APPENDIX 1 – All amendments and additions
in response to the consultation are in bold.
Brighton and
Hove
Special
Educational Needs and Disability (SEND) Strategy
2021
– 2026
Contents Page
Introduction
3
What children, young
people and young adults tell us
4
Our 2021 vision
5
Local context
6
What families tell
us
8
Our ambition is that all
children and young people with SEND and their families are able to
say
9
Our priorities for the next 5 years
10
Profile of Need: Education
11
Profile of Need: Health
14
Profile of Need: Care
16
Priority 1:
Inclusion
18
Priority 2: Early
identification and intervention
21
Priority 3: SEND
Pathways
23
Priority 4: Achievement
and Outcomes
25
Priority 5: Transitions
and preparing for the future
27
Priority 6: Sufficiency
of SEND Services and Provision
30
Appendix 1: How we will
make sure this is delivered. 32
Appendix 2: Links to
other strategies
33
Appendix 3: SEND
Partnership Board Members
34
Appendix 4: Adult
Learning Disability Partnership Board Members
35
Appendix 5 –
Funding and Risk Assessment 36
Appendix 6 -
Covid19
37
Glossary of
terms
38
Welcome to the Brighton and Hove co-produced citywide strategy
which has been developed to enhance the outcomes and life chances
of children and young people with SEND and adults with Learning
Disabilities across the city. Although the Local Authority (LA) and
the Clinical Commissioning Group (CCG) are the leads for the
strategy, its success will undoubtedly lie in the effectiveness of
the partnership between all stakeholders, in particular our
families.
The strategy sets out our co-produced six key priorities and refers
to the partnership between the LA, CCG, families, schools and
settings, other agencies and services in Health and Social Care,
including Adult Services and the voluntary and community sector.
The new strategy will be steered by the SEND Partnership Board
which is co-chaired by the Assistant Director for Health, SEN and
Disability and the Commissioning Manager from the Clinical
Commissioning Group (membership is listed in the appendices). The
progress against the actions specific to adults with learning
disabilities will also be monitored by the Learning Disability
Partnership Board. All partners will be accountable for delivering
on the actions that have been identified and agreed and the
progress against each of the actions will be monitored through the
relevant boards.
It is vital that this is a meaningful, accessible, engaging and
thought-provoking document. The city’s Parent and Carer
Council, (PaCC) and Amaze have worked very closely with
the LA and the CCG to engage a wide range of stakeholders in order
to ensure that the key priorities reflect the needs of the SEND
community. Central too is the voice of children and young
people, in addition to those adults with Learning Disabilities.
With this in mind, the use of graphic facilitation has enabled
those who are not always able to express their thoughts to be
visually represented: their views are therefore illustrated
throughout this document.
We very much hope that you find our strategy ambitious,
aspirational and a reflection of our core aim: to achieve the best
outcomes for the city’s most vulnerable children, young
people and adults with Learning Disabilities.
Deb Austin
Executive Director Families,
Children & Learning
Georgina Clarke-Green
Assistant Director, Health, SEN
& Disability, Families, Children and Learning
Fiona England, Chair of Parent Carer
Council
Katie Chipping, Senior Partnerships
Manager, Brighton and Hove Clinical Commissioning Group
We worked with children, young people and young adults in three
areas with a wide range of abilities and additional needs using
graphic facilitation. Three questions were asked during this
process and responses were captured in words, colours and images.
These questions ranged from ‘What do you think about the 6
priority areas?’ to ‘What makes a good life?’
We also asked children, young people and young adults what images
would be needed to make this strategy reflect Brighton and Hove. As
young people shared their ideas, they were drawn in real time on a
large piece of paper. The drawings were summarised to make sure
nothing was missed and that the images made sense to the children
and young people. These images were transferred to a digital format
used in the SEND Strategy document.
We are committed to ensuring that the voice of children and young
people continues to be heard throughout the delivery of this
strategy. Therefore, each priority area will need to demonstrate
how they are engaging with children and young people with SEND,
young adults and adults with learning disabilities whilst
implementing each of the action plans. This will be monitored
through the SEND Partnership Board.
|
‘Better
outcomes,
better
lives’
Brighton and Hove is proud to be an inclusive
city. Our mainstream schools have a range of specialist facilities,
both in the primary and secondary phases, that support children and
young people with a variety of needs including: Autism; Sensory
Impairment; Speech, Language and Communication Needs; Specific
Learning Difficulties. We have an outstanding specialist nursery
for young children with SEND at the Jeanne Saunders Centre and two
outstanding special schools: Downs View and Hill Park within our
three complex needs hubs. We also have a range of well-regarded
support services such as Brighton and Hove Inclusion Support
Service.
