Download the SEND Improvement Plan 2021-2023 as a PDF

Working in partnership:

• Buckinghamshire Council
• Family and Carers Together (FACT) Bucks
• NHS Buckinghamshire Clinical Commissioning Group
• Buckinghamshire Healthcare NHS Trust
• Oxford Health NHS Foundation Trust
• SEND IAS Service
• Schools and education settings
• Pace (representing voluntary and community sector organisations)

1: Introduction

The Special Educational Needs and Disabilities (SEND) Improvement Plan aims to fulfil the ambitions of the SEND and Inclusion Strategy 2021-2023.

It is a multi-agency plan, owned by the Local Area that provides a framework against which to monitor progress and improvement. The Plan has been informed by Buckinghamshire’s Self Evaluation that identifies areas of strength and development.

The ambitions are wide reaching, with eight key priorities:

1. SEND Support.
2. Sufficiency; Autism Spectrum Condition (ASC) and Social, Emotional and Mental Health (SEMH).
3. Preparation for Adulthood (PfA).
4. Joint Commissioning.
5. Statutory Performance (SEND Operations).
6. Quality Assurance.
7. Local Offer Advisory.
8. Voluntary and Community Sector.

2 Summary of Key Priorities

The following sections detail the critical areas of development in each of the priority areas, and the outcomes that will be achieved through the improvement programme.

2.1 SEN Support

SEND and Inclusion Strategy Objectives

1. Schools deliver effective SEN support in line with the Code of Practice and as set out in ‘Ordinarily Available Provision’ (C2).
2. Early and intensive intervention as appropriate to ensure better outcomes are achieved for the child (C1).
3. A whole-family prevention approach is adopted particularly focusing on younger siblings who may be exposed to many of the same risk factors, but may not yet have reached the stage of triggering a SEN referral (A10).
4. Families feel supported and are able to access early help (B6).
5. Children and young people with SEND feel valued, accepted and connected to their school and wider communities and are not subject to bullying (B1).
6. There is a choice of support available so that children and young people can participate in education and social activities in different ways according to their needs (B3).
7. Children and young people have the opportunity to receive an excellent education as locally as possible, without the fear of exclusion due to their special educational needs and disabilities (C3).
8. Schools and colleges aspire, in particular, to be autism friendly as part of being inclusive, in order to meet a wide range of needs and support learning (C5).

What do we want to see?

1. All education settings identifying children and young people in need of additional support at the earliest point, and making effective provision accordingly.
2. Schools actively engaging families in SEN Support discussions in a planned and timely manner.
3. Families accessing good quality SEN Support advice and information to self-help through the Local Offer and BFIS Information and through Outreach Officers to better inform families and young people on their options and available support.
4. A reduction in complaints in regards to the experience of families within the SEND support arena.
5. An increase in the knowledge, skills, understanding and confidence of all education staff in meeting the special educational needs of children and young people.
6. Family Support Service, School Link Workers confidently supporting schools and families of children with SEND through high quality advice, guidance and support which is adapted to the needs of the family, making support accessible and effective.
7. The embedding of ‘Ordinarily Available Provision’ within education settings’ SEN practice, leading to more children and young people having their needs met without requiring an EHCP.
8. More children and young people having their needs met within mainstream education settings, leading to a reduction in demand for specialist provision.9. A reduction in pupil mobility, and fixed-term and permanent exclusions, for children and young people with SEND.10. All education settings having access to specialist services at appropriate times, providing requisite advice, guidance and support for meeting the special educational needs of children and young people within that setting, with professionals working collaboratively.

What needs to change?

1. SEN Support, Ordinarily Available Provision and the Graduated Approach published information should be reviewed on the Local Offer to ensure it is user friendly, fit for the audience and meets digital accessibility regulations.
2. Earlier and more accurate identification of children and young people’s special educational needs.
3. Professionals clearly understand SEN Support and the Graduated Approach, Ordinarily Available Provision and the SEND pathway and have confidence in discussing this and providing professional guidance and challenge where needed.
4. Family Workers require further guidance and support to understand how to identify presenting needs and adapt their support to meet the needs of the children and families they are working with.
5. Professionals support schools and families to work collaboratively to support children through the SEND graduated response, through facilitation/mediation of initial meetings to agree a forward collaborative plan between the family and school (regular review meetings).
6. Development of the information and advice available on BFIS (i.e. SEN Support Guidance Document – to be co-produced) and through Information and Outreach Officers and signposting to community based and self-support resources.
7. Every member of teaching staff needs to identify themselves as a ‘teacher of SEND.’
8. The default expectation of staff and settings needs to be that children and young people with SEND will have their needs met within their mainstream education settings using the funding and resources available at SEN support level.
9. Greater awareness of alternative approaches to managing the presenting behaviour of children and young people with SEND.10. Increased availability and accessibility of specialist services to support education settings.

