St Helens SEND Conference 20 th March 2019

1. St Helens SEND Conference 20th March 2019

2. World Happiness Day 20th March 2019"I will try to create more happiness in the world around me".

3. Domestics Sharon Fryer Assistant Director SEND #sthelensSEND

4. Overview of the Day Morning Welcome Keynote Speakers : Jane Friswell Pam Potter/Carol Gowan 12 – 12.40 Lunch Afternoon Professor Sarah O’Brien: Strategic Director People's Services / Clinical Accountable Officer Workshops Big Chat – St Helens Young SEND Voices 3.15 Close

5. Welcome Cllr Joe Pearson Cabinet Member for Developing Young People

6. Ofsted/CQC Key Findings Senior leaders, managers and front line staff have embraced the spirit of the reforms, putting CYP and families at the heart of their plans. Leaders have a deep and accurate understanding of the local area’s strengths and weaknesses. The local area that St. Helens was late in starting to implement the reforms there has been urgent and decisive action taken and, as a consequence, significant progress made over the last 12 months. Leaders and managers are cognisant of the task that still lies ahead.

7. What did Ofsted/CQC say? • Communication has improved considerably. • Senior leaders, managers and frontline staff, particularly in education and health work well together to implement the reforms • Majority of parents and carers are pleased with the help and support. • Joint commissioning is a strength. • Innovative neurodevelopment pathway. • St Helens is embracing co-production. • Many of the statutory duties are common, everyday practices. • Well-established, active and independent advice service. • Marked improvement in the timeliness and quality of EHCPs. • Like many areas, there is a challenge of providing enough school places for St. Helens, notable that partners invest heavily in training & support for mainstream school staff. • Issues raised by CQC in the inspection of Children Looked After and Safeguarding in late autumn 2017 have been swiftly addressed. • All staff take their safeguarding responsibilities seriously

8. Areas for Improvement • SEND Children & Young People have a high priority in all the boroughs strategic and transformational plans • Consistent communication with parent/carers • Education, Health and Care Plans focus too heavily on education. • Continue to address the recommendations from the recent CQC looked after children and safeguarding inspection. • Lack of choice and pathways for young people aged 19-25. • Historical census data identifies some inconsistencies in the identification of need. • The local area’s short break provision is ineffective. • Embed role of the Designated Clinical Officer.

9. Improving the Local Offer • Improving the quality of Education, Health and Care Plans • Preparing young people with SEND for Adulthood • Revising the short breaks offer • Narrowing the Gap for SEND pupils

10. SEND Portal

11. Key Note Speaker Jane Friswell SEND Consultancy Rediscovering your SEND Mojo and Making a Difference with it !

13. Mojo? • mojo meaning, definition, what is mojo: a quality that attracts people to you and makes you successful and full of energy • The word originally means a charm or a spell • But now its more commonly said meaning;sex appeal or talent. It’s the magic of SEND!

14. The Magic of SEND! • Magician; meaning • Sorcery; sleight of hand; entertains; uses magic to entrance…….. OR • A person with exceptional skill in a particular area

15. The Landscape Inclusion – St Helen’s Local Area Review for SEND New Education Inspection Framework The bite of austerity Breaking habits of the past? Key messages for SEND

16. What’s your exceptional skill (s)?

17. Lets look at some of the evidence Leaders have a deep and accurate understanding of the local area’s strengths and weaknesses. The majority of parents and carers are pleased with the help and support that families and children receive in St Helens. Joint commissioning is a strength of the local area St Helens is embracing co-production Professionals work well together to identify the needs of children and young people in the local area

20. "A nation's greatness is measured by how it treats its weakest members." - Mahatma Ghandi

21. The struggle • across the country, educational leaders are struggling in the current policy context of more challenging standards, increased accountability, reduced budgets, and limited community support, while also trying to bring about educational improvements at all levels of the system. • reform focus on technical aspects of educational change • BUT are we focusing at the relational level?

23. The magic of relationships Research has found that schools and institutions with collaborative or trusting cultures are more likely to show signs of improvement and innovation (see for example, Bryk & Schneider, 2002).

24. Social Capital & Value • Capturing the social capital which exists between individuals through person-centred practices and approaches • Develop your approach to harness the value in relationships and explore the important resources, such as knowledge, information and advice which can and should flow between individuals through these relationships.

25. Managing Complex Change • Complex change of the magnitude that we’ve implemented in the current educational system for SEND, particularly in the most challenging communities, requires attention to capacity building and relational trust – two critical, system-wide components that are overlooked in the current agenda.

26. Social Justice • Promoting a just society by challenging injustice and valuing diversity should at the heart of any successful organisation. • How well are you doing with this?