The city is fortunate to have an active and
representative parent carers’ forum – the Parent
Carers’ Council (PaCC) which is hosted and supported by
Amaze, a charity that is commissioned to provide the local Special
Educational Needs Information Advice and Guidance Service
(SENDIASS). Collectively, they reach a large proportion of families
with children and young people with SEND and target their services
and outreach support in order to meet the needs of the most
vulnerable communities. Amaze holds data on about 70% of the
eligible population on the city’s Children’s Disability
Register, The Compass, which provides an easy mechanism for
gathering views across the city or targeting specific communities.
This is supplemented by additional consultations and specific
engagement work undertaken by PaCC which has elicited a good
response.
Our Social Care Specialist Community Disability
Service supports our children and young people with SEND and the
city’s adults with a Learning Disability. This is provided
through three assessment and care ‘pods’ that are age
banded as follows: 0-13, 14-24 and 25+ years. The model is designed
to place focus on transition for young people between the ages of
14-24 to ensure they have consistent and seamless support in a time
in their lives when they will experience many changes. This service
works closely alongside our colleagues in Safeguarding and
Care.
Brighton and Hove has good and outstanding
in-house residential provision that supports our most vulnerable
children, young people and adults with a disability. The city has
two respite/short breaks homes for children and young people and
nine residential homes that provide specialist residential care and
supported living.
The Shared Lives scheme supports adults and
young people over the age of 16 who are unable to live
independently. The scheme currently offers 59 people the chance to
stay in the community through being looked after within a family
home.
The city’s day centre for adults with
Learning Disabilities based at Wellington House provides an
innovative range of activities for those service users who need a
stimulating programme throughout the day and is greatly appreciated
by the families of the service users it supports.
Sussex Community Foundation Trust (SCFT)
provides health input for many children and young people with SEND.
The health visiting team is key in the early identification of
children with developmental concerns and provision of support for
their families. Child Development Services in Brighton and Hove
includes Speech and Language Therapy, Physiotherapy, Occupational
Therapy, Community Paediatricians, Audiology, and Specialist
Nursing The multidisciplinary team at Seaside View Child
Development Centre comprises community paediatricians,
physiotherapists, occupational therapists, specialist speech and
language therapists, a specialist nursing team and audiology and
clinical psychologists. They provide assessment and
intervention for children and young people with a range of
developmental concerns and disabilities including: Developmental
Delay; Learning and Speech and Language Difficulties; Social
Communication Difficulties; Physical Disabilities; Sensory
Impairment.
Child Development Services are delivered in the
child development centre, at special and mainstream schools,
nurseries and at home. The community speech therapy team provides
assessment and input for children in clinics, nurseries and
schools. with a range of needs including dysfluency, autism,
hearing impairment, complex needs
Neurodevelopmental assessment of those with
suspected Autism over the age of 11 and Attention Deficit
Hyperactivity Disorder (ADHD) is undertaken by the Child and
Adolescent Mental Health Service (CAMHS) within the Sussex
Partnership Foundation Trust. Here, there is close working within
the teams and with hospital services (both local and tertiary), the
community nursing team and General Practitioners (GPs).
Sussex Partnership Foundation Trust (SPFT)
provide the CAMHS in our City. Services are available across
locations such as GP surgeries, clinics, hospitals and schools. The
specialist teams in CAMHS undertake assessment and provide
treatment for children and young people up to age 18 who have
emotional, behavioural or mental health problems. There is close
working across the range of community and wellbeing support
services.
We are also very lucky to have a
strong voluntary and community sector within the city which
provides families with a wide range
of valuable services. In terms of Adult Learning Disability
services, we have, amongst others, Speak Out which is an
independent advocacy charity for people with Learning Disabilities
and Grace Eyre which provides a wide range of services
including day activities such as yoga, art and cooking, supported
living and a Shared Lives Project. Our children benefit from other
services such as Extratime which runs high quality, affordable
clubs, holiday schemes and family events activities for children
and young people with and without disability aged 4 – 25
years. Here, children and young people with SEND have an
opportunity to have fun, try new things and socialise with their
friends. Barnardos Link
Plus also provides highly valued short breaks for disabled
children.
The Brighton
and Hove community is already providing some excellent provision
and high-quality support, provision and services to many families
with children and young people with SEND.
However, we also hear consistent themes when
delivering our services and support to families, so we are keen
that this new strategy provides an opportunity to address some of
these worries. Families have told us that:
·
They can feel lost and sometimes
find it difficult to find out what is available for their
child
·
They can feel isolated and alone,
stressed and exhausted
·
They worry their child will struggle
to ‘fit in’ or make friends
·
There is too long a wait for some
assessments and therapies
·
Some feel that getting an EHC Plan
is the only way of accessing the support their child
needs
·
Services are often not joined up,
don’t always work together and families have to give the same
information repeatedly, to different teams
·
They worry the city hasn’t got
the right range of educational provision to meet their
child’s or young person’s needs
·
They worry about how their children
are supported in mainstream schools
·
Their child with SEND, their
siblings and themselves as parent carers, are facing increasing
levels of anxiety and poor mental health
·
Parent carers’ ability to
maintain employment is affected and they are worried about not
having enough money
·
They are concerned about their
child’s future, and the ‘cliff-edge’ of adult
services
SEN
Vision: We will ensure there is a city-wide
commitment to services and support that will be inclusive to
children, young people and adults with Special Educational Needs
and or Learning Disabilities.