References

• Reference: 1.1 SEND Strategy Objective Reference: B3
  Outcome: Percentage of children and young people at SEN support closer to the national average, according to the July 2021 school census.
• Reference: 1.2 SEND Strategy Objective Reference: C2
  Outcome: Promote awareness, understanding and embedding of the Graduated Approach and ‘Ordinarily Available Provision’ across early years, school and college settings.
• Reference: 1.3 SEND Strategy Objective Reference: C5
  Outcome: Education settings to demonstrate meeting the criteria for a Buckinghamshire Council SEND charter mark.
• Reference: 1.4 SEND Strategy Objective Reference: B6
  Outcome: Increased awareness of the role of the Family Support Service amongst head teachers, SEND and pastoral staff to ensure appropriate early intervention and FSS support.
• Reference: 1.5 SEND Strategy Objective Reference: B6
  Outcome: Increased knowledge, confidence and awareness amongst Family support Service staff of the wider SEND agenda and the role of early intervention in effective support to families.
• Reference: 1.6 SEND Strategy Objective Reference: C1
  Outcome: Increase the number of CACHE Level 3-qualified SENCOs such that by the end of 2023 at least 20% of early years settings in Buckinghamshire have an appropriately accredited SENCO.
• Reference: 1.7 SEND Strategy Objective Reference: C1
  Outcome: Ensure that children, in receipt of early years entitlement funding, have support from a setting- based SENCO who has attended the targeted Local Authority SENCO training course.
• Reference: 1.8 SEND Strategy Objective Reference: A10
  Outcome: Providing clear information to parents and settings around SEN Support – what is required, what this could look like and how to work together to effectively support children.
• Reference: 1.9 SEND Strategy Objective Reference: C3
  Outcome: Specialist services from the Integrated SEND Service (including Specialist Teaching and Educational Psychology) receive higher ratings on key stakeholder evaluations compared to previous years.
• Reference: 1.10 SEND Strategy Objective Reference: C3
  Outcome: Specialist services from Children’s Therapies (including Occupational Therapy and Speech and Language Therapy) receive higher ratings on key stakeholder evaluations compared to previous years.
• Reference: 1.11 SEND Strategy Objective Reference: B6 
  Outcome: Increased participation in SEND-focussed parenting provision facilitated through increased collaboration between Family Support Service SEND Champions and Integrated SEND Service Area Team Managers, and the development of a clear pathway for parental support.

2.2 Sufficiency; Autism Spectrum Condition (ASC) / Social, Emotional and Mental Health (SEMH)

SEND and Inclusion Strategy Objectives

1. Children and Young People receive help for mental health difficulties that are effective and timely so that children and young people feel supported at all stages in their lives and have a positive self-image (A7).
2. There is provision for post-diagnostic support to enable families to understand diagnoses and support their children effectively (A8).
3. Young people experience a smooth transition to adult physical and mental health services (A9).
4. Early and intensive intervention as appropriate to ensure better outcomes are achieved for the child (C1).
5. Schools and colleges aspire, in particular, to be autism friendly as part of being inclusive, in order to meet a wide range of needs and support learning (C5).
6. Children and young people have the opportunity to receive an excellent education as locally as possible (C3).

What do we want to see?

1. Earlier identification of communication and interaction needs to enable needs to be met at an early stage, reducing the risk of children and families being exposed to negative experiences.
2. Increased knowledge and awareness of communication and interaction and social, emotional and mental health needs in school/settings to ensure children are supported appropriately.
3. Consistency of support for both communication and interaction and social, emotional and mental health needs to facilitate early intervention.
4. Joined up approach across education, health and care to support families appropriately post- diagnosis.
5. More children with EHCPs and a diagnosis of ASC educated within mainstream settings.
6. Reduction in the number of exclusions of children and young people with communication and interaction / social, emotional and mental health needs.
7. Graduated response of provision for children with communication and interaction / social, emotional and mental health needs, e.g. in terms of school placement, therapy.
8. A reduction in the number of children and young people attending educational placements outside of county as local provision will be able to meet the range of needs/demand.
9. Placement planning for high level need young people, e.g. post-Section 117, to be smoother, facilitating a positive transition to the next placement, whether involving education, health or social care.
10. Smooth transition from children to adults utilising health / social care services to ensure young people continue to receive support appropriate to their needs.11. Positive outcomes for children and young people with ASD / SEMH needs; tracking of future destinations e.g. into employment, higher education etc. Young people with ASD / SEMH that are well prepared for adulthood

What needs to change?

1. Shared focus and motivation towards the aspirations of children and young people with ASD / SEMH needs, not just looking at the present time.
2. Schools / educational settings are appropriately skilled, supported and motivated to meet the needs of children and young people with communication and interaction / social, emotional and mental health needs via a graduated response.
3. Clear post-diagnostic pathway, involving professionals from across education, health and care as required.
4. Provision in Buckinghamshire can meet the range of needs that young people present with, including the fast-growing area of young people that have ASD / SEMH needs and are high functioning.
5. Referral processes are easy to navigate, and support transition between services, including from children’s to adults’ in health and social care services.
6. Shared understanding of the use of resource across services and schools to facilitate effective decision making that makes the best use of the resources available.

