SEND AREA INSPECTION 2017

MEETING TITLE / Focus Group –Outcomes
Date and Time
Session Lead / Jess Haslam (Head of Disability and SEN)
Attendees / Jenny Bullock, Group Manager, Health and Disability Team
Vicki MulvannaTuhoy Allied Therapies
Ruth Thompson, Parent
Alison Brown Allied Therapies
John Thompson, School Improvement
Gary Robinson:
Tina Hardman
Jess Haslam Head of Disability and SEN
William Shaw, Manager of the School Wellbeing Service
Jayne Andrews Nurse Consultant in Public Health
Paul Ramskill Public Health Improvement Manager (Integrated Wellness Service)
Room
Inspectors
KEY AREAS TO HIGHLIGHT
The SEND Strategy states:
All children and young people will achieve their potential, become confident individuals, live fulfilling lives and successfully transition into adulthood - ‘safe, resilient, achieving and included’
Education
Essential reading: Storyboard on narrowing the gap- attached below
Good performance
Early Years
  • York has 97% of Private and Voluntary providers rated as good or outstanding
  • York’s EY Inclusion Fund has been highlighted as good practice in the national consultation
  • Evaluation of Early years Inclusion Fund (2016) demonstrates improved outcomes and progress for children with the EYIF
  • Portage is offered to children with low birth weight and those who are in care with SEND and helps close the gap as part of the early intervention.
Schools
  • 93%of schools are rated good or outstanding.
  • York provides appropriate support and provision locally where possible to enable CYP to stay at home and belong to their own community. York therefore has a relatively small number of Out of Area (OOA) Placements and at school-age these are reducing over time. 2.3% compared to 6% nationally LGA Inform)
  • Pupil Premium Peer Challenge conducted with small focus group of headteachers from primary schools, led by secondary school with PP Award.
  • York have begun the London Leadership SEN Peer review and will share this wider so promoting high quality consistent practice.
  • Average Progress 8 score from KS2 to KS4 for SEN pupils with a statement or EHCP is better than the national average(-0.94% compared to national average -1.3%) KS4e
  • York compares well to overall ave for Progress 8 SEND scores -0.95 compared to -1.02(SEN Performance booklet)
  • Most recent national absence annual data shows that absence in all CYC schools is low.
  • The absence rates of York's pupils with SEN are low in comparison to other averages. This supports their improved opportunities to learn in school. Numbers with statements in 2013-14 were 7.0% compared to 7.3% SN. Percentage described as persistently absent (9.2% compared to 11% to national average In 2013-14
  • Fixed term exclusions in York are low for children with statements in 2013-14 @13.11% compared to 15.8% for SN
Post maintained education
  • The percentage of Year 11 school leavers with any SEND going on to or remaining 'in learning' during October to March after they finished Year 11 in 2013/14 and 2014/15 was 89% and 90% respectively and as such 3 pps and 2 pps above the national figure for these two years. Cohort sizes 250 and 255.
  • The percentage of Year 13 school leavers with any SEND going on to or remaining 'in learning' during October to March after they finished Year 13 in 2013/14 and 2014/15 was 100% and 91% respectively and as such 24 pps and 15 pps above the national figure for these two years. Please note these are very small cohorts i.e. 10 and 20 (rounded to the nearest 5)
  • The percentage of Year 13 local college leavers with any LDD going on to or remaining 'in learning' during October to March after they finished Year 13 in 2013/14 and 2014/15 was 66% and 86% respectively and as such 0 pps and 2 pps above the national figure for these two years. Cohort sizes 210 and 320.
  • 17 year olds in Education, Employment and Training compare well at both KS4 and KS5 in the latest available data.KS4: 100% compared to statistical neighbours: 93% in 2014-15. KS5: 91% compared to 85% for national average.
  • % of KS5 pupils who are EET at 17 with EHCP or statement is 91% and above national ave 85%.
  • More 19 year olds with a Statement/EHCP achieve a Level 3 qualification than comparator groups. (19.4% compared to 15.5% for statistical neighbours)
  • Numbers of York resident High Needs students aged 16 and over has more than doubled over the past 5 years.2010/11 we had 83 post 16 High Needs students in learning. At the start of 2016/17 this figure is now 186.
  • We track the destinations of York resident High Needs students though a comprehensive process on a bi-annual basis. This was first done for the ‘Class of 2014’ for 118 leavers and repeated for the ‘Class of 2016’ for 186 leavers in January 2017. The tracking shows high retention and the majority of students make academic level progress and/or progress their independent living and personal skills.
  • YC students perform well and move on to become EET
-94% achieved their main qualification, 2% are continuing their studies into 2016/17
-100% (22 students) achieved a non-qualifying aim in English
-71% (out of 28 students) achieved a Functional Skill in English, 6 students are continuing their studies into 2016/17
-90% (of 10 students) achieved a GCSE in English
-100% (23 students) achieved a non-qualifying aim in maths
-76% (of 25 students) achieved a Functional Skill in maths, 7 students are continuing their studies into 2016/17
-75% (of 12 students) achieved a GCSE in maths
- The York College, Pathways students satisfaction survey for 2015/16 produced the following results:
-Helpful advice and guidance about which course to study: 95%
-Information about support services available to you: 100%
HNS / YC
Employment / 9% / 10%
Seeking Employment / 6% / 4%
Education / 75% / 82%
Other including non educational programme with social care / 10% / 4%
  • “Additional learning support staff, working closely with managers in areas with learners who have high needs, have improved communication about how best to meet learners’ specific needs, which has led to nearly all current learners being retained to date. Learners with high needs have significantly higher achievement rates than their peers” ( Askham Bryan College – Short Inspection April 2017)