What are the outcomes?
·
There will be a commitment from all
schools and early years settings to a city-wide charter for
Inclusion
·
Co-production will be central to the
design and development of all services and provision
·
Adults with Learning Disabilities
will be able to access health services more easily and there will
be a significant increase in the number of Learning Disability
Annual Health checks being undertaken
·
The quality standard for
inclusion must drive change
|
Action
Reference
|
Priority 1: Inclusion Strategic Actions
Workstream 2
|
|
Inclusion 1
|
Co-produce a city-wide charter for inclusion. This will be
supported by a communication campaign on Inclusion that focusses
on engaging with harder to reach communities and promotes a
shared ethos and commitment to disadvantaged learners, Black,
Asian, and minority ethnic groups, those who identify as
LGBTQ and those children, young people and adults with
SEND.
|
|
Inclusion 2
|
Co-produce and promote, including with schools, a city-wide
self-assessment tool for Inclusion to include best practice for
children and young people with SEN and/or disabilities and across
all categories of need.
|
|
Inclusion 3
|
Co-develop new services that intervene
earlier to support children and young people with Special
Educational Needs enabling inclusion and access to other services
and opportunities.
|
|
Inclusion 4
|
Co-produce a multi-agency training package
for Social Care staff on SEND and Inclusion and for SEND teams
on Social Care, to enable better understanding and
delivery of services to families across the system.
|
|
Inclusion 5
|
Enable a wider cohort of children and young
people with SEN and/or Disabilities to access after school clubs,
weekend and holiday schemes support to ensure equal access to
many universal learning and leisure opportunities.
|
|
Inclusion 6
|
Deliver training on awareness of SEND,
ethnicity and culture so that all staff across all settings can be
supported to challenge cultural assumptions and improve
their understanding of different cultures and backgrounds and how
this may impact upon SEND needs. This will be co-produced
with parent carers and accessible to diverse communities.
|
|
Inclusion 7
|
Co-produce the
Hidden Children Missing Education action plan with parents/carers
and other partners. The plan must have a focus on ensuring a
full-time education and flexible location to meet the individual
needs of children and young people.
|
|
Inclusion 8
|
Ensure that buildings that house services
for children and young people are accessible for all types of SEN
and Disability.
|
|
Inclusion 9
|
Develop a plan that focuses on providing
support for young carers and siblings of those with Special
Educational Needs.
|
|
Inclusion 10
|
Ensure that there is uptake of Learning
Disability Annual Health checks for young people from age 14
years and adults with Learning Disabilities through the EHC Plan
annual review process.
|
|
Inclusion 11
|
Develop further person-centred local medical/hospital passports
considering the use of technology for children young people and
adults with complex needs to ensure that their holistic needs are
met during a hospital stay.
|
|
Inclusion 12
|
Promote on-line GP consultations in primary care as direct access
online is more accessible for parents/ carers and adults with
learning disabilities.
|
|
Inclusion 13
|
Parent/carers to be involved in co-producing training programmes on
Inclusion with the LA and CCG
|
|
Inclusion 14
|
Develop specific support, activities, events and opportunities for
BAME children and young people with SEND and their parent carers to
come together, and for service providers to hear from and build
relationships with these communities.
|
|
Inclusion 15
|
Key
services, Children’s Committees and Boards to review their
staff diversity profile and set targets to increase BAME %
representation.
|
|
Inclusion 16
|
Develop an accessible and simple support system for parents of
children and young people with SEND that has clear signposting.
|
|
Inclusion 17
|
Develop a scheme that shares good practice between schools through
the primary and secondary SENCo networks.
|
|
Inclusion 18
|
Improved access to assistive technology to enhance the voice and
lives of children and young people with SEND and increase their
independence.
|
|
Inclusion 19
|
Develop training for school staff to create more child-led and
relationship led support for children with SEND.
|
|
Inclusion 20
|
Raise
the profile of SEND in the wider community by developing a SEND
Communications Strategy with partners that uses a values-based
approach to engage with providers and the community on the positive
impact disabled people can make on the workforce and society.
|
Vision: We will ensure that children’s
needs are identified, assessed and supported both early in life and
when issues arise.
What are the
outcomes?