References

• Reference: 2.1 SEND Strategy Objective Reference: B1 Outcome:Schools/settings can evidence they are ‘autism friendly’ as part of an inclusive culture and support more pupils with SEND compared to the previous year.
• Reference: 2.2 SEND Strategy Objective Reference: B3 Outcome:Schools/settings are trained, enabling them to understand and support a range of communication and interaction / social, emotional and mental health needs within mainstream education, as the fastest growing areas of need in Buckinghamshire.
• Reference: 2.3 SEND Strategy Objective Reference: A7 Outcome:A graduated offer of support for children and young people with SEMH needs is embedded and published on the local offer, including for those with EHCPs attending mainstreams schools.
• Reference: 2.4 SEND Strategy Objective Reference: C1 Outcome:Pathways are seen as one system which work cooperatively for the early identification of needs and to provide tiered support.
• Reference: 2.5 SEND Strategy Objective Reference: A9 Outcome:The pathway from children’s to adult’s mental health services is promoted on the Local Offer and user feedback evidences it is clear and easy to navigate.
• Reference: 2.6 SEND Strategy Objective Reference: A7 Outcome:Gaps in provision in relation to Autism and SEMH are identified from both an education and health perspective and work developed following this analysis.
• Reference: 2.7 SEND Strategy Objective Reference: C3 Outcome:Quality assurance systems are robust and consistently implemented for provision related to Autism and SEMH.
• Reference: 2.8 SEND Strategy Objective Reference: A7 Outcome:There are sufficient school places for children with the most complex level of need relating to either Autism or SEMH.
• Reference: 2.9 SEND Strategy Objective Reference: A7, C3 Outcome:Agreeing a minimum time period before ceasing EHC Plans for Children Looked After – Taking into account that often transition for this cohort can take longer due to complex vulnerabilities.Reference: 2.10 SEND Strategy Objective Reference: C3 Outcome:Reduce drift and delay in securing school places for Children Looked After with EHCPs.

2.3 Preparation for Adulthood

SEND and Inclusion Strategy Objectives

1. Children and young people should have access to healthy food and support in shopping and cooking skills as required (A3).
2. Children and young people are able to develop key work skills through a broad and balanced curriculum with stretching progress measures (C4).
3. Children and young people receive high quality careers advice and guidance and exposure to work related learning/enterprise opportunities (C7).
4. There is a range of short breaks, work experience, internships and apprenticeship opportunities, including within the local authority, to help young people progress (C8).
5. Options for post-16 study for young people in special schools and special colleges are as worthwhile as mainstream options (C9).
6. Effective planning between educational providers and other professionals means young people can successfully access sustainable employment (C10).
7. Schools/settings proactively promote and support the development of key life skills to enable independent living (D2).
8. Young people are provided with the necessary support to leave home when they are ready and are able to access appropriate supported living as locally as possible (D4)
9. Agencies work together to ensure that a range of safe and secure accommodation is available to meet the needs of young people over the age of 18 so that they can pursue their independence, learning and employment opportunities (D5).

What do we want to see?

1. Pathways of services that support Preparation for Adulthood are joined up, integrated and simple to understand.
2. Commitment from all education providers and involved professionals that Preparation for Adulthood discussions are a central part of EHC plans and annual reviews from year 9.
3. Information about Preparation for Adulthood will be easily accessible, simple to understand and will provide clear pathways that underpin and reinforce our ambitions for our young people.
4. There is greater opportunity and choice to enable young people to access appropriate education programmes that will support employment, including internship and apprenticeships, and voluntary work, with every young person having the opportunity to be a tax payer if appropriate.
5. Joint commissioning for housing and support is well developed and there is excellent choice and opportunity for housing and support options.
6. Every young person should expect to be a full participant in their community.7. Less young people move to out of county independent residential education.8. Young people are supported to attend further education programmes that are based within the communities in which they live, enabling them the opportunity to be part of their community, make impactful friendship networks and gain a good level of independence.

What needs to change?

1. Better and more impactful partnership working to support young people prepare for adulthood.
2. An improved understanding of the current Further Education offer that is supported by parents and providers, ensuring our ambitions are high for young people with SEND. The offer needs to be further developed to accommodate local needs.
3. More young people following programmes that are based within the communities in which they live.
4. More information about apprenticeships for SEND and increased supported internships and further education Study Programmes.
5. A more coordinated approach and increased information about supported housing options.

