Local Area SEND Inspections: Establishing Great SEND Practice Opportunities for Peer Review

1. Local Area SEND Inspections Establishing Great SEND Practice Opportunities for Peer Review Sept 2018 David Bartram david@prescienteducation.co.uk

2. Who will be inspected? These inspections will evaluate how effectively the local area meets its responsibilities The local area includes: • the local authority • clinical commissioning groups (CCGs) • public health • NHS England for specialist services • early year’s settings • schools • further education providers.

3. Key judgements The inspection will report on the following: • the effectiveness of the local area in identifying children and young people who have SEND • the effectiveness of the local area in assessing and meeting the needs of children and young people who have SEND • the effectiveness of the local area in improving outcomes for children and young people who have SEND.

4. ‘During the inspection, inspectors will visit providers, such as nurseries, schools, colleges and specialist services. However, it is important to note that when inspectors visit providers, these providers are not under inspection but remain subject to separate institutional inspection arrangements in line with Ofsted’s and CQC’s statutory and regulatory duties and powers.’ Sec 11. https://www.gov.uk/government/publications/local-area-send-inspection-framework

5. The Local Area Review and Framework and Handbook can be found at: • https://www.gov.uk/government/publications/local-area-send-inspection-framework • https://www.gov.uk/government/publications/local-area-send-inspection-guidance-for-inspectors

6. Inspection process The team is led by an HMI from Ofsted and will include a Children’s Services Inspector from the CQC, and an Ofsted Inspector (OI) usually recruited from a local authority but without connection to the local area being inspected. They will: • Examine a range of information provided by the Local Area before and during the visit, including any self-evaluation • Meet with key officers from education, health and social care • Meet with a range of representatives from strategic and operational groups • Arrange visits to a range of providers • Meet with parents/carers and children and young people • Review a selection of children and young people’s records – to evaluate effectiveness of multi-agency support

7. Pre-inspection evidence include: • Educational outcomes • Attendance and exclusion information • Data relating to the identification of SEN at SEN Support/EHCP • Destinations data including NEET figures • Performance towards meeting expected timescales for statutory assessment • Inspection reports for the local area, its services and providers • The published local offer • The joint health and well-being strategy • SEND Tribunal information • Complaints to Ofsted and CQC • Any relevant serious case reviews and their outcomes

8. Evidence to support judgements The inspectors will evaluate: • to what extent the outcomes for children and young people are improving as a result of the collective actions and support of local agencies and bodies • the efficiency of identification of SEND • the timeliness and usefulness of assessment • how well local agencies and bodies plan and coordinate their work to assess need and provide necessary effective support • how well the local area engages with children and young people, and their parents and carers, to inform decisions about the strategic commissioning of services (joint strategic needs assessment) • how well the local area involves the individual child or young person and their parents and carers, in the process of assessing their needs • how well the local area communicates with children and young people, and their parents or carers, to ensure they are clear about the identification and assessment processes and the criteria used to make decisions

9. What does this mean for schools? • Information gathered from schools may include • Identification – school census data • Contribution to local offer (information report) • Provision management processes – how do schools identify/assess/make additional provision/monitor and review provision • Evidence of effective multi-agency support • Discussions with staff • Discussions with children and families There are no observations of lessons/service delivery

10. Assessment and Identification Appropriate intervention cannot be put into place if a learner’s needs have not been correctly identified.

11. 2.9% Pupils with SEND eligible for Pupil Premium Adults with learning difficulties in full-time or part-time employment Pupils educated in state-funded and non-maintained special schools Girls with special educational needs Boys in custody with an identified speech and language need Pupils with an EHCP or Statements of SEND Overall % of pupils with SEND in English schools 14.6% 34% 60% 27% 6% 1.3%

12. Understanding the national context

13. Primary need type

14. FSM and SEN overlap(from SNJ)

15. Identification

16. 1 000 000

17. Efficient Use of Resources It is not necessarily the volume of resource that makes the difference to outcomes for learners, but the ways in which resources are targeted and implemented.

18. Efficient Use of Resources It is not necessarily the volume of resource that makes the difference to outcomes for learners, but the ways in which resources are targeted and implemented.

20. SENCO 57 teaching assistants

21. The four broad areas of SEN need by phase in England in 2017

22. School National Average

23. Monitoring and Tracking Rigorous monitoring and tracking helps to inform strategic decisions regarding interventions and classroom practice. Systems that support this process, for example the use of a provision map, will help in planning the range of provision across the school and can give a clear link between provision and learner progress.