·
There will be a reduction in the
number of families reaching crisis point through timely Early Help
intervention
·
There will be an increased awareness
of Early Help, intervention and inclusion across the
city
·
There will be a consistent offer of
mental health and wellbeing services across Sussex
|
Action
Reference
|
Priority 2: Early identification and intervention Strategic
Actions
Workstream 2
|
|
EIAI
1
|
Review the early help offer in the city to reduce health and
social care inequalities and to improve support for children
and families with SEN and or Disabilities with a focus on hidden
families and harder to reach communities.
|
|
EIAI 2
|
Develop guidance for delayed entry to
school applications and applications to place children out of year
group that fully considers the longer-term implications for
children with SEND.
|
|
EIAI 3
|
Co-design with families the development of
peer support schemes in the city that builds on what already
exists.
|
|
EIAI 4
|
Implement the recommendations of the Pan
Sussex review of Emotional Mental Health and Wellbeing Services
and prioritise those recommendations that our most pertinent to
the SEND community.
|
|
EIAI 6
|
Build on our SEND Guide for Professionals
that promotes the parent/ child and young person voice and
develop a tool kit for early years settings and schools so
that SENCO’s can identify and support additional needs at an
earlier stage. To compliment this a SEND accessible guide for
families will also be co-produced with our parent groups to enable
better understanding of the tools used by schools to identify and
support additional needs.
|
|
EIAI 7
|
Achieve an increased awareness in early
years, education, health and care settings of inclusion issues
and strategies/interventions in order to support vulnerable
children and young people and adults with Learning Disabilities.
This will be delivered through an enhanced inclusion training offer
from Brighton and Hove Inclusion Support Service (BHISS) and
Specialist Community Disability Service (SCDS).
|
|
EIAI8
|
Work with the city’s Behaviour and
Attendance Partnerships (BAP) and other schools to ensure that
children’s Special Educational Needs and care status
are fully considered in relation to school policies including
behaviour and safeguarding.
|
|
EIAI9
|
Strategic leaders will ensure that the
whole-family approach is communicated effectively and embedded
across all levels of the partnership and delivery teams.
Supporting the needs of siblings of disabled children and young
carers will be a key strand of this work.
|
|
EIAI10
|
Strategic leaders will give greater
attention to evidencing impact alongside maintaining a focus on
positive outcomes for families. This will enable best use of
existing resources with a view to developing the business case for
investment in preventative services.
|
|
EIAI11
|
Implement personalised care and social
prescribing for children and young people with complex health and
Special Educational Needs.
|
|
EIA12
|
Co-design with
families the development of peer support schemes in the city that
builds on what already exists and addresses the advocacy and
support needs of all parent carers from diverse backgrounds
|
|
EIA13
|
Monitor and
publish the ethnicity breakdown of key services to increase
transparency and assess whether BAME families’ early help
experiences are disproportionate to the wider SEND community
|
|
EIA14
|
Schools to
develop mentor systems to support BAME children and young people
with SEND in developing effective individual plans around
preparation for adulthood outcomes.
|
|
EIA15
|
Develop training
for schools, parents and health professionals about the different
way neurodevelopmental conditions can present including cross
gender can present, pre-diagnosis and associated strategies for
support.
|
|
EIA16
|
Ensure that early
years providers and schools are equipped to identify and support
children with high prevalence additional needs pre and post
diagnosis through raising awareness, frequent and updated training
and provision of appropriate teaching tools.
|
Vision: We will ensure that children, young
people and adults with SEN and or disabilities and their families
can access the right support from services easily and quickly.
What are the outcomes?
·
Our pathways will be clear,
accessible and linked up across education, health and care
for families
·
A commitment to joint working and
joint commissioning that recognises the value of working together
to benefit the community and prevent children and young people
falling through the gaps
·
There will be a reduction in the
duplication of meetings and families will only need to tell their
story once
·
There will be a short-breaks/respite
service for children and adults that meets the needs of
families
|
Action
Reference
|
Priority 3: SEND Pathways Strategic Actions
Workstream 3
|
|
Pathways 1
|
Implement a communication strategy (which includes data sharing
agreements) across services to ensure better lines of communication
exist for children and young people with Special Educational Needs
and their parents and carers.
|
|
Pathways 2
|
Improve the timeliness of in-school triage for children and young
people with Social, Emotional and Mental Health Difficulties to
ensure the right needs assessments are being identified and acted
upon.
|
|
Pathways 3
|
Ensure that all meetings about the
child/young person are brought together where possible to save
families and professionals attending multiple meetings and
repeating the same information.
|
|
Pathways 4
|
Review our SEND decision-making systems and
ensure that processes are transparent for families.
|
|
Pathways 5
|
Transform the Neurodevelopmental Pathway to
increase capacity for Autism and ADHD diagnosis across both
health and mental health providers to ensure integrated
pathways, approaches and packages of support for all
Neurodevelopmental conditions. This will include the roll out of
integrated clinics for complex and co-morbid cases.
|
|
Pathways 6
|
Co-design services considering a
‘whole family’ approach for all pathways pre and
post diagnosis.
