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J oint Area SEND Inspection Bury Early Years. Background. In May 2016, the two inspectorates, Ofsted and the Care Quality Commission (CQC), started a new type of joint inspection. The aim is to hold local areas to account and champion the rights of children and young people.
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Background • In May 2016, the two inspectorates, Ofsted and the Care Quality Commission (CQC), started a new type of joint inspection. The aim is to hold local areas to account and champion the rights of children and young people. • Under the Local area special educational needs and disabilities inspection framework, inspectors review how local areas meet their responsibilities to children and young people (from birth to age 25) who have special educational needs or disabilities (or both).
Under the Children and Families Act 2014, the government placed new duties on the local health, social and education that provide for these children and young people. The Special Educational Needs Code of Practice was updated to reflect these new duties.
The local area health, social and education services need to work together to: • publish a ‘local offer’ setting out the support and provision in the area for children and young adults with special educational needs or disabilities (or both) • provide accessible information to children and young people, as well as parents and carers, about the services and support available in the local area • work with children and young people, their parents and carers, and service providers to make sure that any special needs or disabilities (or both) are identified as early as possible • assess (in co-operation with children and young people and their parents and carers) the needs of children and young people with special educational needs or disabilities (or both) who may need an education, health and social care plan (EHCP) • produce an EHCP for all children and young people who are assessed as needing one (all relevant agencies should cooperate to do this and involve the children and young people and their parents and carers) • provide children and young people with the support agreed in their EHCP, and regularly review their plans
Inspection teams • The inspection teams will include: • a Her Majesty’s Inspector with enhanced specialism in special educational needs and disabilities • a CQC specialist children’s services inspector • an Ofsted inspector (usually a serving practitioner in another local authority) specially recruited and trained in special educational needs and disabilities issues • All inspectors have been trained fully for these inspections.
How will services and users be told about an inspection? • Five working days before an inspection, Ofsted will tell the director of children’s services from the local authority and the CQC will contact the chief executives of the clinical commissioning groups to give notice of the inspection. • The local area will publicise details of meetings that the inspection team will hold with anyone affected by the inspection. • You are welcome to come to one of these meetings to share your views about your experience of support for special educational needs or disabilities (or both) in the local area.
The inspection process • Over the course of the 5-day inspection, inspectors will meet managers and leaders from the area’s education, health and social care services and look at young people’s case files. • They will review the support provided by the local area for some individual children and young people to better understand how well the local area meets its responsibilities overall. • They will also visit early years settings, schools, further education providers and specialist services. • During these visits, inspectors will also spend time speaking to children, young people and their parents or carers.
What do Inspectors look for • Inspectors will look for evidence of how children and young people with special educational needs or disabilities (or both) are identified, how their needs are assessed and met, and how they are supported to move on to their next stage of education, the world of work and wider preparation for adulthood. • The inspections will be carried out in line with the inspection framework and handbook. • The inspections are carried out under section 20 of the Children Act 2004. The inspectors will also look at the way in which local areas are meeting their duties under the Equality Act 2010.
What can't inspectors do? • Inspectors will not carry out inspections of individual education, social care or health services or providers. • They will not make any judgements on the decision-making or the quality of support provided to individual children or young adults. • Inspectors will also not investigate complaints about the support received by individual children or young people or their families. They do not have the power to change or overrule decisions about assessment or support that have been made by agencies and service providers in the local area.
How will inspectors report the findings? • At the end of the inspection, the inspection team will evaluate all the evidence gathered. • The Local Authority and the CQC will write a joint inspection outcome letter. The letter will explain the main findings and make recommendations for improvement. • It will also highlight any strengths that inspectors identify to help other services and areas develop and improve. • These letters will be published on the Ofsted website and on the CQC website.
How can we be ready? Remember allearly years settings have to have regard to the Code Of Practice Statutory means that you must follow the Code of Practice as a legal status
How do we evidence how we are following the Code of Practice • What evidence do you have to show how you reflect the wishes and feelings of young children and their parents? • How are young children and parents able to participate as fully as they can in decision making and how are they given information and support to do so? • How do you identify the needs of young children? • How do you ensure that your provision provides high quality service that is inclusive and removes barriers to learning? • How do you support young children in ways that will allow them to achieve the best possible education or other outcomes, including preparation for adulthood
Working with parents ‘Every parent should be at the heart of your Systems and you should ensure that their Voice is reflected when planning Interventions or referring children’
Evidence • Do you gather detailed information about the child during the induction process? • Do you complete on entry base line assessments with the parents to determine what children can do at the point of entry? • Do you obtain parental written consent to share information with other professionals about their child should any concerns arise? • Do you speak to parents on a regular basis, sharing information about their child in a variety of ways? Do you listen to parents? How do you reflect their views, Knowledge and contributions? • Are your assessments clear and concise? Do you track children’s progress and review provision for them? • If you assess developmental concerns about a child, how soon do you talk to parents • Do you know who your identified Parenting & Family worker is?