References

• Reference: 3.1 SEND Strategy Objective Reference: D2
  Outcome:Post-16 education courses include input on social and communication skills that help to build positive relationships with others in work and social environments.
• Reference: 3.2 SEND Strategy Objective Reference: C4, C7, C8 C9, C10
  Outcome: Increased numbers and percentage of young people with EHCPs who participate in education, training and employment until they are 18.
• Reference: 3.3 SEND Strategy Objective Reference: C10, D4
  Outcome: The information captured from Y9 reviews informs future provision.
• Reference: 3.4 SEND Strategy Objective Reference: C4, C9
  Outcome: A wider range of courses is offered by local Further Education providers.
• Reference: 3.5 SEND Strategy Objective Reference: D4, D5
  Outcome: Numbers of young people achieving the housing option they want is measured and increasing each quarter.
• Reference: 3.6 SEND Strategy Objective Reference: D2
  Outcome: An increase in the number of community events/learning programmes held that provide an opportunity for young people with SEND to develop social networks that are appropriate and safe.
• Reference: 3.7 SEND Strategy Objective Reference: all Outcome: New Local Offer pages are linked to three key areas of PfA:
  • Employability, Education and Training
  • Health and Wellbeing
  • Social Inclusion and Independence
    Each page will include a young person friendly pathway and user-friendly webinars with access to be measured.
• Reference: 3.8 SEND Strategy Objective Reference: C7, C8, C9, C10
  Outcome: Individuals’ experiences of participating in post-16 education, training or employment has made a positive difference to their own lives and the lives of others.
• Reference: 3. 9 SEND Strategy Objective Reference: D4 Outcome: An increase in the number of young people who receive a Health Assessment from their GP.
• Reference: 3.10 SEND Strategy Objective Reference: C10
  Outcome: Baseline destinations of young people whose EHCPs have been ceased in 2020, setting measurable targets for each destination, e.g. employment, higher education.
• Reference: 3.11 SEND Strategy Objective Reference: C8
  Outcome: Numbers of young people accessing work related education programmes, i.e. supported internships, traineeships and apprenticeships is measured and increasing each quarter.
• Reference: 3.12 SEND Strategy Objective Reference: C7, C8, C10
  Outcome: Number of employers providing employment and volunteering opportunities is measured and increasing each quarter, with staff trained as job coaches increasing.
• Reference: 3.13 SEND Strategy Objective Reference: C7, C8
  Outcome: Numbers of employers who have adjusted their recruitment practices in line with best practice.

2.4 Joint Commissioning

SEND and Inclusion Strategy Objectives

1. Children and young people are registered with a GP and have access to specialist health services where appropriate (A4).
2. Young people aged 14+ and adults with learning disabilities are added to the Learning Disabilities Register held by the GP and are offered an Annual Health Check (A5).
3. Health assessments carried out in line with legal frameworks support and inform other relevant health assessments where practicable in order to reduce duplication for families (A6). These may be by the GP, Paediatricians, LAC, Continuing Care, CAMHS.
4. Children and Young People receive help for mental health difficulties that are effective and timely so that children and young people feel supported at all stages in their lives and have a positive self-image (A7).
5. There is provision for post-diagnostic support to enable families to understand diagnoses and support their children effectively (A8).
6. Young people experience a smooth transition to adult physical and mental health services (A9).
7. Early and intensive intervention as appropriate to ensure better outcomes are achieved for the child (C1).
8. There is a range of short breaks to help young people progress (C8).
9. Health information and advice is available and accessible to children, young people and their families (A1).

What do we want to see?

1. Easy to navigate pathways through health services with improved collaboration across services to ensure family experience is a positive one.
2. Post diagnostic support to enable family to provide most effective support for their child.
3. Evidence of impact of timely mental health support, continuation of meeting of CAMHS access targets.
4. Timely access to assessment services when needed.
5. Improved transition to adult physical and mental health services.
6. Early intervention of health services embedded.
7. Range of short breaks targeted at those who will benefit most.

What needs to change?

1. Commissioners to work with health providers to routinely evidence impact/outcome for families through surveys and/or individual feedback.
2. Reduction in waiting times for assessments for neurodevelopmental pathway, community paediatrics.
3. Increase in numbers accessing speech link and engagement with speech link.
4. Increased take up of the annual health check for young people aged 14-25 with a Learning Disability.
5. Community Paediatrics - EHC needs assessment and compliance with 6 week timescale to improve. Quality of EHCP Appendices to improve through triaging of App C advice and quality monitoring for need and provision.
6. Early Years Notification Process needs widening beyond Paediatrics.
7. Integrated Therapies for out-of-area provision to be explored/developed .8. Increase in the take up of Personal Health Budgets for those where it is appropriate.9. Dynamic Support Register – ensuring the group works effectively to prevent an unnecessary psychiatric admission for those with ASD/LD.10. CAMHS waiting times reduced in line with NICE guidelines.

References

• Reference: 4.1 SEND Strategy Objective Reference: A4
  Outcome: GP and Specialist Health Services:• 200 additional children and young people receive ASD assessment with HELIOS by May 2021.• Community Paediatricians SDIP updated to reflect activity to reduce waiting list.• RTT target (18 weeks wait) by March 2022.• Reduction in waiting times for assessments for Neurodevelopmental Pathway and Community Paediatrics.
• Reference: 4.2 SEND Strategy Objective Reference: A5
  Outcome: Learning Disabilities Register: Staying Healthy Working Group:• Increased take up of annual health check for YP aged 14-25 with Learning Disability to meet 67% NHS E target.
• Reference: 4.3 SEND Strategy Objective Reference: A6
  Outcome: Improvement in 6-week compliance community paediatrics.
• Reference: 4.4 SEND Strategy Objective Reference: A7
  Outcome: Mental health difficulties:• CAMHS access target maintained (35%).
• Reference: 4.5 SEND Strategy Objective Reference: A7
  Outcome: Post-diagnostic support:• Support is available across the range of services: Mental Health, Community paediatrics, Continuing Care (through PHBs).
• Reference: 4.6 SEND Strategy Objective Reference: A7
  Outcome:-
  • Mental Health: Evidence that the OHFT project re: Transitions from CAMHS to adult Services/ inpatients to community is impactful.
  • Physical Health: Ready Steady Go rolled out across Paediatric and adult services. Increase in the number of adolescent clinics.
• Reference: 4.7 SEND Strategy Objective Reference: C1
  Outcome: Early and intensive intervention:
  • Speech and Language Link- Early intervention – package gives evidence of outcomes. Target for usage (to be added). Data will be gathered to evaluate the impact of Speech and Language Link to consider future funding beyond Spring 2021.
  • Health Visiting - Development checks – record data.• School Readiness Team – Increase in the number of parental self-assessments completed before child starts school.
  • Early Years Notification - widening of the Early Years Notification Process.
• Reference: 4.8 SEND Strategy Objective Reference: C8
  Outcome: Short breaks provision is targeted at those who will benefit most especially during challenging times such as COVID.
• Reference: 4.9 SEND Strategy Objective Reference: A1
  Outcome: Development of the health areas within the Local Offer including the Autism Toolbox and PfA.
• Reference: 4.10 SEND Strategy Objective Reference: A6
  Outcome: The voice of the child is central to health information submitted to EHC Needs Assessments.
• Reference: 4.11 SEND Strategy Objective Reference: A1
  Outcome: The Local Offer is promoted by health partners; information is accurate and accessible.