|
|
Pathways 7
|
Work
with families and multi-agency professionals to ensure
robust pathways for those children “missing
education” who are not eligible for support because they are
not on a school roll. This must include electively home educated
children and young people and those who are in custody.
|
|
Pathways 8
|
Review our offer for, children in care,
children in need and children and young people previously in
care to ensure that their needs are identified early, and they
receive appropriate support in schools and colleges.
|
|
Pathways 9
|
Ensure that Children in Care Reviews and
Annual Reviews are bought together once a year.
|
|
Pathways 10
|
Review the short break and respite policy
and commissioning strategy for children, young people and adults
with LD. This aims to provide a range of opportunities through the
extended day opportunities, and short breaks in their community,
ensuring it reaches more families and eligibility is equitable.
|
|
Pathways 11
|
Ensure that EHC Plans better reflect the
Health and Social Care needs of children and young people. For
example short breaks provision will link to identified need and
have clear outcomes.
|
|
Pathway 12
|
Ensure the Local Offer and information,
advice and guidance through the SENDIAS Service is clear and
accessible so that families in Brighton and Hove know what the
Health SEND offer is and how to access it. Information should
include clear threshold criteria for accessing specialist
services and provision.
|
|
Pathway 13
|
Develop with partners a Quality Assurance
Framework for Education, Health and Care Plans with a focus on
improved outcomes for children and young people.
|
|
Pathway 14
|
Co-develop a special schools admissions
protocol.
|
|
Pathway 15
|
Deliver the agreed recommendations with
parents/carers for the Home to School transport service cited
within the Independent Review Report.
|
|
Pathway 16
|
Parent/carers to
be involved in co-producing training programmes on Inclusion with
the LA and CCG.
|
|
Pathway 17
|
Health and Mental HeMental and Physical health commissioners
will review and co-develop, with families, the range of Child
Development Centre Pathways, clarifying the offer and developing
outcomes for ongoing monitoring.
|
|
Pathway 18
|
CCG will develop and implement an
integrated commissioning model across Health and Social Care.
|
|
Pathway 19
|
Develop a more
accessible and simpler support system for parents with clear
signposting.
|
|
Pathway 20
|
Co-production
with families at an individual level will be prioritised and
monitored across pathways and services.
|
Vision: We will ensure
that all children, young people and adults with learning
disabilities are able to achieve their full potential across
Health, Education and Social Care.
What are the outcomes?
·
Children and young people with
Special, Educational Needs and/or Disabilities will have their
achievements recognised and celebrated
·
There will be a more flexible
curriculum offer to provide more opportunities for success as
recognised by Ofsted
·
There will be a reduction in the
attainment gap for children and young people at all key stages with
Special Educational Needs and/or Disabilities
·
Adults with learning disabilities
will engage in ‘lifelong learning’ pathways and
increase their independence
|
Action Reference
|
Priority 4: Achievement and Outcomes Strategic Actions
Workstream 4
|
|
AO1
|
Develop a city-wide approach to recognising and celebrating other
outcome measures for young people with SEND and adults with LD.
This needs to be embedded at an inter-agency/interservice level
and done in partnership with the Local Authority, Voluntary Sector,
children, young people and families.
|
|
AO2
|
Focus
on aspirational and smart personalised outcomes across
education, health and care in planning children, and young
people’s EHC Plans and Social Care plans.
|
|
AO3
|
Encourage education settings to implement alternative
qualifications that champion Life Skills such as RARPA (Recognising
and Recording Progress and Achievement) – a five stage
process to measure the progress and achievement of learners on
non-accredited learning programmes.
|
|
AO4
|
Work
with schools to review the curriculum offer in the city for those
with Special Educational Needs. This should include
consideration for expanding the city wide vocational and
alternative qualifications offer in secondary schools and
consideration of appointing vocational champions.
|
|
AO5
|
Develop a framework for wellbeing outcomes
that makes explicit milestones for Mental, Physical, Social and
Emotional Wellbeing.
|
|
AO6
|
Develop an aspirational outcomes
framework for both EHC Plans and those children and young people on
SEN Support.
|
|
AO7
|
Implement a co-produced attendance
strategy for SEND learners to support increased attendance
in school.
|
|
AO8
|
Continue to challenge and support schools
to close the progress and attainment gap for
‘disadvantaged’ learners and those with SEND.
|
|
AO9
|
The CCG will
review current service specifications for Autism,
Neurodevelopmental pathways and therapies such as Occupational
health, Physiotherapy, Audiology and Speech and Language services
and engage with children, young people and parent/carers to ensure
that meaningful outcomes are defined and agreed.
|
|
AO10
|
Reduce the number of children and young
people with SEND and those with SEND from a BAME background
being excluded from education settings through an enhanced training
offer and the allocation of additional resources to the School
Behaviour and Attendance Partnerships (BAP).
|
|
AO11
|
Raise the profile
of the Ethnic Minority Achievement Service and the support it can
provide to SEND EAL families. A varied number of therapeutic
interventions / subjects should be offered to BAME Children and
Young People with SEND.
|
|
AO12
|
Schools to
develop mentor systems to support children with SEND from the BAME
community in developing effective individual plans around
preparation for adulthood outcomes.
|
|
AO13
|
Raise the profile
of the Ethnic Minority Achievement Service and the range of
interventions and support it can provide to SEND EAL families
|
|
AO14
|
More
collaboration between mainstream and special schools to share
assessment methodology and adapt it to mainstream settings for
Children and Young People with SEND.
|
Vision: We will ensure that moves between
services or changes in provision and support across all ages are
smooth, seamless and supportive.