Additional Support • Childcare providers in Bury are supported to deliver an integrated approach to fulfil their responsibilities towards meeting the needs of children with Special Educational needs and/or disability. • A collaborative approach with a variety of professionals ensure co-ordination of all referrals so children with special educational needs and/or disabilities are supported to ensure the most appropriate intervention/ pathway for the child and to therefore ensure partnership working.
Early Years Inclusion Audit • In Bury we have developed an Early Years Inclusion Audit the purpose of the tool is to support yourselves as providers to evaluate and reflect on your practice, and enable you to develop a robust action plan in order to improve and strengthen practice. • The tool is available to access on the Bury Directory your Parenting & Family Worker will also be able to explain the tool and provide any further advice needed.
Are you aware of the services in Bury The Parenting & Family team Educational Psychologists, SALT, Specialist health visitor team, Sensory Needs team, Children’s Centres, Health Visitors, Portage team, SEN .
Children’s rights Do your systems and paperwork clearly take into consideration children’s thoughts, views and ideas. Do you find age-stage-appropriate ways of doing this? For example • Person centred planning • One page profile • Person centred reviews/transitions
Early identification of need • If you have identified a child with special educational needs and/or disabilities how do you bring them to the attention of Bury’s local authority? • Do you know about Bury’s services and systems (The Bury Directory) • Are you working in line with the requirements of the EYFS: two-year-old check and EYFS profile
Graduated response to support children • Once you have identified a child as not making expected progress, do you use the graduated response of Assess, Plan, Do and Review • If interventions made are still not meeting a child’s needs, do you consider involving other specialists and are parents involved in the decision to do so?
SENCO The SENCO has a role in leading and coordinating the graduated approach across the setting; and supporting individual practitioners in implementing the approach for individual children.
Role of the SENCO • The SENCO has a role in leading and co-ordinating the graduated approach across the setting; and supporting individual practitioners in implementing the approach for individual children. In particular, the SENCO needs to ensure that all practitioners understand how the setting: • adhere to their responsibilities for children with SEN & Disability and can evidence their approach to identifying and meet the SEND Reforms • advises and supports colleagues in their approach • ensures parents are closely involved throughout and that their insights inform action taken by the setting. • liaises with professionals or agencies beyond the setting. • responds to any cause for concern and identifies and responds to special educational needs & disability • focuses on improving children’s progress and outcomes • implements SEN support and the cycle of action which is assess, plan, do, review and meets the requirements for record keeping in a way that supports the participative decision-making process and, at the same time, avoids excessive paperwork • The SENCO works with the practitioner and with parents throughout SEN Support. The SENCO’s advice and support to colleagues is integral to each stage of the cycle of action: assess, plan, do, review. In addition, the Code of Practice highlights the importance of drawing on interventions supported by reliable evidence of effectiveness and Practitioners having the relevant skills and knowledge.
Education, Health and Care plans (EHCPs) • Are you aware that an EHC plan has a legal basis and is drawn up in conjunction with parents by the local authority once an assessment process is completed. • The EHC plans replace the statementing arrangements from the previous Code of Practice. It has a different focus and is more person centred and focuses on outcomes for the young child or person. • This is reviewed once a year by the local authority.
Requesting an EHC assessment your role as a practitioner The SEND Code of Practice (Jan 2015) sets out who can request an EHC assessment. They are: • The child’s parent; • A young person over 16; • A person acting on behalf of a school or post 16 institution. In addition anyone else can bring a child or young person to the attention of LA, where they think an EHC assessment may be required, e.g. Health and social care professionals, early years practitioners etc.
Early Years EHC Assessments in Bury • In Bury we have introduced a funding stream whereby we can support early years settings in meeting the needs of children with SEN at the earliest possible stage. • If your setting is supporting a child with SEN and/or disabilities you may be eligible to apply for additional funding to enable you to support the child’s needs • Decisions on funding and reviews of progress are taken by the Early Years Panel. • Through this process the panel identifies children that are likely to need an EHC assessment before they enter school. • Where a child is identified an EHC assessment will be initiated by the SEN Team during the child’s nursery year. • All other children who have received Early Years funding are reviewed before they start school in their reception year . • Some of these children will be allocated additional funding to allow the school to provide additional support over and above what is already available in school as the child enters their reception year.
Early Years EHC Assessments in Bury • Therefore if you have concerns about a child and consider they may need an EHC assessment. Then please speak in the first place to the educational professional who is involved, e.g. the Parenting & Families Team, Educational Psychologist, Portage worker etc. • They can check if it has already been agreed that an EHC assessment is to be initiated. • If this is not the case then speak to this professional as to whether an EHC assessment may be required, so this can be fed back to the Early Years Panel for further discussion. • If parents ask about an EHC assessment, please advise them of their right to request an assessment, signpost them to other educational professionals who can support them and/or the Information and Advice Support Service (IASS).
Training and support for staff • SENCO training delivered annually for all providers • SEND Drop-in clinics x 1 monthly • Parent Drop-in clinics x 1 fortnightly • Visits to settings to offer tailored support, guidance and advice • Early years SEND funding are you aware of the funding application process and the support that is available to enable you to complete the process? SEND panel takes place every month. Applications are required to be submitted one week before the panel date. • Resources and information provided on Bury Directory.
