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Welcome to SEND Reforms - The Early Years
Supported by Yorkshire and Humber Peer Support Leads
Calderdale and York
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Aims of the day • To provide information about Early Years SEND practices and
experiences in Calderdale and York local authorities; including the challenges and successes of their Graduated Responses, Local Offers, Workforce Development plans
• To hear about Calderdale’s recent pilot SEND inspection by Ofsted and CQC from an Early Years perspective
• Have opportunities to share Early Years SEND practices with other Early Years Providers
• To help shape future Early Years events
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Plan for today Arrival / refreshments 9.30 – 10.00
Welcome / Introductions 10am• Implementing the SEND Reforms • Preparing the Early Years sector and wider services / agencies • Calderdale’s Pilot SEND Inspection
Lunch and Networking approx. 12.15pm – 1.15pm• Local Offer • Sharing Good Practice • Next Steps and Future Proofing
Closing Comments 3.30pm
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Implementing the SEND Reforms: Early Years
Our Learning Journey Calderdale
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Prior to Sept 2014 • SEN Pathfinder: • Early Support embedded in Early Years SEN teams• Person Centred Approaches – training• Trial - Child Centred Learning Plans and Single Plans • Early Years Person Centred Plans - pilot EHC plans• Early Years Workforce development planning incl. Training of
trainers in Early Support / Person Centred• Multiagency / Early Years SEND briefings • Early Identification: Early Intervention• Access to Childcare Support. 2 Year Old Offer• Became the SEND Champion in 2014
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Since Sept 2014 • Graduated Response: Assess Plan Do Review
• Quality First• SEN support (including Additional Needs Support Plans)• Education Health and Care Plans
• Empowering Early Years Providers• Local Offers: from Early Years Providers• Improving Early Identification: Early Intervention
• 2 year olds accessing Early Years Funding• Increased presence of Early Years in strategic planning• Pilot SEND Inspection• Ongoing and additional workforce development
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Early Years Challenges • Time and capacity: • Differing priorities: Health and Social Care• Consistency: across Early Years services / sector• Workforce Development: providing enough at the right times • Raising SEND quality: Early Years SEND provision, SENCO,
Local Offer • Early Identification: timely / appropriate referrals• Ensuring EHC Needs Assessment process remains holistic and
person centred for Early Years families• Raising profile of Early Years SEND in wider contexts• Keeping it simple but effective
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Early Years Successes• Families report that they feel involved and listened to• Additional Needs Support Plans: size, success • 27 / 28 requests for EHC leading to plans• Early Years providers keen to take on SEND responsibilities• Referrals: appropriate / timely• 2 year olds: Integrated review / EEF funding• Funding: accountability for, access to• Responsive workforce development plan• Improved links with child health services• Developing social care understanding of SEND• Children accessing local offer / universal services• Effective transitions into Reception year
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Preparing the Early Years Sector for the SEND Reforms
A Workforce Development Plan
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Workforce Development 2014 – 15
A fully funded programme delivered by Workforce Development to support the six key themes of SEND Code of Practice (2014)
• Coordinated assessment and EHC Planning • Personal Budgets
• Local Offer
• Preparing for Adulthood
• Engagement and Participation • Joint Commissioning
864 places were applied for
737 places were taken up over 32 sessions
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Workforce Development 2014 -15
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Early Years 2014 - 2015
Schools 2014 - 2015
Multi-Agency 2014 - 2015
Places booked 313 Places booked 298 Places booked 253
Attended 244 Attended 268 Attended 225
Did not attend 45 Did not attend 30 Did not attend 2
Withdrawn 24 Withdrawn 0 Withdrawn 26
Sessions 12 Sessions 10 Sessions 10
Cancelled 1 Cancelled 0 Cancelled 1
Engagement in training
Early years contact• Engaged 72% 83 out of 116 settings• Engaged 7% 4 out of 59 OOSC
• Engaged 33% 61 out of 186 childminders
Multi Agency contact• 73 different job roles or places of work
Schools contact• 98 schools plus partner services
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Feedback
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I now understand my role as SENCO better and how to
share with my setting and staff
I now understand my role as SENCO better and how to
share with my setting and staff
This really helped my grounding when working with the Young people’s
reference group
This really helped my grounding when working with the Young people’s
reference group
Quote: Early Years
It is really good to know how the services have now formally joined
up, which would make dealing with, reporting etc. much more effective
when we do need it.
Quote: Early Years
It is really good to know how the services have now formally joined
up, which would make dealing with, reporting etc. much more effective
when we do need it.
Quote Multi agency: The course gave me an insight into the SEND
code of Practice; it was interesting to note the similarities with the Care Act 2014 and gave me an insight to developments in children’s services
Quote Multi agency: The course gave me an insight into the SEND
code of Practice; it was interesting to note the similarities with the Care Act 2014 and gave me an insight to developments in children’s services
Workforce Development Summary
• Directorate support essential as catalyst for change • Senior leadership teams promoting training in range
of contexts and services• Strategic and key personnel supporting training
through attendance at each session• Strong direction and commitment to CPD through
other training portfolios • Evaluative report indicating future training needs• Consistency of messages across all sectors• Links to Local Offer and universal services
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Workforce Development Action plan
• Ongoing need for briefings: new staff / settings• Continue to offer multi-agency training• New training – Key Working, Person Centred
Approaches, EHC planning commissioned• Ensure consistency 0 – 25; processes, paperwork
and person centred approaches• Update in line with inspection framework
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Pilot SEND Inspection: Early Years
Calderdale
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Pilot Inspection June 2015• Full inspection: developing the process for the framework
• The Pilot Inspection raised the profile of the SEND Reforms within Calderdale and held the LA and partners to account
• It provided an informed and independent view of the progress we have made along with detailed re: areas for development.