27. How your social justice values support leadership • Learners who utilise more flexible ideas about how to promote social justice might be able to more successfully integrate these activities into their personal and professional lives. • In contrast, viewing social justice–related efforts as difficult, challenging, or overwhelming might serve as a barrier toward social action.

28. The end goal : to live an ordinary life

29. What do we want to achieve • Maximize the impact of improving outcomes for children, young people and their families with SEND

30. How? • Influence and inspire those who wish to transform • Be generous in sharing the talent which exists in SEND • Generate mutual trust and support of one another by one another • Challenge and overhaul existing SEND systems, supports and approaches • Provide a person - centred, systemic model that emphasises capacity building, collaboration and deep support

31. Core values : J Friswell • We question, challenge and innovate; on the front-line and behind the scenes  • We lead and support by embedding self- improvement strategy • We focus on long term sustainability • We support each other to achieve our goals • We seek out and foster valuable connections between people we know • We maximise our impact by working out loud • We are led by the voices of the people we support • People matter most

32. Culture of appreciation • How often do we encourage people to do the right thing? Do we let them know when they have? • Recognition and appreciation • Thank people at the right times for doing the right thing • If you can show people what ‘great’ looks like, you’ll see it repeated • Sometimes to make a difference all it takes is telling people that what they did was right which encourages them to do more of it • https://www.bournemouthecho.co.uk/news/14568253.Waitrose_store_s_act_of_kindness_towards_nurse_goes_viral_on_social_media/

33. Cultureof Well Being • Maximise access and inclusion • Focus on outcomes • Evidence-informed and reflective practice • Holistic approach • Person-centred and family sensitive practice • Partnerships with families and communities • Cultural competence • Commitment to excellence

35. Personalisation • Personalisation is about whole system change, not about change at the margins. • It will require strong local leadership and support to convey the visionand the values, which • underpin it and to reach beyond the confines of education, health and social care.

36. Neglecting leadership is not an option • Lord Darzi’sNHS final review report (DH, 2008c, p 66) stated that: • Leadership has been the neglected element of the reforms of recent years. • Thatmust now change … leadership will make this change happen [and facilitate] meaningful conversations that transcend organisational boundaries.

37. Emotionally intelligent approaches • Coulshed and Mullender (2001) make the point that at a time when commercial and industrial organisations were bringing in more human and emotionally intelligent approaches (Goleman, 1996), public sector organisations were often reverting to a more mechanistic approach. • Leadership of personalisation and inclusion may need to develop and deploy some of the most cutting-edge ideas to be successful.

38. Ethical leadership • There seems to be some congruence developing in thinking about public sector leadership at the moment that delivering benefits across complex systems demands leadership that is ethical, humanistic, facilitative and available. It needs to be founded : • on an ability to work creatively with relationships, out of which can emerge common understandings and shared energy. • This type of collaboration is at no time more necessary than when resources are squeezed

39. Leaders as “hosts” • McKergow (2009) suggests the metaphor of leader as ‘host’, • someone who selects and prepares the venue, invites people who need/want to be together, • oils the discussion, attends to people so they feel able to contribute, holds the boundary against intruders and creates more than the sum of the parts.

40. Mentoring & Coaching • Mentoring and coaching approaches to leadership bring a focus on ensuring leaders are available for conversation, knowledge sharing and discussion with staff and others. • This approach emphasises a positive perspective on the motivations and abilities of people that the mentor or coach seeks to release.

41. Leadership value base – what’s yours? • Leadership driven by public service ethics • Leadership that embodies human values • Equalities and human rights-based leadership • Outcomes and governance-driven leadership ALL of the above

42. If we plant a seed in a desert and it fails to grow, do we ask, “What is wrong with the seed?”.

43. No. The real conspiracy lays in this: to look at the environment around the seed and to ask, “What must change in this environment such that the seed can grow?”.

45. Been inspired to rediscover your mojo?jane@friswell.com0784 0756109

46. TABLE REFLECTION • What inspires you in your role? • What do you currently bring to your role? • What would others reflect you bring?

47. School EffectivenessTeam Draft framework : Considering inclusion

49. Proposed changes in the Draft Education Inspection Framework The judgement categories have been completed revised and will now cover: Quality of Education (this is a big one!), Behaviour and Attitudes, Personal Development, Leadership and Management. Some key themes emerge: reducing workload for teachers, an emphasis on good character and resilience among pupils, tackling off-rolling, and of course a broad, well-balanced knowledge-rich curriculum. …looking at whether young people are being offered a rich curriculum which is taught well and leads to them achieving their all.