What are the outcomes?
·
Transition for children going into
reception and secondary schools will be well planned and
supported
·
A 14-25 co-produced pathway that
includes Education and Care will be in place
·
We will have increased employment
and training opportunities for young people and adults with
Special, Educational Needs and/or Disabilities
|
Action
Reference
|
Transitions and preparing for the future Strategic Actions
Workstream 5
|
|
TPF
1
|
Establish a multi-agency preparing-for-adulthood group which
reports to the SEND Partnership Board to enable better transition
into adult services and increase employment and training
opportunities.
|
|
TPF2
|
Introduce person-centred planning reviews for young people in Year
9 to enable them to be more involved in all elements of their
transition to adulthood.
|
|
TPF3
|
Develop and implement a co-produced 14-25
pathway for all young people with SEND to enable them to understand
and navigate their next steps into adult life. This needs to
include earlier consideration of post 16 options.
|
|
TPF 4
|
Develop city-wide training/practice-sharing
activities focussed on Year 6 transition.
|
|
TPF 5
|
Implement a clear process for phase
transfers (-1 to Reception, Year 6 to Year 7 and Year 11 to
post-16) by working closely with families and statutory services
such as School Admissions.
|
|
TPF 6
|
Increase the number of young people with
SEND in employment through work experience, using the supported
employment model alongside the development of supported
internships and mentoring programmes with employers. Include a
review of Information, Advice and Guidance available in the city
for young people.
|
|
TPF 7
|
Review
commissioning approaches within health and mental health services
to ensure that children and young people up to the age of 25
experience a seamless service and age-appropriate care when
transitioning from children’s services into adult services
within community or acute hospital settings.
|
|
TPF 8
|
Develop and increase the opportunities for young people and adults
with Learning Disabilities to enhance their life skills,
interests and long-term outcomes particularly for those who have
narrow interests and fewer life skills.
|
|
TPF9
|
Develop a range of tools for providers in
the city to prepare our children for adulthood.
|
|
TPF 10
|
Provide training for foster carers and
short breaks carers who can become shared lives carers. This
will ensure consistency for young people with SEND who remain in
family homes.
|
|
TPF 11
|
Expand the Move On project to enable more
adults with learning disabilities to have greater levels of
independent living.
|
|
TPF 12
|
Improve multi-agency working when planning
the discharge of people with Learning Disabilities who are leaving
their hospital placements.
|
|
TPF 13
|
Review the commissioning of services for
young adults between the ages of 18 and 25 with SEND to ensure they
experience seamless and age appropriate care. Young people will be
included in commissioning decisions.
|
|
TPF 14
|
Develop an integrated, joined-up and
multi-agency offer to support the transition of young people with
SEND and complex health needs to adult services - even when there
are no clearly identifiable adult services to meet their needs.
|
|
TPF 15
|
Commission services to ensure that
providers of adult services actively contribute to the transitions
care plan; this may include joint clinics held in a young
person-friendly environment where a holistic approach can be
readily adopted.
|
|
TPF16
|
Focus on developing children and young
people’s independence, confidence and social skills so they
can access education and their local community. Ensure an
independent travel training programme is developed within the
city.
|
|
TPF 17
|
Build on the ‘What’s out
there’ days for young people with Disabilities.
|
|
TPF18
|
Develop pathways
that ensure a wide range of opportunities for young people enhance
their skills sets and increase their independence (i.e. the focus
is less on training/education providers, and more on there being a
different options for different Young people).
|
|
TPF19
|
Ensure robust
packages of support for those children and young people with SEND
in custody who are returning to school, employment or training and
planning for any transition is undertaken with social care.
|
|
TPF20
|
Ensure the
effective use of the Access to Work fund to help young people enter
the workplace.
|
|
TPF21
|
Work with the community and voluntary
sector to identify opportunities that will enhance the statutory
offer for post 16 and 19 young people with SEND.
|
|
TPF22
|
Review and
improve the post 16 and 19 education and training opportunities for
SEND learners in the city through engaging with 6th form colleges,
FE colleges, Voluntary Community Sector, training providers and
universities.
|
Vision: To ensure that the right provision is
available at the right time for all children and young people with
SEND which includes Early Years, Post-16, Post-10 and adults with a
Learning Disability.
