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Statements or Something Better? Direction of Change

Statements or Something Better? Direction of Change. Recommendation by ESTYN, Audit Commission, CEA WAG Task Group: Statutory Assessment - Options for change ELLS Committee Policy Review: - Consult & build consensus. - Seek to make legislative change in Wales. - ALN to replace SEN

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Statements or Something Better? Direction of Change

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  1. Statements or Something Better?Direction of Change

  2. Recommendation by ESTYN, Audit Commission, CEA WAG Task Group: Statutory Assessment - Options for change ELLS Committee Policy Review: - Consult & build consensus. - Seek to make legislative change in Wales. - ALN to replace SEN Preliminary consultation in 2 phases. LCO secured (2007) Background to statutory reform

  3. Key Rights & Principles • UN Rights of the child (Rights to Action) • Inclusive education • High quality broad & balanced education • Able to make good progress towards potential • Holistic individual assessments & planning • Early identification & intervention • LAC needs recognised • Ethnic & cultural needs recognised

  4. Intended outcomes of reforms • A more inclusive education system. • Improved outcomes & well-being. • Improved participation of learners. • Increased trust & confidence of parents. • Greater consistency of outcomes. • Better partnerships between agencies • Better partnership with parents/carers. • More efficient use of resources

  5. Strategic Priorities • Modernising systems • Improving consistency & quality

  6. NHS Parallels • Reducing harm & • Unjustified variation. • Targeting: • Right person • Right Place • Right Time • Every Time

  7. New more flexible systems • Severe & complex needs • Less complex needs • Individual Development Plans • Support and disagreement resolution

  8. Severe & complex needs • Holistic view of learner’s needs • Multi-agency assessment, planning and provision • Team around child & key working • Early Support • Improved transition to adulthood • Birth to 25

  9. Less complex needs • Flexible school-based system • Less bureaucracy • Improved quality & consistency • Entitlement protection • Team around the child / family / school where needed.

  10. Individual development plans • Single plan for child / young person • Common format • Person centred planning • Involvement of learner & parents • Action planning approach • Key-working where needed • Flexible processes & IT system

  11. Parent support, advocacy & complaints • Strong emphasis on information, advice, advocacy & mediation. • Parent support networks • School & LA disagreement resolution procedures • Open & flexible process & tight timescales • Last resort to ALN tribunal • Extended access to tribunal

  12. Improving Quality • Quality Assurance • Building Capacity • Improving leadership & management

  13. Quality assurance • Securing the right provision • ALN quality assurance system: • Tracking pupils • Monitoring funding • Assessing quality • Inclusive Schools Profile

  14. Building capacity • LA strategic role • School action plans • Professional development • Defined Provision Pathways • Team around the school. • Role of special schools • Web based resources & networks

  15. CHILD’S NEEDS PYRAMID Level 1 NEEDS INTENSIVE SUPPORT FROM S & L TEAM REQUEST FROM SCHOOL FOR ADDITIONAL SUPPORT. ACTIONS IDENTIFIED FOR SCHOOL STAFF / PARENTS MAYBE: ASSESSMENT OF CHILD; TRAINING (around individual child); ASSESSMENT OF ENVIRONMENT Level 2 SENCo / SPECIALIST TEACHER / LSA – S& L Identified children screening for level of skills eg Afasic Check list, Speech Link etc IMPLEMENTS PROGRAMMES e.g. NARRATIVE GPS SPEECH LINK, LANGUAGE LINK, SOCIAL SKILLS NO PROGRESS –Exit & Entry Criteria for Access to SaLT Level 3 Level 4 INDIVIDUAL NEEDS IDENTIFIED & CLASSROOM BASED STRATEGIES IMPLEMENTED : DELAYED COMMUNICATION SKILLS (PEMBROKESHIRE SCREEN/ LANGUAGE LINK) NEEDS LANGUAGE STIMULATION ACTIVITIES IN CLASSROOM / FOUNDATION PHASE LISTENING & ATTENTION PHONIC AWARENESS MIND MAPPING ETC

  16. PARENT TRAINING / INVOLVEMENT PYRAMID Stakeholder Groups / Parent Forum Level 4 More Salt involvement • SPECIFIC / • TARGETED TRAINING • e.g. PECS FOR CHILDREN • DIAGNOSED COMMUNICATION DIFF. • ACTIONS FOR PARENTS • MORE GENERIC INFO / TRAINING • FOR PARENT WHERE CHILDREN IDENTIFIED AS HAVING NEEDS – PRE-ASSESSMENT (SLT) • ACTIONS FOR PARENTS 3 • PARENT EDUCATION AROUND MORE SPECIFIC ISSUES • ACTIONS FOR PARENT TO FACILITATE SP / • LANGUAGE DEVELOPMENT • ( Key staff Advisory Teachers ) 2 1 PREVENTION LITERATURE DROP-INS (Key staff LSA / TEACHERS) Observation Checklists /Assessments

  17. School – Age Tiers ACROSS ALL KEY STAGES IN MAINSTREAM SCHOOOLS PYRAMID AT EACH LEVEL MENU OF SaL PACKAGE 4 THERAPY PROVISION BUT SCHOOL CONTINUES TO RETAIN RESPONSIBILITY FOR MEETING CHILD’S NEEDS • SCHOOL ACTION + • REFERAL OUT - FOR ASSESSMENT & ADVICE • CONTINUED ACTION AT CLASS / SCHOOL LEVEL • SCHOOL COMMITMENT TO ACT ON ADVICE & COMMIT RESOURCES 3 • SCHOOL ACTION • SENCo / OTHER SPECIALIST / LSA TEACHER IN SCHOOL • SCHOOLS CONTINUE TO MANAGE PROBLEM • INDIVIDUALS IN SCHOOL WITH • SPECIFIC KNOWLEDGE / SKILLS (TEACHER / LSA) 2 1 EVERYONE IN EVERY SCHOOL SHOULD KNOW AWARENESS OF STRATEGIES TO SUPPORT COMMUNICATION DEVELOPMENT

  18. Leadership & Management • Training for leaders & managers • Self-evaluation audit materials • Improved accountability • Mandatory ALNCo training • Regulation on ALNCo role

  19. Pilot schemes: • Quality Assurance: Flintshire Caerphilly • Complex needs: Carmarthenshire Torfaen • Non-complex: Pembrokeshire Bridgend Torfaen • ALNCo: Cardiff & Newport

  20. Other reform developments • Early Support • Transition Key-worker pilots • Behaviour & attendance pilots • Right of Appeal for the child pilot

  21. Process of reform • Extended trialling • Building multi-agency dimension • Review of powers • Action Research report Jan 2012 • Formal consultation: 2012 • SEN Bill: 2013 • Phased implementation

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