24. Autistic Spectrum Disorders Dyslexia Communication & Interaction Cognition & Learning Speech, Language and Communication Needs Four Key Areas of SEN Dyscalculia Attachment Disorders Hearing Impairment Social, Emotional & Mental Health Sensory & Physical Visual Impairment OCD

25. Areas of SEN This category includes speech, language and communication needs (SLCN), for example difficulty in using language or understanding language. It also includes conditions where there are challenges understanding social rules of communication, for example autistic spectrum disorder (ASD). • Social, emotional and mental health needs This category covers a wide range of needs where pupils learn at a slower pace than others their age. Pupils may have difficulty understanding parts of the curriculum or have difficulties with organisation and memory skills • Sensory and/or Physical Needs This category includes difficulties that can manifest as withdrawn, isolated, challenging or behaviour that can mean pupils face challenges in managing their relationships with others. Examples include anxiety or depression, self=harming and eating disorders. • Cognition and Learning This category includes visual impairment, hearing impairment and multi-sensory impairment. It also includes physical disabilities that require additional on-going support and/or specialist equipment. • Communication and Interaction

26. Areas of SEN This category includes difficulties that can manifest as withdrawn, isolated, challenging or behaviour that can mean pupils face challenges in managing their relationships with others. Examples include anxiety or depression, self-harming and eating disorders. • Social, emotional and mental health needs This category includes visual impairment, hearing impairment and multi-sensory impairment. It also includes physical disabilities that require additional on-going support and/or specialist equipment. • Sensory and/or Physical Needs This category covers a wide range of needs where pupils learn at a slower pace than others their age. Pupils may have difficulty understanding parts of the curriculum or have difficulties with organisation and memory skills • Cognition and Learning This category includes speech, language and communication needs (SLCN), for example difficulty in using language or understanding language. It also includes conditions where there are challenges understanding social rules of communication, for example autistic spectrum disorder (ASD). • Communication and Interaction

28. Head of Learning Centre Head of Support Centre Deputy Head of Centre Specialist Dyslexia teacher Deputy Head of Centre Counsellor Provision Structure C&L TA C&L TA S&P TA S&P TA SEMH TA S&P TA Cognition & Learning Sensory & Physical Social, Emotional and Mental Health Head of Communication Centre Deputy Head of Centre 2 x SLT ASD TA ASD TA Full time SEN Administrator .2 Project Manager Communication and Interaction SLCN TA SLCN TA

30. http://www.sdqinfo.com https://www.corc.uk.net/outcome-experience-measures/revised-childrens-anxiety-and-depression-scale-and-subscales/

31. Working with Learners, Parents and Carers The leadership of SEND plays a central role in determining not only the ethos of a school but also the degree to which parents and carers are welcomed in contributing meaningfully to shaping the quality of support and provision.

36. Before, I didn’t eat, because I didn’t want to be on this earth. But in this school, the teaching assistant sat down next to me and listened to why I didn’t want to eat. We ate together at lunchtime and now I eat every day. Year 7 learner

37. Leadership Commitment to and teacher participation in reviewing a school’s strategy for SEND is greater when school leadership teams are directly involved in the process (Garner, 2016).

41. Upward Convergence Model Sir George Berwick CBE

42. An Approach… Coaches a mixture of local leaders of SEND and experienced system leaders from outside Portsmouth.

43. Critical success factors for effective system-wide school collaboration 1. The purpose of collaboration must be to improve outcomes. 2. Every partnership must be founded on a clearly articulated shared moral purpose. 3. Transparency, trust and honesty are both crucial and a professional obligation. 4. A commitment to and capacity for effective peer review. 5. Peer review needs to be carried out within a long-term relationship. 6. The partnership must grow over time. 7. The partnership must not be bound by the commitment of individuals. 8. Partnerships should not be isolated but should welcome scrutiny and support from other partnerships. Munby and Fullan

44. RAG rate this section of the template. Discussion activity

48.  Regional Conference

49. In my Christmas concert 2017, we had to sing ‘Just Another Star to Light the Sky!’ but I imagined to be singing ‘Mr Dickenson to Light the Sky!’ because he made all this happen. He is the Headteacher. Alexander, SEND Resource Unit, Age 11

50. Local Area SEND Inspections Establishing Great SEND Practice Opportunities for Peer Review Sept 2018 David Bartram david@prescienteducation.co.uk