CfBT Education Services

1. CfBT Education Services Governor Partnership meetings Spring 2014

2. CfBT Education Services OfSTED updates

3. CfBT Education Services OfSTED • Quality of inspections • OfSTED inspectors lack skills • A blueprint for the future? • Observing individual lessons • Revised documents • Meetings with HMI

4. CfBT Education Services Tips • ‘Over time’ does not mean three years • Progress of groups is key • Books are the most powerful weapon • Moderate assessments • Establish and moderate baseline on entry • Do not rely on Parent View • No preferred teaching style • Focus on pupils • Your SDP should be obvious around school • Invest time in your GB

5. CfBT Education Services Floor targets • FLOOR • To ensure no school falls below the new floor measure for 2014: • In key stage 2 tests in 2014, primary schools will be below the floor standard if: • Fewer than 65% of its pupils do not achieve Level 4 or above in reading, writing and maths, and • It is below the England median for progression by two levels in reading, in writing, and in maths • Results in the new grammar, punctuation and spelling test are likely to be part of the floor standard in 2014

6. CfBT Education Services PDA • Charges – no change, including early bird offer • Delivery – Course, Collaborations/networks and Consultancy • Guidebook and Brochure – available Early Summer term • INSET days – please request early • Summer term courses for new curriculum – see handout

7. CfBT Education Services Inclusion Review The results of consultations with schools and other stakeholders regarding rising exclusions and admissions issues

8. CfBT Education Services February Headlines • 25% increase in exclusions compared to the same time in 2012/2013. • For the AY2013/2014 to date there has been 119 permanent exclusions. This is a year on year increase. • 28 of the total exclusions have been rescinded of which, 24 have required provision by the LTLC/SOL4 • In February 2014 the Local Authority has been notified of 12 permanent Exclusions. • For the Academic Year 2013/2014 to date there are 1621 Fixed Term Exclusions, an increase on the previous year. • There is an increase in Fixed Term Exclusions for Looked After Children (90 cf. 59)

9. CfBT Education Services Scope • The delegation or partial delegation • Collaborative working through area panels • The development of better support • The development of in-school expertise • Developing the market for Alternative Provision

10. CfBT Education Services Principal Recommendations Reducing exclusion, and improving the service to schools and young people vulnerable to exclusion, through high quality locality based services: • Introducing an accountability structure at local and Authority level • Giving local ownership of responses to exclusion, early intervention, training and outreach • Ensuring quality and value at a local level through commissioning and kite-marking • Encouraging the development of a market for alternative provision in specific areas to provide for gaps in provision.

11. CfBT Education Services Accountability Structures • County-Wide Strategic Exclusions and Admissions Board • Primary Phase: Local Authority will continue to manage the in-year admissions activity (including exclusion/managed moves) and so there will be no delegation of responsibility. The Authority will need to develop Primary collaboration groups/mechanisms in the seven District areas. • Secondary Phase: Locality Inclusion and Admissions Panels at District level

12. CfBT Education Services Lincolnshire Teaching and Learning Centres (LTLC) • The Lincolnshire Teaching and Learning Centre as a short stay and assessment provision for vulnerable pupils • LTLC also continues to run the SOLUTIONS 4 network as a Provider Framework on behalf of the Locality Panels.

13. CfBT Education Services Outreach and Support to Pupils • Primary schools within each of the seven Locality areas and Secondary Locality Panels will strongly influence the LA’s commissioning of services . • Outreach accessed via one central contract by each district. • Capacity building brokered by one central contract by district • Any further delegation via Schools Forum

14. CfBT Education Services Quality • Guidance to schools regarding minimum standards for Alternative Provision • Further development of the current Quality Mark for AP

15. CfBT Education Services Developing the Market • Encourage new education providers into those parts of Lincolnshire where there is poor AP coverage. • Encourageorganisations already delivering within the Local Authority area to develop/extend their offer to fill gaps.

