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SEND Pilot Project

SEND Pilot Project.

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SEND Pilot Project

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  1. SEND Pilot Project

  2. ‘The workforce implications of moving to a more integrated, personalised working style. Partners should consider whether training or a common set of key skills will help professional and providers adapt to meeting the needs of children and young people with SEN in a more personalised way, with a renewed focus on children and young people’s outcomes. Joint training and professional development for the various professionals dealing with children and young people with SEN should be encouraged’ Quote from Draft SEND Code of Practice 0-25 October 2013

  3. The following schools/organisations have taken part in discussions around the programme: • Joy Lane Primary School (lead) – specialist areas early years, primary, additional resource base (ASD), therapy and the development of this work within the teaching alliance. Link with the LA early years team and PVI sector and early years LIFTS (through Ridgeview lead to aid consistency), Hartsdown Academy is part of the teaching alliance and already has achieved the IQM. The pilot will be looking to improve this to be a centre of excellence within the IQM. • Longfield Academy (lead) – specialist areas – secondary, additional resource base, working within their Trust and embedding best practice and the effective engagement of voluntary community groups and in particular VAWK (voluntary action within Kent). • East Kent College (lead) – specialist areas – FE, working with Adult Day/Care Services, Work based employers, KATO, internships, training providers, apprenticeships and Westgate College (specialist independent provider). • Foxwood and Highview Special Schools (lead) –specialist areas ASD, training, working with therapists, LIFTS and embedding into local schools. Working with The Quest School NMI ASD School and NHS SaLT (Marie Hackshall) • KATO – establishing a Quality Framework across 70 training providers in order that they can meet the needs of young people with SEND more effectively.

  4. Goldwyn School Special School (lead) – specialist areas BESD, vocational/work based training provider/skills centres and working with Ripplevale NMI BESD/ASD School and Catch 22 and NISAI. • Broomhill Bank Special School (lead) specialist areas SLCN, Communication Interaction Service, health and working with range of therapists (OT, Physio, Sensory Integration, Play therapy). • Ridgeview Special School (lead) – specialist area Early Years, early identification, care, therapy with LA Early Years Specialist team and the PVI sector. The quality marks running alongside the early years quality mark/best practice guidance to trial effectiveness and impact. • The Malling School (lead) –specialist areas -secondary sector, building capacity within mainstream and specialist resources, additional resource provision ASD and working with other secondary/Grammar /Academy across clusters and alliances. • Ifield Special School – specialist area 14-25 linking with children’s and adult services, effective transition to work, employment and better life outcomes. Key links with KATO, colleges and employers.

  5. Quality Assurance Framework – measuring the impact and progress. • Strategic Direction • Culture and values • Pupil achievement and outcomes • The quality of service delivery and content • Integrated ways of working • Referral pathways and effective assessments • Behaviour and safety • Quality of leadership and management • Data management and impact monitoring • Communication and user engagement • Best Value – input, output and impact • Commissioning and trading of services • Quality assurance • Overall effectiveness

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