2.5 Statutory Performance (SEND Operations)

SEND and Inclusion Strategy Objectives

Key principle: 1. High quality, 2. Cost-effective and 3. Consistent services across the local area.

Objectives:

• Transport is not a barrier to children and young people accessing educational and career related opportunities (C6).
• Independent travel training enables young people to develop the self-confidence and skills to participate in activities outside of the home (D6).

What do we want to see?

1. Families enjoy consistent, timely and high quality services and report a positive experience.
2. Families and partners are aware of an able to contribute to discussions around specific issues with services / contribute to their review and re-development.
3. Statutory performance is consistently above national in relation to EHC needs assessments
4. Annual reviews are responded to in a timely manner so that EHC Plans are up-to-date – 12 weeks from meeting to final amended plan.
5. Progress towards outcomes is measured reliably with increases or decreases in provision being responded to quickly to facilitate greater progress towards aspirations and independence for the young person.6. Eligible children have reliable transport in place for the start of every term (either arranged by the Council or via a Personal Transport budget).

What needs to change?

1. Statutory timescales to be consistently met without seasonal variation.
2. Annual reviews need to be meaningful and capture progress towards long term outcomes.
3. Transport is consistent and supports children to arrive at school ready to learn.
4. Timely, accurate and complete information provided on children who are eligible for transport to enable it to be arranged.
5. Where disagreements happen resolution needs to be achieved without escalation.

References

• Reference: 5.1 SEND Strategy Objective Reference: 1 and 3
  Outcome:20-week statutory compliance for EHC Plan production consistently above national for 2020 (60%).
• Reference: 5.2 SEND Strategy Objective Reference: 1 and 3
  Outcome: Educational Psychology advice provided in 6 weeks consistently above 85%.Reference: 5.3SEND Strategy Objective
• Reference: 1 and 3
  Outcome: Other advice contributing to an EHC needs assessment is tracked through the ONE system and reporting is accurate enabling benchmarked targets to be set.
• Reference: 5.4 SEND Strategy Objective Reference: 1 and 3
  Outcome: Tracking of annual review 16-week timeline from meeting to final plan is tracked accurately through the ONE system.
• Reference: 5.5 SEND Strategy Objective Reference: 1 and 3
  Outcome: Scorecard for individual ISEND officers tracks annual review completion through the ONE system, enabling effective tracking / baselining of annual review compliance.
• Reference: 5.6 SEND Strategy Objective Reference: 1 and 3
  Outcome: Progress towards EHCP outcomes tracked via ONE system and trends analysis developed / actions planned from this.
• Reference: 5.7 SEND Strategy Objective Reference: 1 and 3
  Outcome: Annual review paperwork is reviewed and refreshed to ensure it is outcomes focused – measuring progress towards these outcomes accurately to ensure appropriate provision.
• Reference: 5.8 SEND Strategy Objective Reference: 1, 2 and 3
  Outcome: Reduction in the number of complaints.
• Reference: 5.9SEND Strategy Objective Reference: 1, 2 and 3
  Outcome: Increase in the number of families participating in mediation to promote positive disagreement resolution and prevent escalation of disagreement between family and Local Authority. Reduction in numbers escalating from mediation to appeal.
• Reference: 5.10 SEND Strategy Objective Reference: 1 and 3
  Outcome: Increase in user satisfaction evidenced via annual FACT Bucks/SEND IAS survey.
• Reference: 5.11 SEND Strategy Objective Reference: 1 and 3
  Outcome: ISEND Service user satisfaction surveys and compliment logs evidence increasing satisfaction, including specific survey being launched looking at new EHC Plan satisfaction (Oct 20).
• Reference: 5.12 SEND Strategy Objective Reference: 1 and 3
  Outcome: Changes to services / process are brought by group members at issue stage to enable co- production of solutions.
• Reference: 5.13 SEND Strategy Objective Reference: 1 and 3
  Outcome: Changes to services / process are brought by groups members at consultative / engagement stages, e.g. minor changes to service offer for CYP.
• Reference: 5.14 SEND Strategy Objective Reference: C6, D6
  Outcome: Increase in number of schools delivering Independent Travel Training (ITT)/ number travelling to school independently following training.
• Reference: 5.15 SEND Strategy Objective Reference: 1 and 3
  Outcome:% of EHC Plan outcomes demonstrating progress and achievements towards independence.
• Reference: 5.16 SEND Strategy Objective Reference: C6
  Outcome: Transport eligibility assessments and referral process is tracked accurately through the ONE system from April/May 2021 to ensure process is consistent and timely.