16. CfBT Education Services Responsibilities & Delegation: Primary Phase Permanent Exclusion Local Authority Admissions/EOOST In Year admission Individual School Delegated school grant Managed Move Preventative placement KS1&2 Assessment Centres (LTLC) LYLC (with clearly re-defined entry criteria Strategic Exclusions and Admissions Board Special School High Needs Block Supported place in Mainstream education

17. CfBT Education Services Responsibilities & Delegation: Secondary Phase Permanent Exclusion Locality Panel In Year admission School Group Delegated school grant Capped Sol 4 Subsidy Managed Move Alternative Education Placement @ KS4 Preventative placement KS3 Assessment Centres (LTLC) LYLC (with clearly re-defined entry criteria Strategic Exclusions and Admissions Board Special School High Needs Block Supported place in Mainstream education

18. CfBT Education Services Initiation • County-Wide Strategic Exclusions and Admissions Board as a project board initially. • Locality Panels trialled in one area from Sept 2014 • Commissioning process for outreach support through consultative process • Leadership by School Administration/E00ST

19. Support and aspiration A summary of key changes in SEN In co-production with parents, carers, children and young people, early years settings, schools, colleges, health organisations, social care, leisure providers, and voluntary organisations

20. Children and Families Act 2014 Key areas of reform: Adoption and contact Family Justice Special Educational Needs and Disability Child care and welfare of children Virtual Headteachers - Looked after children

21. Key Principles underpinning SEN Participation- promoting the participation of parents and young people in decision making about SEN including planning, commissioning and reviewing services Identification of need Greater choice and control for parents and young people over support Collaboration between education, health and social care to provide support

22. Key Principles underpinning SEN High quality provision Inclusive practice - removing barriers to learning Outcomes - focus is on identifying outcomes and improving progress for all children and young people with SEN Successful preparation for adulthood - including independent living and employment

23. Children and Families Act 2014 • New 0-25 Education, Health and Care Plan, (EHC plan) replacing the current system of Statements and Learning Difficulty Assessments, which reflects the child or young person’s aspirations for the future, as well as their current needs • Option of a personal budget for families and young people with an EHC Plan, extending choice and control over their support • New statutory protections for young people aged 16 - 25 in FE and a stronger focus on transition and preparing for adulthood

24. Academies, Free Schools, Further Education • and Sixth Form colleges to have the same SEN • duties as maintained schools • A revised SEN Code of Practice to be in place with • effect from September 1st 2014 • From 2014 the Local Authority and Clinical • Commissioning Groups (CCGs) must have a joint • commissioning plan to understand the need for • Speech and Language Therapy, Occupational • Therapy, Physiotherapyand to agree how to • commission these.

25. Involvement of children, young people • and parents at the heart of legislation, • including assessment and local offers • Key message of co-production • New requirement for LAs, Health and Care • Services to commission services jointly, to • ensure that the needs of disabled children • and young people and those with SEN are met • A duty on health commissioners to deliver • the health elements of EHC plans

26. More streamlined assessment process, which integrates education, health and care services, and involves children and young people and their families • LAs to publish a clear, transparent ‘local offer’ of services, so parents and young people can understand what is available; developed with parents and young people

27. The SEN Code of Practice • Draft Code of Practice can be found on the DfEwebsite; updated and accepted amendments March 2014 • Key elements: • A family centred system around person centred planning • Definition of SEN remains the same as Code of Practice 2001; definition of disability aligned to Equality Act 2010 – ‘reasonable adjustment and anticipatory duty’ • Senco must be qualified teacher working at the school and trained to National Standard if new in post (since 2009)

28. Single category of ‘SEN support’ • replaces Action and Action Plus • Graduated approach: cycle of assess, plan, do, review • Four primary areas of SEN are:Communication and interaction Cognition and learningSocial, mental and emotional health Sensory and/or physical development

29. The Local Offer What is it?

30. The local offer • Local authorities must produce a local offer, setting • out in one place information about provision they • expect to be available for children and young people • in their area who have SEN, including those who do • not have EHC plans • The local offer should be collaborative, accessible, • comprehensive and transparent

31. The local offer • The local offer must include provision in the local authority’s area. It must also include provision outside the local area that the local authority expects is likely to be used by children and young people with SEN for whom they are responsible and disabled children and young people. This could, for example, be provision in a further education college in a neighbouring area or support services for children and young people with particular types of SEN that are provided jointly by local authorities. It should include relevant regional and national specialist provision, such as provision for children and young people with low incidence and more complex SEN.

