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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 • Improving consistency & quality • Modernising systems

  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 • Early intervention • Transition to adulthood

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

  9. Less complex needs • Flexible school-based system • Less bureaucracy • Individual development plan • Improved quality assurance • 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. Quality assurance • Securing the right provision • ALN quality assurance system: • Tracking pupils • Monitoring funding • Assessing quality • Inclusive Schools Profile

  13. 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

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

  15. Immediate Priorities • Regional planning • Building multi-agency consensus • Multi-agency assessment & planning • Team around the child, family and school • Early Support • Quality Assurance System

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

  17. Quality Assurance & Evaluation • Action Research project • Central co-ordination • Pilot Management Boards • WAG task group monitoring

  18. Other reform developments • Early Support • Transition Key-worker pilots • Behaviour & attendance pilots • Post-16 Funding Review • Right of Appeal for the child pilot • Unlocking the potential of special schools

  19. Process of reform • Continuing to build a consensus with all stakeholders • On-going evaluation • Review of powers • Formal consultation 2012 • Legislation – target 2013 • Phased implementation

  20. “Sustainable improvement is not achieved through piecemeal change. Real and lasting improvement occurs when elements identified as instrumental to desired improvement are addressed simultaneously and in a way that they complement and support one another” School Effectiveness Framework 2008

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