2.6 Quality Assurance

SEND and Inclusion Strategy Objectives

1. Children and young people, parents/carers and professionals contribute to Education, Health and Care Plans which value strengths and are produced in a child- or young person-centred way (B4).
2. SEN Support and Education, Health and Care Plans reflect, at the earliest stage, the potential of an individual child or young person to be independent (D3).
3. Young people are able to exercise choice and control over how they live their lives, informed by accurate and accessible information (D1).4. Children and young people are able to develop key work skills through a broad and balanced curriculum with stretching progress measures (C4).

What do we want to see?

1. Compliance with team EHCP auditing processes outlined in the QA Framework.
2. An increase in EHCPs judged as good or outstanding in the various QA auditing processes. Plans accurately reflect the needs, outcomes and provision of the child or young person and develop as a result of collaboration across Education, Health and Social Care.
3. Evidence that EHCPs have been co-produced with families and include the voice of the child or young person.
4. EHCPs have a focus on Preparation for Adulthood from Year 9 upwards.
5. EHCPs are reviewed, amended and finalised following Annual Review processes within timescales. Where plans are of poor quality following conversion from a Statement of SEN, this is addressed as part of the Annual Review process.
6. Robust auditing of information and advice written by all specialists, starting with Specialist Teachers and Educational Psychologists.
7. Implementation of a schedule of dip sampling EHC Plans, to increase in the amount and scope of EHCP audit activity. Children and young people are at the centre of all we do
8. Families enjoy consistent, timely and high quality services and report a positive experience
9. Families and partners are aware of and able to contribute to discussions around specific issues with services / contribute to their review and re-development10. The voice of the child is evident across all other impact groups.

What needs to change?

1. More consistency in compliance with team EHCP auditing processes outlined in the QA Framework.
2. All plans to be written using the Guidance for EHC Plan Checklist.
3. More consistency in ensuring that all relevant information contained in appendices is captured in the EHCP.
4. Co-production with families is the norm.
5. Increased collaboration across education, health and social care to ensure a comprehensive Plan can be produced.
6. A more robust approach to re-writing Plans, where they have been found to be of poor of quality during an Annual Review process.
7. Evidence that EHCPs have been co-produced with families and include the voice of the child or young person.
8. A reduction in complaints in regards to the experience of families.
9. A co-production charter with sign up from multi-professionals across the Local Area.
10. Upskilling of settings and parents to ensure children and young people have a voice.

References

• Reference: 6.1 SEND Strategy Objective Reference: B4
  Outcome: Increased and consistent compliance (100%) with auditing processes outlined in the QA Framework, enabling progress to be measured.
• Reference: 6.2 SEND Strategy Objective Reference: B4
  Outcome: Regular auditing and dip sampling, in line with the QA Framework identifies an increase in the number of Plans that are good or outstanding. Target: 80% of full plans audited by 31 March 2021.
• Reference: 6.3 SEND Strategy Objective Reference: B4
  Outcome: The tools and templates supporting professionals to input into a Plan are fit for purpose and enable the most appropriate information to be identified easily.
• Reference: 6.4 SEND Strategy Objective Reference: D3
  Outcome: All professionals providing advice are trained on what is required to ensure high quality plans are produced. Professionals have sufficient knowledge and understanding of statutory procedures and requirements leading to an improvement in the quality of appendices.
• Reference: 6.5 SEND Strategy Objective Reference: B4
  Outcome: Education, Health and Care Coordinators are trained on what is required to ensure high quality plans are produced. They have sufficient knowledge and understanding of statutory procedures and requirements leading to an improvement in the quality of plans produced.
• Reference: 6.6 SEND Strategy Objective Reference: B4
  Outcome: Themed audits consistently evidence Health and Social Care needs and provision fully reflected in the Plan, alongside education. Target: 80% of themed audits Good or Outstanding.
• Reference: 6.7 SEND Strategy Objective Reference: B4
  Outcome: Regular supervision takes place which promotes a culture of continuous improvement. Supervision is utilised to increase workers’ confidence, competence and their ability to think critically leading to improved decision making and higher quality plans. Individual Improvement Plan actions are robustly monitored and performance issues managed, evidenced through the QA improvement tracker
• Reference: 6.8 SEND Strategy Objective Reference: C4, D3
  Outcome: All EHC Plans have PfA outcomes, including life skills, as standard from year 9 upwards.
• Reference: 6.9 SEND Strategy Objective Reference: B4
  Outcome: A shared understanding of co-production is developed and the impact measured.

2.7 Local Offer Advisory

SEND and Inclusion Strategy Objectives

1. Health information and advice is available and accessible to children, young people and their families (A1).
2. Parents/carers and the wider community /providers are aware of the Local Offer which is comprehensive, accessible and includes information about employment and other meaningful activities (B5).
3. Young people are able to exercise choice and control over how they live their lives, informed by accurate and accessible information (D1).