32. Two key purposes • To provide clear, comprehensive and accessible information about the provision available and how to access it; • To make provision more responsive to local needs and aspirations by directly involving children and young people with SEN, parents and carers, and service providers in its development and review

33. What must be included in the local offer? • Support available to all children and young people with SEN from universal services such as schools • Targeted services for children and young people with SEN who require additional short term support over and above that provided routinely as part of universal service • Specialist services for children and young people who require specialised, longer term support

34. What must be included in the local offer? • Education, health and social care provision for children and young people with SEN or disabilities, including online and blended learning • Arrangements for identifying and assessing children and young people’s SEN, including arrangements for EHC needs assessments • Sources of information for advice and support; impartiality • Information about disagreement, mediation, tribunal

35. Publishing the local offer • Local authorities must make the local offer widely accessible • Web based • Paper copy

36. The Ladder of Participation Co-production: agreeing outcomes together and collaborating to creatively shape services; equality in partnership; trust and respect Participation: parent/carer/ young person/agencies discussing outcomes and plans together;joint decision making; good working relationships; shared knowledge and understanding Consultation: statutory agencies make decisions and ask parent/carer/young person what they think; decisions may or may not be amended in light of this Information: statutory agencies make the decisions and then inform parent/carer /young person; ‘done to’ model; basic information giving

37. Local Offer versus Family Services Directory? • Similarities to a Directory… • Comprehensive record of services within the area • Contact details of these services • Differences from a directory…. • Provides threshold and referral information • Provides access to detail on schools/colleges and how they do things • Sets minimum expectations for schools/colleges • Searchable for key information parents/carers/ young people need to find • Referenced to the legislation underpinning services • Feedback facility: accountability • Informs joint commissioning

38. Information about services – parents/carers young people will want to know: • What does the service do? • Who does it provide for? • Where is it located and what areas does it cover? • How can I start using the service? • How are decisions made about who can use the • service? • How do you communicate with service users and how • are they involved in decision making/planning? • Is your service fully accessible? • What is the expertise of the staff? • Who can I contact for further information? • How impartial is the advice I am being offered?

39. SE7 pathfinder: key questions for schools Parent/carer • What should I do if I think my child/young person may have special educational needs? • How do you know if the child/young person’s needs extra help? • How will we both know how well my child/young person is doing ? • How will you support my child/young person? • How will you help me to support my child’s/young person’s learning? Young person • How do you know if I need extra help? • What should I do if I think I need extra help? • What should I do if I am worried about something? • How will I be involved in planning for my needs and who will explain it and help me? • How will I know if I am doing as well as I should?

40. Key Factors for educational settings • September 2014 - all education settings need to publish their local offer on website • Nothing new: provision for SEN has to have been published for some time • Smarter focus: must show more detailed information about arrangements for identifying, assessing and making provision for pupils with SEN. • Not only answer the question ‘what do you provide or access?’ • Needs to answer the question ‘how’

41. Key Factors for educational settings • Understanding of new Children and Families Act and key links to Equality Act 2010: reasonable adjustment and anticipatory duty • Familiarity with new Code of Practice • Provision mapping and management ; outcome focussed use of effective interventions to inform the plan/do/review cycle • Consider how to involve parents and young people in creating your ‘local offer’; test out how accessible your information really is

42. Examples of Local offers: http://www.sthilds.org.uk/send-offer http://manchester.fsd.org.uk/kb5/manchester/fsd/category.page?newcategory=3 http://darlington.fsd.org.uk/kb5/darlington/fsd/home.page Pathfinders: www.se7pathfinder.co.uk www.sendpathfinder.co.uk

43. CfBT Education Services Closing the gap working group

44. CfBT Education Services Closing the gap Focusing on today • Lincolnshire gaps in EY, KS2, KS4 • Data for the seven districts • Strategies • Ways forward

45. CfBT Education Services Headlines for EY Gap between FSM and their peers National SNs 2011 = 20% (18%) (20%) 2012 = 19% (19%) (20%) 2013 = 22% (19%) (21%) Gap is not closing and Lincolnshire is above national figures

46. CfBT Education Services Headlines for KS2 RWM Gap between FSM and their peers National SNs 2012 = 22% (19%) (24%) 2013 = 23% (19%) (23%) Gap is not closing and Lincolnshire is above national figures

47. CfBT Education Services Headlines for KS4 5A*-C EM Gap between FSM and their peers National SNs 2011 = 32% (28%) (32%) 2012 = 32% (26%) (31%) 2013 = 32% (27%) (31%) Gap widening through the KS, and Lincolnshire figure is above national figures

48. CfBT Education Services Other vulnerable groups • Looked after children • SEN • White working class boys • EAL (Please see papers) Each school will have their own vulnerable pupils and groups

49. CfBT Education Services KS2 attainment by district

50. CfBT Education Services KS4 attainment by district