What are the outcomes?
·
A commissioning strategy for
children and young people with Special Educational Needs and/or
Disability and adults with Learning Disabilities will be in
place
·
We will have a clear evidence base
that supports the allocation of funding to further develop our
specialist provision and services
·
We will have a clear and accessible
Local Offer of support
|
Action
Reference
|
Priority 6: Sufficiency of SEND Services and Provision Strategic
Actions
Workstream 6
|
|
SF1
|
Carry
out a city-wide SEND sufficiency project to plan effectively how we
will meet the prospective needs of our children and young people
with SEND and adults with a Learning Disability. The purpose
of this project will be to identify what provision and services we
will require for children and young people from different
backgrounds in terms of Education, Health and Social Care for a
range of needs
|
|
SF2
|
Continue to harness the reach/knowledge/input from the wide range
of (parent/carer/advocacy) community support groups across the city
which add value to all statutory services.
|
|
SF3
|
Establish an LA commissioning and brokerage team to ensure a wide
range of activities and provision are accessible for all
children and young people with SEND. This will keep children and
young people in their local community and use resources
efficiently.
|
|
SF4
|
Continue to build on the Local Offer
information detailing provision available for children and young
people with SEND across Education, Health and Social Care.
|
|
SF5
|
Develop our SEMH offer to support children
to stay in mainstream provision. We will engage specialist support
to work at an earlier stage with children to stabilise placements
and prevent exclusion.
|
|
SF6
|
Be responsive to the changing needs of our
local population through engaging with families, using data
and intelligence, using local data sources such as the Disability
Register.
|
|
SF7
|
Review how SEND is funded across the system
at a local level and explore alternative ways to manage the High
Needs Block allowance for EHC Plans.
|
|
SF8
|
Carry out a skills audit to identify where
we need to target support to improve staff recruitment and ensure
retention in services that support SEND.
|
|
SF9
|
Review our offer for children and young
people with Disabilities with a view to increasing the quality and
capacity of Personal Assistants (PA) for young people in the city
by developing a recruitment and retention strategy and providing
an infrastructure that includes specialist training and a support
network.
|
|
SF10
|
The CCG will improve their data systems to
predict need and to plan effectively how we will meet the needs of
children and young people.
|
|
SF11
|
Equality and
diversity must be considered as part of SEND Sufficiency planning
and the associated design and delivery of all services.
|
|
SF12
|
Develop a joint commissioning protocol
that ensures Commissioning decisions on specialist placements
will be made with all agencies supporting the child or adult with
LD. These placements will only be made on the evidence that the
child or adult’s needs cannot be met locally.
|
We will deliver our strategy using a work-stream approach involving
all key partners. Each work-stream will have named co-leads from
Education, Social Care and Health and the Parent and Carer Council.
The work-streams will meet bi-monthly and report directly to the
SEND Partnership Board and the Adult Learning Disability
Partnership Board on a bi-monthly basis.
Brighton & Hove Council
Corporate Plan 2020-2023
Adults Learning Disabilities
Strategy
Hidden Children Strategy
Health and Adults Social Care
Commissioning Strategy
Health and Wellbeing
Strategy
NHS Long term plan
The Carers Strategy
Joint Strategic Needs
Assessment
Joint Chairs: Assistant Director Health, SEN &
Disability, Commissioning Manager, Clinical Commissioning
Group
Parent Carer Council
AMAZE Charity that gives information, advice and
support to families of children and young people with special
educational needs and disabilities (SEND) in Brighton &
Hove
Head of Service-Early Years Youth & Family
Support
Head of Brighton and Hove Inclusion Support
Services
Head of Service 0-24 Specialist Community
Disability Service
Head of Service 25+ and Specialist Clinical
Services
Service Manager – Policy & Business
Support
Head of SEN Statutory Service
Head of School Organisation
Designated Medical Officer
Executive Head, East Hub
Executive
Head, West
Hub
Executive Head, Central Hub
Headteacher, Secondary
School
Headteacher, Primary
School
SENCO, Secondary phase
SENCO, Primary Phase
Performance Manager, Performance and
Safeguarding Service
Head of Service 25+ and Specialist Clinical
Services
Head of Service 0-24 Specialist Community
Disability Service
Representative from Grace-Eyre
Representatives from Speak Out
Lead Councillor for Adult Social Care
Representative from Healthwatch
Deputy Chair of Parent and Carers’
Council
Representatives from Amaze
Representative from the Carers Centre
Assistant Director for Health, SEN and
Disability
Commissioning and Performance Manager
Learning
Disability Health Facilitator
Representatives
from Health & Adult Social Care:
Commissioning &
Contracts Manager
Performance and
Commissioning Manager (Engagement Lead)
Health
Promotion Specialist
Representative from
Brighton & Hove Clinical Commissioning Group:
Community
Health Trainer, Healthy Lifestyles
Equalities
Manager
Active for Life
Sport & Physical Activity Worker
Employability
Adviser, Employability Team
Representatives
from Sussex Partnership NHS Foundation Trust
Learning Disability
Liaison Nurse Manager,
There are a number of actions
identified within the SEND Strategy but much of the activity is
focussed on better working between agencies; ensuring there is
co-production with children, young people, adults with LD and their
families when developing and designing services/provision;
streamlining processes so they are more accessible to families and
making systems more efficient so that children, young people and
adults get the support they need when they need it. Training of the
workforce by professionals and by families is also a key feature
that threads through all priorities, although most of this can be
delivered from within the current resources.