What do we want to see?

1. A comprehensive, co-produced Local Offer that is accurate and easily accessible to families and professionals.
2. Ongoing review, development and improvement to ensure the Local Offer is a helpful tool to support families.
3. More young people and families knowing about the Local Offer as a trusted source of information, and more professionals promoting the Local Offer to families they work with.
4. A flexible and responsive Local Offer that meets the needs of families.

What needs to change?

1. Written content to be reviewed to help families find information quickly and easily, and to meet digital accessibility regulations.
2. Published information to better reflect the services that families should expect to receive through more frequent and consistent updates from professional subject matter experts.
3. Increased promotion of the Local Offer through settings, professionals and word of mouth.
4. The published Local Offer to move to the corporate website platform and link to the new directory to offer a more user-friendly experience.

References

• Reference: 7.1 SEND Strategy Objective Reference: A1, B5
  Outcome: Content is reviewed and re-written to simplify the information and make it easier to find.
• Reference: 7.2 SEND Strategy Objective Reference: A1, B5
  Outcome: The Local Offer (LO) complies with digital accessibility regulations.
• Reference: 7.3 SEND Strategy Objective Reference: A1, B5
  Outcome: The LO is kept up to date. Regular updates are provided by professionals as things change, new content is planned in advance and written jointly by the subject matter expert and content expert, and a process is in place for FIS Digital to report on information that has not been reviewed in 3/6/12 months to follow up with the relevant professional.
• Reference: 7.4 SEND Strategy Objective Reference: B5
  Outcome: Awareness and use of the Local Offer is increased through promotional activities following the launch of the new website content. Evidenced by unique and returning visitor numbers (note, the initial move to the new platform will impact SEO and visitor numbers to begin with).
• Reference: 7.5 SEND Strategy Objective Reference: B5
  Outcome: The published LO is delivered through the corporate web content platform and the new directory. This will launch as a minimum viable product to begin with.
• Reference: 7.6 SEND Strategy Objective Reference: B5
  Outcome: The LO is co-produced with regular input from parents/carers, young people and professionals. The LO is responsive to user feedback and will continue to be reviewed and improved as a result (you said, we did).
• Reference: 7.7 SEND Strategy Objective Reference: B5
  Outcome: More families sign up to the Disabled Children Register, PinPoint, following the move to the new system. (Note, due to GDPR and the move to the new system, the register will start from scratch).
• Reference: 7.8 SEND Strategy Objective Reference: B5
  Outcome: Positive engagement with and feedback to BFIS Local Offer contributing to a reduction in complaints

2.8 Voluntary and Community Sector

SEND and Inclusion Strategy Objectives

1. There are opportunities for children and young people to participate in physical activities at school and in their communities (A2).
2. There are opportunities for children and young people to get involved and feel part of their communities (B2).
3. There is a choice of support available so that children and young people can participate in education and social activities in different ways according to their needs (B3).
4. Community organisations offering services to the public are encouraged and supported to be inclusive (B7).
5. Early and intensive intervention as appropriate to ensure better outcomes are achieved for the child (C1).

What do we want to see?

1. Communication, collaboration and signposting
   • Effective links and improved communication between the local authority and the VCS, so that availability of VCS services and expertise is fully understood and utilised and so that the VCS can better understand needs and offer solutions (A2, B2, B3, B7, C1).
   • Clear, promoted, cross-county signposting to VCS service providers and their services, particularly as it relates to early intervention and youth provision for 13-19 year olds (A2, B2, B3, B7, C1).
2. Helping community organisations to be more inclusive
   • Support available to community organisations (particularly smaller organisations), to enable them to be inclusive. This should include training, advice on (and potentially access to) funding, advice on inclusion policies and practices, advice on specific conditions and barriers to access, and consultancy on environmental modifications (both sensory and physical) (A2, B2, B3, B7).
3. Physical activities in school and the community
   • Training for organisations supporting children and young people with SEND to allow them to participate fully in physical activities at school and in their communities. There should be agreed standards and competencies that organisations are required/encouraged to meet, in order to demonstrate their ability to offer high quality provision. Partnerships should exist between voluntary and statutory services to support this (A2).
   • Children and young people taking an active role in reviewing and developing the opportunities for physical activity provided for them at school and in their communities. They should be facilitated to reflect, review and share best practice, along with the barriers affecting participation. This should involve children and young people from schools, colleges and the community to act as ambassadors and linking with organisations and education settings (A2).
   • Support for children and young people and their families to enable access to physical activities. Greater links with therapists (OT, SLT, PT’s) who can facilitate participation in school and community activities – bridging the gap between education teams and community involvement. Clearer pathways to help families to navigate ways to access support to optimise participation in physical activities (A2).
   • Inclusion audits / partnerships where advisors work with services and organisations to promote opportunities for children and young people to participate in physical activities and community- based activities (A2, B2, B3, B7).
   • Improved links between community sports clubs and schools (both mainstream and special schools), ensuring opportunities and clearer paths for accessible sports clubs, teams or sessions for disabled people (A2, B2, B3, B7).
4. Early and intensive intervention
   • Clear and consistent pathways to support children and young people and their families to access support from the point of their initial concern. This should include a clear route of multi-agency assessment, support through the diagnostic process, immediate signposting and referral to support the family (to include counselling type services), routes to access early intervention. There should be closer liaison between voluntary and statutory services to optimise outcomes for the children but also to support the well-being of parents (C1).
   • Proactive support for families during early stages of diagnosis and intervention – providing clear and consistent information and support to enable families to navigate services that could support their child. This should be at the initial point of concern, as well as point of diagnosis, and routinely across the lifespan in order to improve outcomes for the children and young people. There should be improved links between GPs, health visitors, key professionals and VCS organisations. (C1).

