SEND – Social Needs Advices Jo Smith – Early Help Partnership Manager &

1. SEND – Social Needs Advices Jo Smith – Early Help Partnership Manager & Chris Lee – Senior Assistant Education Manager

2. Context - SEN Windscreen – The Graduated Approach

3. Context – the Data Current EHC Plans – 2554 (Prior to 2014 this was less than1500) By Age range: • Pre School – 13 • Primary (Reception to Y6) – 805 • Secondary (Y7 – Y11) – 946 • Post-16 – 790

4. Context – The Data New requests for assessment considered by Moderating Panel: 2016 – 409 2017 – 587 2018 – 712 New Plans Completed: 2016 – 290 2017 – 391 2018 – 358 Initial assessments currently underway - 317

5. EHC Assessment Process – 20 week timescale Day 1 – Assessment request received from parent or setting By Week 6 – Decision Yes or No to carrying out an EHC Assessment Advices requested for relevant areas – including Educational Psychology, Health and Social Care/Need Advice givers have 6 weeks from the date of the request to return their report. By Week 16 – LA must decide whether to issue a Draft EHC Plan or not. By Week 20 – LA must issue the Final EHC Plan.

6. Social Needs Advice Previously: Focus on Social Care Request to Careline to check if social care involvement If Yes – social worker provided advice If No – record in EHC Plan as no social care involvement

7. Social Needs Advice Now: SEN staff will access Liquid Logic directly If social care involvement – social worker will be contacted for report If no involvement – check if Early help involvement. If yes the current lead professional will be contacted for report. If lead professional is internal to LCC and accesses LL, an advice form will be requested through LL. If lead professional does not access LL, the advice form will be requested via email.

8. Liquid Logic Process SEND team will be responsible for requesting the EHC social needs advice The lead professional will receive the request in their tray as a task for the child Will be asked to complete as a stand-alone form Will have a due date (6 weeks) Once completed this will go to their manager for approval Manager will either approve or send back to the LP for more information (will use the checklist for managers authorising EHC social care advice forms) Once approved it will go to the SEND group tray via liquid logic SEND team will accept or if rejected this will go back to the manager to send back to the lead professional This procedure will go live from January 2019 for all liquid logic users

9. Social Needs Advice report The advice report should: be clear, accessible and specific (quality rather than quantity in outcomes) be child centred - what is important TO the child : what is important FOR the child describe the needs of the child or young person describe the outcomes that are intended to be achieved by the child or YP receiving that provision describe the provision/strategy that may be required to meet needs safeguarding concerns have an impact on a child’s education, therefore these needs should be referenced by noting the existence of a CP Plan/ CIN Plan/ EHAT Plan/ LAC Plan. Should be proportionate, mindful of not sharing sensitive information and history of child and family – no cut and paste. Professionals should limit their advice to areas in which they have expertise. They must discuss with child/YP and family what information they are happy to share and a record should be made of child’s case file of what information can be shared and with whom GDPR (exceptions sections 2 and 9 re safeguarding)

10. Good Quality Social Needs Advice Move towards child focused outcomes Signposting to agencies and support Specificity of outcomes/resources – clearly understood by all who may be delivering. Sharing to the relevant people with review built in (information protocols re key changes/support and information sharing GDPR)

11. Examples of Social Needs relating to SEN X ( 12 years old) has extremely limited mobility, this means that she faces significant challenges in joining in with social activities of her choosing including family outings and holidays Y (16 years old) has little understanding of how to manage her money and is at risk of others taking advantage of this Q (8 years old) finds it difficult to engage in social activities as she cannot easily recognise social cues. This results in her being socially isolated outside the structure of the school day. Z’s (6 years old) behaviour at home arising from his autism mean that there are times when his personal safety and that of his sibling can be at risk. V (14 years old) finds it difficult to express himself. This can result in challenging behaviour in the home and in the community and is very difficult for his family to manage. He can have periods requiring both parents to contain his behaviour if he does not feel safe.

12. Outcomes – What and Why? A description of what a child or young person will be doing at a specific point of time in the future – need for regular review of progress towards achieving these and multi-agency liaison towards goals (shared outcomes and collaborative approach) Medium and longer term

13. Types of Outcomes - Preparing for Adult hood Employment (key skills, interests, aspirations, experience) 2) Independent Living (Travel training, socialising, self- care) i.e. For Julie to develop confidence and awareness of bus journey to a work place 3) Community Inclusion (being safe online/locally, social skills, knowing where to go to keep safe, personal budgets) 4) Health (appointments, healthy eating and exercise) (See handout – preparing for adulthood)

18. QA Element Lead Professional will have checklist to moderate advice against Completed advice to then have QA by Line Manager Advice returned to Education Officer in SEN Team who will check advice and submit any queries/return advice to practitioner.

19. Further Support and Contact Details SEND Champions – Co-ordinated by Judith Moizer SEND Assessment and Pupil Support Team – Education Officer assigned to each child/young person under assessment/with an EHC Plan Collaborative working

20. Any Questions?