Much of this work will not require
additional funding, only a different approach to the way we work
together to achieve the objectives we have set ourselves. However,
it is acknowledged nationally and locally that the public sector is
under financial strain, a situation that has been further
exacerbated by Covid19. Therefore, the local authority and partners
will need to reflect upon how we use the current funding allocated
to individual services and provision flexibly to respond to the
different priorities identified by the community. Where there
is an identified need for some additional funding a business case
with supporting evidence will need to be submitted to the relevant
organisation.
It is the outcome of Priority 6:
SEND Sufficiency that will require detailed financial analysis
alongside a complete review of the High Needs Block. Decisions will
need to be taken collectively with stakeholders, including parents
and carers, as to how the funding should be allocated in future, so
that we can be assured the city has enough provision and services
for children and young people with SEND and Adults with
LD.
Risk assessment
Each
priority will have an associated risk register. The register will
identify the risks that may prevent the delivery of an objective
and the impact on the community should it not be achieved. An
officer from the relevant organisation will be responsible for
managing the risk and a list of SMART actions to resolve/mitigate
the risk will be monitored through the workstream leads and the
SEND Partnership Board. The risk register will be presented
alongside the progress report by the Priority Leads at each
respective SEND Partnership Board
The impact of coronavirus on
children and young people with SEND and their families has been
significant. The changes to children's daily routines, caused by
the cessation of schooling and the reduced availability of
therapeutic services, have caused many children with special
educational needs and/or disability to struggle in adapting to new
routines. This may have impacted negatively on their emotional and
mental wellbeing and lead to increased anxiety, agitation and more
challenging behaviours for some. Families have struggled as they
have not been able to access their usual support networks and have
often been confined to their homes, sometimes with little outdoor
space.
We know that for some families,
Covid19 has exacerbated challenges they were already facing and
therefore it is critically important that we deliver this SEND
Strategy. The public sector has learnt a great deal from the
lockdown experience and specifically how to deliver services and
support to families in different ways using a range of technology,
social media and virtual platforms. We need to continue to
listen to families about their experiences and ensure services are
responding. Some of our systems and processes have become more
efficient and multi-agency working has become increasingly
expedient as we are increasingly able to meet virtually. The local
authority and CCG have maintained a close working relationship with
the city’s SEND community and together we have managed to
deliver a range of successful interventions that have supported
families through this difficult time.
Many of the priorities in the
strategy, such as:
-
Reviewing of processes and
policies
-
Designing of
pathways
-
Delivery of
training
-
Effective communication between
agencies and to the community
-
Improving access to advice,
guidance and support
-
Data analysis to inform the
commissioning of services and provision
can be delivered creatively using a
variety of virtual platforms, social media or by the application of
PHE guidance in settings/venues to maintain social
distancing.
All partners are determined that
Covid19 will not delay progressing the work contained within the
strategy and are committed to driving this forward by whatever
means possible.
|
SEND
|
Special Educational Needs and or Disabilities
|
|
LA
|
Local
Authority
|
|
CCG
|
Clinical Commissioning Group
|
|
PACC
|
Parent Carers’ Council
|
|
SENDIASS
|
Special Educational Needs Information Advice and Guidance
Service
|
|
SCFT
|
Sussex Community Foundation Trust
|
|
CAMHS
|
Child
and Adolescent Mental Health Service
|
|
BHISS
|
Brighton and Hove Inclusion Support Service
|
|
BAME
|
Black
Asian Minority Ethnic
|
|
EAL
|
English as an additional language
|
|
LD
|
Learning Disability
|
|
ADHD
|
Attention Deficit Hyperactivity Disorder
|
|
ASC
|
Autistic Spectrum Condition
|
|
GP
|
General Practitioner
|
|
EHC
|
Education, Health and Care
|
|
BAP
|
Behaviour and Attendance Partnerships
|
|
SEMH
|
Social Emotional Mental Health
|
|
NHS
|
National Health Service
|
Accessible
information
If you would like this letter or information in
an alternative format, for example large print or easy read, or if
you need help communicating with us, for example because you use
British Sign Language, please let us know. You can call us on 01273
293552 or email SEN.Team@brighton-hove.gov.uk