What needs to change?

1. Communication, collaboration and signposting
   • The clarity with which the voluntary sector “offer” is communicated, both through the Local Offer to families but also to leaders and commissioners within statutory services for both signposting and commissioning.
   • Genuine collaboration between statutory and VCS services so that information and understanding are shared effectively and solutions developed together.
2. Helping community organisations to be more inclusive
   • A package of support (training, advice, funding) for community organisations to access that can help them to be more inclusive for children and young people with SEND generally and to those with particular conditions more specifically.
3. Physical activities in school and the community
   • Agreed standards, competencies and training for schools and community organisations supporting children and young people to access physical activities.
   • The involvement of children, young people and families in user groups to review the provision of physical activities and advise on ways to develop services and support.
   • Therapist engagement, advisory groups and audits to support inclusion in school and community group physical activities and to advise and promote environmental modifications to community spaces, including sensory and physical factors.
   • Improved links between community sports clubs and schools to facilitate opportunities for children and young people with SEND.
4. Early and intensive intervention
   • A genuine sense of collaboration and information sharing between statutory and voluntary sector organisations supporting early intervention and between the impact groups for which early intervention is a required outcome (SEND Support, Sufficiency, Joint Commissioning).
   • Clear and consistent pathways to support children and families from initial concern, screening, early intervention and onto diagnosis. Clearer signposting and information for families concerned about their child’s early development and enhanced training for non-specialist practitioners (GPs, health visitors, family support workers, social workers etc) to spot the signs of early development challenges and have consistent signposting for support, defined monitoring and next steps for all under 5’s (including babies and toddlers).
   • Increased therapy provision to enable children and their families to access intensive early intervention with commissioning of VCS organisations to provide extra capacity when needed.

References

• Reference: 8.1 SEND Strategy Objective Reference: B7, B2, B1
  Outcome: Communication, collaboration and signposting: children and young people with SEND and families reflect that they have a greater knowledge of community and voluntary groups with whom they can engage.
• Reference: 8.2 SEND Strategy Objective Reference: A2, B2, B3, B7, C1
  Outcome: Statutory services, and particularly those commissioning services, have a greater awareness of what voluntary and community sector (VCS) organisations do to support children and young people with SEND and their families in the county, and the sector’s capabilities to increase that provision.
• Reference: 8.3 SEND Strategy Objective Reference: A2,B2, B3, B7,C1
  Outcome: Helping community organisations to be more inclusive: a package of generic support on inclusion (training, advice, access to funding) and specific advice on particular conditions exists, is available online, and promoted to community organisations across the county.
• Reference: 8.4 SEND Strategy Objective Reference: A2, B2, B3, B7
  Outcome: An increase in the number of community events and learning programmes that provide an opportunity for children and young people with SEND to develop social networks that are appropriate and safe.
• Reference: 8.5 SEND Strategy Objective Reference: A2, B2, B3, B7
  Outcome: Physical activities in school and the community: a survey / mapping exercise conducted to identify schools and community organisations which currently provide physical activities for children and young people with SEND in the county, levels of demand and the extent of barriers to that offer.
• Reference: 8.6 SEND Strategy Objective Reference: A2, B2, B3, B7
  Outcome: A survey and/or focus groups for children and young people with SEND to identify physical activities that they would like to see develop and the active participation of young people in their development and delivery.
• Reference: 8.7 SEND Strategy Objective Reference: C1
  Outcome: Early and intensive intervention: statutory and voluntary sector leads meet on a half termly basis to discuss early and intensive intervention, focusing on the outcomes laid out in the SEND support, Sufficiency and Joint Commissioning impact groups. They will address what is working well, any barriers that are affecting joint working, caseload and potential referrals across services and will identify collaborative solutions, in order to improve the outcomes for children and young people and their families.
• Reference: 8.8 SEND Strategy Objective Reference: C1
  Outcome: Statutory and voluntary sector leads will work together to conduct ‘voice of the user’ research to establish current perceptions of service delivery (across both statutory and VCS provision), parent/ carer understanding of pathways for different conditions and the availability of intensive early intervention provision.
• Reference: 8.9 SEND Strategy Objective Reference: C1
  Outcome: A clear pathway exists which maps out how parents can access support (educational, therapeutic and family support) at the point of initial concern that will enable them to access early and intensive intervention, even prior to diagnosis and before the start of EHC needs assessment. This will be written jointly between statutory services and voluntary sector leads and will be available to all GP’s, Health Visitors, Family Support Workers, Bucks Family Information Service, Family Centres and other professionals working with under 5’s to sign post families to access statutory and VCS.