Short Breaks , Opportunities and Moving Forward Christine Lenehan , Director , Council for Disabled Children

•Highlight key aspects of the SEND reforms •Look at some key opportunities for short breaks services

•Outline the CDC role on short breaks

This presentation will ;

Children, young people and parents at the centre of decision making

Supporting children, young people and parents to participate

A focus on achieving the best possible outcomes

The Children and Families Act-Driving cultural change

Building on key elements of practice

The Act reinforces parental participation and expands and extends on the key engagement of Children and Young people So…….•Are you already working with your local Parent Carer Forum ? •Do they understand your short breaks offer? •Do you know how children and young people are engaged directly locally ? •Do you have a direct input to this ?

Education, training and social care provision to be kept under review

Promoting integration and joint commissioning arrangements

Cooperation across services and institutions

Joint working across agencies

Using Wider Changes

The Act introduces a new joint commissioning arrangement building on the system So …………….•Can you locate your JSNA •What does it say about the children you serve •Have you additional evidence you can add ? •Do you know who commissions your local health services? •Are you aware of your local Health Watch ?

Information on education, health and care a local authority expects to be available

Children, young people and parents/carers must be involved

Review and revise commissioning in light of comments received on the local offer

Local offer

Taking up the Opportunities the Act presents

Local Offer

Direct link with short breaks duty , are you confident link is there and What else is in the local offer that supports your short break practice? Don’t forget links with the eligibility criteria etc How will you influence change ?

Duty on local authorities to provide information, advice and support

Should be jointly commissioned and cover education, health and social care

Services extended to disabled children and young people and those with SEN

Information and advice

To be drawn up within 20 weeks

Person centred with a focus on outcomes

Include education, health and social care

Extend beyond school, potentially up to 25

Personal budgets included

EHC plans - key features

Taking up the Opportunities the Act presents

Personal Budgets How does this build on the work you are already doing

How can you use your knowledge base as an opportunity to support implementation

•Duty to secure the education and health provision specified in an EHC plan•Stronger duties in relation to social care

•Must include particular sections (see Code) but no national template

Content of EHC plans

On behalf of DFE , CDC working with ADCS , LGA and local authorities to develop a Practical Implementation Toolkit for Social Care Currently in development Builds on best practice already in place

Links requirements of Children and Families Act with Working Together Will be updated as case law changes

Supporting Implementation

•Understanding the CSDPA•What is SEN in social care•Leading and contributing to reviews/plans• Understanding shared outcomes , shared resources •Links with safeguarding •Understanding the map

Addressing key anxieties

Key principles for working with families Understanding the strategic framework Materials to support frontline practice for managers to work with teams Tools for workforce development , briefings etc Helpful resources

What does it contain ?

A:Aspirations

& steps towards

outcomes

B:Special

educational needs

F:Special

educational provision

Health careneedsC:Health careneeds

Special educational

needs

Special educational

needs

D:

Social care

needs

Social care

needs

Longer into the

futureEnd of phase or stage

2 or 3 years

Steps towards

the outcomes

Special educational

provision

Special educational

provision

E: Outcomes*

Health careprovision

G:Health careprovision

H1:

Social care

provision

(CSDPA 1970)

H2:

Social care

provision

(any other)

Targets #

Targets #

Targets #

# EHC plan should specify the arrangements for setting shorter

term targets at school, service or institutional level. * For young people over 17, the education and training outcomes need to be separately identified.

& steps

towards

outcomes& steps towards

outcomes

A:Aspirations

B: Special educational needs

F:Special educational provision

C: Health care needs

D: Social care needs

Longer into the

futureEnd of phase or stage

2 or 3 years

Steps towards

the outcomes

E: Outcomes*

G: Health care provision

H1:

Social care provision

(CSDPA 1970)

H2:

Other social care

provision

Start here

To be more independentTo have friends

To get a job

Improved social interaction and awareness

Able to work in small

groups

Be able to complete

simple activities

independently

Hard to form friendships or

work with others

Difficulty in coping with

new routines

Develop

friendships

Socially isolated, social

communication difficultie

s

Youth club and

short break

group activities

Better emotional regulation, reduce

challenging behaviour

Challenging behaviour

including self harm

CAMHS – one, 1 hour

session per week

Problems with

conduct in relating to

other children

Develop awareness of appropriate

social behaviour

Targets #

Targets #At school level, develop a timetable with Owen, by December

•TAs to be trained in appropriate

playground activities

•All staff to use strategies advised

by Autism Outreach Service

Support from staff experienced in

support pupils with ASD

Targets #

Feel comfortable

with new environment

Attend

activities in

the

community

Inability to concentrate for

sustained periods

Attend new secondary school 2

afternoons per week

accompanied by TA

Support to

access

community

activities

Owen and his parents identified three outcomes they wanted. To simplify the pyramid just one is selected here. The other two were:•Improved communication skills•Improved life skills

& steps towards outcomes

& steps towards outcomes

& steps towards

outcomes

And ….

This is an opportunity to….Keep short breaks on the agenda Position them effectively if we …..Are clear on partnerships Use evidence effectively Understand Outcomes

•By ensuring key resources remain available •By ensuring you have access to the best information •By ensuring we continue to champion short breaks

•Ensure you keep up to date with plans and information by emailing

•cdc@ncb.org.uk

How will CDC help in the future ??