in the Early Years Toolkit: a toolkit for settings covering a range of aspects of practice • https://councilfordisabledchildren.org.uk/help-resources/resources/sen-and-disability-early-years-toolkit

10. nasen: • training materials • webcasts • miniguides • training the trainer e: AlexG@nasen.org.uk t: 01827 311 500 w: www.nasen.org.uk http://www.nasen.org.uk/early-years-send-resources/ey-webcasts.html

11. Funding • A notional sum of £0.14 for SEN is included in the basic rate (EYSFF) • Indicative budgets - To find information on the provisional Indicative Budgets for 2017-18: Indicative Budgets • The SEN supplement (formally known as SEN premium) is an hourly rate that can be paid as part of the Early Years Single Funding formula (EYSFF ) for 3 and 4 year olds . It is paid for the amount of hours a child attends and is only paid for eligible children. Eligible children are those who have been accepted through the SSS Panel meeting or the High Needs Panel. It is claimed through the Provider Portal.

12. What is High Needs Funding ? (HNF) • Additional funding that can be accessed to support children with the highest levels of need. • Level of need is defined in the Special Educational Needs (SEN) descriptors. • HNF is available to all education settings including Early Years settings • Early years funding is paid at an hourly rate to provide all aspects of the identified program of support and any SEN supplement will be reflected in the agreed hourly rate for each child. • A maximum of 570/1140 hours per annum will currently be funded in line with free entitlement to funded childcare

13. The Disability Access Fund (DAF) • From April 2017, the government has introduced a new funding stream for early year’s providers called the Disability Access Fund (DAF) which is designed to support children with disabilities or special educational needs (SEN). • The DAF aids access to early years places by, for example, supporting childcare providers in making reasonable adjustments to their settings (be that for the child in question or for the benefit of all children who attend the setting). • Childcare providers who have Free Entitlement children who are eligible for the DAF will be entitled to receive a single, one off payment of £615 per year. • Children do not have to take up the full 570 hours of Free Entitlement they are entitled to in order to receive the DAF.

14. The Early Help Support Service The Early Help Support Service is for those working with children and families. They provide information, advice or guidance around: • Early Help Assessment • support to create a team around the family meeting (including finding out what other agencies may be involved with the child or family you are supporting) • access to services, interventions and training. • Telephone: 0300 126 1000 • Email: earlyhelpsupport@northamptonshire.gov.uk

16. Northamptonshire Virtual School: The Rose Academy Working Together to Improve Education Outcomes for our Children in Care Sally-Ann Harding – VSH Early Years and Primary Education Officers Charlotte Franks Helen Smith Contact - virtualschool@Northamptonshire.gov.uk

17. The Role of the Virtual School Promote the educational achievement of cic (children in care) wherever they live or are educated We do this by: • Championing and advocating, with a strong corporate parenting focus • Work in partnership with all agencies to ensure timely, appropriate educational provision • Track and monitor the education of cic • Ensure quality PEP planning in collaboration with individual settings (EY-18) • Manage the Pupil Premium Plus (PPP) funding • Ensure smooth transitions • Provide advice and guidance • Training

18. Do CiC underachieve? EYFS GLD - 7/15 Children - 47% (Provisional Summer 2017) Their experiences of serious loss or disruption to the relationship with their main care-giver, can lead to attachment difficulties. This can have a huge impact on their social, emotional and behavioural development and is likely to affect their academic achievement. • Behaviours/Communication • Unable to sit still or concentrate – hypervigilance due to learned ability to be ‘ready for danger’ at any given moment. • Poor fine and gross motor skills – neglectful care resulting in the child missing key developmental milestones. • Aggression - inability to regulate powerful emotions caused by a perception that the world is unsafe. • Poor relationships building – a learnt understanding that adults and/or children cannot be trusted • Setting Support • The roles of EY teachers and key adults are crucial in providing essential stability. • Support from EY Specialist EP - access through ‘Specialist Support Service for Autism and SEND’ page on NCC website

19. Personal Education Plan (PEP) • Completed on an online system called ePEP • Completed on entry into care and 3 times a year • The meeting is arranged by the Social Worker with support from the setting and attended by relevant parties • The childand carer’s voice should be collected and should shape and influence the plan. • Review progress and needs. Address any difficulties/barriers to learning. Set SMART targets. • SEND / SEMH needs must be considered (utilising the Strength and Difficulties Questionnaire)

20. Have you renewed your membership of the NIMP? From September 2017 annual membership is £30 which enables two people from your setting to come along to any of our meetings and events, to gain skills from qualified trainers and network between other SENCO’s in your area. You will also have access to the skilled and qualified SENCO’s in the NIMP who can offer advice and support all year round. Please contact info@nimp.org.uk or visit our website www.nimp.org.uk for more information and a membership form.

21. Specialist Support Service for Children with Autism and/or SEND – Oct 2017 Service ManagerSpecialist Support Service for Children with Autism and /or SEND Specialist Support Service for Children with Autism and/or SEND Wellingborough/ East Northants Team Sensory Impairment Service County Wide Specialist Support Service for Children with Autism and/or SEND Northampton Team Specialist Support Service for Children with Autism and/or SEND Daventry/ South Northants Team Specialist Support Service for Children with Autism and/or SEND Kettering/Corby Team Early Years and Portage Autism and SEND School Aged Autism and SEND Early Years and Portage Autism and SEND School Aged Autism and SEND Early Years and Portage Autism and SEND School Aged Early Help and Prevention Autism and SEND School Aged Autism and SEND Early Years and Portage Autism and SEND School Aged Early Help and Prevention Autism and SEND School Aged Autism and SEND See Separate Structure School Aged Early Help and Prevention Autism and SEND School Aged Early Help and Prevention Autism and SEND

22. Early Years and Portage Team • Eligibility criteria: • Under 2yrs ….6months delay in any area • Over 2yrs… 2 areas of significant need

23. What makes a good referral? • Clear Developmental profiles • Evidence of intervention: Assess, plan, do and review • Reports from other agencies • Clear outcomes hoped for: why are you referring at this time? • Voice of the child/family

24. The Northamptonshire Portage profile

25. Training with EYIT • Happy, Healthy Me!