• None of the areas for further development came as a shock, confirming the accuracy of our self-evaluation process
• Calderdale feels in a stronger placed for future inspections
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Inspection Information• Inspection team included an Ofsted HMI, a CQC inspector and a Local
Authority inspector
• The inspection lasted 5 days, the final day report writing and feedback
• The Local Area focus was the effectiveness of
1) identification and arrangements for this
2) meeting the needs and improving outcomes
• The Inspectors visited the following settings: 3 Early Years providers, 2 primary schools, 2 secondary schools, 2 special schools and 3 post 16 providers.
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Preparing for the Pilot Inspection
• We had set up a SEND Accountability Group following the publication of the Special Educational Needs and Disability: supporting local & national accountability (March 2015).
• Because it was a pilot inspection, we received some additional notice, and strategic meetings were already in place as for any inspection
• However, the majority of the information about this inspection was only available on the Thursday before.
• Treated the pilot inspection as a full inspection
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Making Arrangements
• Email explaining the inspection sent out
• Friday lunchtime drop In for colleagues and partners to find out information and ask questions. Feedback from this was positive.
• Initial contact with “visit” settings via telephone, followed up with an email confirming details and attaching the Inspectors’ letters.
• Draft timetable circulated to help with organisation of visits. Meeting appointments were sent out
• Collated documents / timetable were circulated - sharepoint
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Challenges with Arrangements• Knowing what the focus would be
• Timetabling; visits / meetings, short notice
• Inspectors letters for visits / parents; timing and text
• Webinar; circulating info and facilitating access
• Preparing documents; before and during, Share Point
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Early Years: Documents
Some of our key documents included:• Our Early Years Strategic plan and structure chart • Early Years Storyboard • Early Years Workforce Development Plan• Our graduated response and supporting documents• Copies of EY SEND documentation
• All About Me, Individual Learning and Development Plan, Additional Needs Support Plan, EHC, Summary of Involvement
• Tracking data of children’s support. • DCATCH annual report• Early Years data; incl access to childcare support,
sufficiency and 2yr old EEF take up.
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Involving Parents and Carers
The opinions of Early Years parents and carers through;
• Meeting with Early Years multi-agency professionals
• Meetings with parents and carers at the visited settings
• Evidenced in Additional Needs Support plans and EHC, through
person centred approaches• Plus
• Focus groups with specific groups of parents and carers• Focus groups with forum members• Webinar – all parents and carers who had involvement since
September 2014 were invited to take part• Meetings with SENDIASS, Calderdale Parent and Carers
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Voice of the Early Years Child
The inspectors assessed this through; • Meeting and playing with children in the settings
• Discussions about practice / discussions with Practitioners/ SENCO and Parents
• Examining evidence e.g. Early Years EHC Reports, Early Years workforce development plans
• Meetings with Early Years service / agency leads
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Local Area: Lessons Learned• Prepare and plan to ensure active involvement by
Health and frontline staff.• Devise a draft timetable and keep lists of who will do
what and when. Notify key partners asap and confirm when agreed
• Provide regular pre-inspection briefings for key staff, teams, partners and settings about what to expect
• Keep all relevant documents up-to-date and accessible
• Know the inspection framework (when we get it!)
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Early Years: Our next steps• Build on the positives: strong and robust• Prepare an Early Years SEND inspection plan • Cascade outcomes and process to wider Early Years
sector to increase awareness and accountability• Ensure Early Years sector and services are prepared
to participate in future inspections• Evidencing effectiveness of practices, improved
outcomes & increased satisfaction at short notice• Ensure we remain person centred, solution focused
as we future proof our services
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Inspection Workshops
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Local Area – not Local Authority
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Focusing on identifying needs
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Evidencing identification
Focusing on actions / outcomes
Future inspections
Evidencing participation
Inspection Outcomes
SEND Reforms
The Local Offer
Calderdale
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Local Offer • Booklets, Leaflets, Online
• Living Our Lives
• Local Offer Early Years format: quality assurance and publishing
• Workforce Development: Golden thread
• Inclusive Calderdale
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Sharing Good Practice Reflecting on your SEND journey so far please share your • Processes, Successes, Challenges and Solutions
for the Graduated Response, Workforce Development, Local Offer
• What works well? • What’s not working? • How could it be improved?
And how are you preparing for inspection?
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Next Steps and Future Proofing
The future for Early Years SEND provision / supportWhat are the challenges / aspirations?
What can we see ahead? Implications of the proposed 30 hours?
How could / should Early Years SEND be supported?
How can we improve outcomes within tighter budgets?
How can we improve the outcomes for children with SEND, their families and their supporting services?
Focus for future Early Years Regional Events?
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Thank you for attending
SEND Reforms - The Early Years
Supported by Yorkshire and Humber Peer Support Leads
Have a safe journey home
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Pause for thought…
How else could
Early Years SEND
be supported?
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Pause for thought…
How can we continue to improve outcomes
within tightening budgets?
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Pause for thought…
Future focus for
Early Years SEND regional events?
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