  • “We have made considerable progress in both the performance of the FSM cohort and closing the gap to the non-FSM cohort on both L2 measures at age 19 in the last few years. Progress for the FSM group on the L3 measure at age 19 remains a concern – however this is a very small cohort.
  • Multi agency transition team ensure joint working for complex cases begins early and supports increased independence in their local community
  • Young people are supported in their planning through LO booklets, Opportunities Fair and advice from increased Learning and Work Adviser service
  • Post 16 providers are proactive and have direct involvement in the transition process attending annual reviews, liaising with SENCOs etc
  • Year 14 young people leaving special school are offered a paediatric appointment to complete a transition “All about my health”
  • York Independent Living and travel skills team has been extended to provided successful young people and adult travel training.
  • Personalised programmes for those with complex needs enable them to continue their learning locally with strong outcomes.
  • Raised awareness of the needs of students with Autism in Askham Bryan College as part of the national ‘Ambitious About Autism’ pilot
Health Outcomes
  • Good outcomes demonstrated in the CCG and LA commissioned CAMHS Cluster Pilot le to establishing the School Wellbeing Service.
  • Emotional Literacy Support Assistants and Wellbeing Workers support young people with mental health difficulties on SEN Support and at universal levels. Case studies indicate increased attendance and improved wellbeing through reducing anxieties.
  • A Children Therapy feedback questionnaire is given to parents on discharge from therapy services. From the most recent questionnaires returned:
  • 94 % of parents indicated that “the therapist has helped their child to progress or improve their quality of life “
  • 94% of parents indicated that they were “encouraged to be involved in decisions as much as they wanted to be”
  • The most recent Friends and Family test for children therapies indicated that 97% of families would be extremely likely /likely to recommend the service to family and friends, if they needed similar care or treatment.
  • A recent children therapy sample audit of CYC review EHCP’s indicated that 91% of children achieved the therapy outcomes/goals that had been set for the 12 months previous. ( Where outcomes were not fully met, there had been an issues with equipment repair /availability outside the therapists control )
  • The Children’s Therapy Service has invested in significant training and staff development to embrace the “Care Aims intended outcomes Framework” of advanced clinical reasoning and collaborative decision–making, which supports best practice and individualised outcome focused care. This model recognises the importance of those most “proximal“ to the child , and ensures interventions are targeted to meeting agreed outcomes.
Social Care Outcomes
  • There are less children in York who are looked after, who are SEN support, but more who are CiN, as York provides more early intervention support. The children accessing short breaks for 100 hours + are designated CiN, which boosts these figures and demonstrates our high levels of support at an early stage before reaching safeguarding concern. (The percentage of York Children in Need with SEN Support is higher than comparator groups ( 28.7% compared to 22.2% for statistical neighbours). The percentage of York Children who are Looked After with a SEN Support is lower than comparator ( 31.97% compared to 35.2% SN).
  • The percentage of Children in Care with Statement/EHCP and SEN Support fluctuates between comparator groups. Children in care with EHCP higher than national average and at SEN support lower than national average. This is opposite to levels of Children in Need, demonstrating early intervention approaches, picking up more cases at CiN level.
  • The percentage of children who have an EHCP/statement who are CLA or CiN is broadly in line with comparator figures (27.7% compared to 28.2% SN CIN with EHCP/statement)
  • The percentage of York children who are looked after with Statements/EHCP and SEN Support is lower than comparator averages (CLA with EHCP/Statement: Yk 32.6% compared to 33.8% nationally and CLA with SEN Support: Yk 31.9% compared to 35.2% nationally. Resources delegated to schools 2007 (?) . Schools recognise responsibility to meet needs at SEN support through graduated response.
  • 63.8% % of children with SEN who have been continuously looked after for at least 12 months in 2015/16 compared to 57.3%: SEN2
  • York has a higher than aveweekly expenditure on short breaks than national ave (£42.84 pw)(data from David M)
Outcomes across all ages
  • York outperforms comparator groups in the "implementation of reforms" measures, namely 'converting' statements to EHCPs and timescales around completing assessments. 97% of statements are converted to EHC Plans (in May 17) and all LDAs are converted.83% of new plans issued within 20 weeks (May 17) compared to 52.1 % in statistical neighbours (15-16)
  • QA of EHCP includes check on outcomes achieved, progress made over time and narrowing the gap.
  • EPs and Specialist teaching team surveys with parents and schools recordhighly positive contributions to outcomes for children.
  • Parent mentoring that supports families with complex needs and often chaotic home situations has improved attendance and family outcomes.
  • Data on young people with SEN is shared with post 16 providers, ASC and housing to support provision planning leading to improved outcomes
  • York has a higher than aveweekly expenditure on education for pupils with EHCP (£133.12) and for short breaks than national ave (£42.84 pw)(data from Finance Officer DM)
  • The pattern for the York SEN cohort and comparisons with the non-SEN cohorts at age 19 , as with FSM, shows clear evidence of improved performance and now in general terms is in line with national”
  • EHCP are SMART and based on advice submitted by schools, parents alongside specialist agencies including EPs, STTs, Social Workers and Health colleagues e.g. SALTS, OTs, CAMHS.
  • Progress towards EHCP outcomes data is collated. 59% totally or mostly met their outcomes and only 2% did not meet their outcomes- an increase from last year (41%) Settings are encouraged to set outcomes that are both achievable and provide stretch. This continues to be monitored.

IMPACT OF WORK UNDERTAKEN
  • There is clarity about identification of need

EVIDENCE PROVIDED
  • Specialist Teaching Team, Portage and EP Surveys
  • CAMHS Evaluation report (2016), TaMHS Evaluation report (2011),OFSTED Thematic Inspection indicated positiveimpact of ELSAs
  • Friends and families test is collated in children’s therapy services To add to library
  • Children’s paediatrics have a you said we did To add to library
  • CAMHS ..? Susan to ask Rob Casswell. Feedback from recently established patient participation group To add to library

AREAS FOR DEVELOPMENT
  • Develop systems for data gathering from children’s therapy team, noting that York children’s therapies team will start with Sytem1 in late 2016
  • Review school-age SEN Thresholds with stakeholders
  • Complete SEN thresholds for Early Years and Post-16
  • Reduce % of NEET cohort who are SEND
  • To increase the proportion of SEND leavers progressing to employment or an apprenticeship or voluntary/community work.
  • To continue the expansion of the post 16 local offer through the inclusion of more new small scale specialist providers.
  • To work with the Headteacher of Applefields school to review and change the post 14 offer
  • Develop provision for young people post 19 with SLD, PMLD, (<P4 in the city).
  • Outcomes for pupils with SEND are a concern for the city with regard to underperformance and seen as part of the wider LA Narrowing the Gap Peer Challenge Project.
  • Multi agency audit of effective outcomes of children.
  • Complete films, ‘Living Local, Moving On’ to share info re young people who have moved on to employment, volunteering and positive activities.
  • Pathway for Health advice post 18 to be developed with the PCU
  • Include patient outcome and patient satisfaction measures in health contracts-draft spec being considered for community paediatric services (Susan/Michelle Carrington)
  • Provide follow up training on writing outcomes for settings

Relevant Storyboards to take:


All Storyboards are available at:

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