education access and inclusion - vale of glamorgan council/service... · 2017. 8. 22. · behaviour...

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LEARNING AND DEVELOPMENT

ACCESS AND INCLUSION SERVICE Service Plan 2005 – 2006 onwards

Service Head: (SHEILA KELLY)

Final Version

Vale of Glamorgan Council www.valeofglamorgan.gov.uk

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Contents

1. STRATEGIC CONTEXT OF OUR SERVICE........................................................................................................................................................ 3

2. SERVICE SELF-ASSESSMENT - WHERE ARE WE NOW?............................................................................................................................... 6

3. IDENTIFYING IMPROVEMENT AREAS – CONSULTATION............................................................................................................................ 12

4. IDENTIFYING IMPROVEMENT AREAS – STRATEGIC RISK ASSESSMENT ................................................................................................ 15

5. IDENTIFYING IMPROVEMENT AREAS – OPERATIONAL RISK ASSESSMENT ........................................................................................... 16

6. IDENTIFYING IMPROVEMENT AREAS – PRIORITY AREAS.......................................................................................................................... 17

7. MEASURING OUR PERFORMANCE - EQUAL OPPORTUNITIES/SUSTAINABILITY.................................................................................... 18

8. MEASURING OUR PERFORMANCE – KEY INDICATORS.............................................................................................................................. 19

9. MEASURING OUR PERFORMANCE – OTHER INDICATORS ........................................................................................................................ 21

10. FINANCE SECTION - BUDGET DETAILS....................................................................................................................................................... 22

10. FINANCE SECTION – CHANGES IN RESOURCE ALLOCATION ................................................................................................................. 23

11. ACTING TO IMPROVE - PUTTING OUR PLANS INTO ACTION.................................................................................................................... 24

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1. Strategic Context of Our Service Corporate Priorities Relevant to Our Service This service contributes to the achievement of the following corporate priorities as outlined in the Corporate Plan: • Life Long Learning: To provide high quality, accessible learning

opportunities which meet the needs of learners of all ages and to develop and promote a culture of lifelong learning for all.

Corporate Aims and Actions Relevant to Our Service This service contributes to the achievement of the following corporate Aims and Actions as outlined in the Corporate Plan (2005-2009): Promote Inclusion and Access LL9 Promote the inclusion of children with Special Educational

Needs (SEN) in their local mainstream schools to reduce barriers to their learning. (2005-2009) Sheila Kelly

LL10 Review SEN provision and agree a development plan for

pupils with Special Educational Needs in partnership with schools. (2005) Sheila Kelly

LL11 Ensure Looked After Children achieve no less than the

average attainment of children from similar backgrounds living in their area. (2005-2009) Sheila Kelly

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1. Strategic Context of Our Service – cont’d

Our service aim is to: To promote a learning culture where all individuals expect, and are entitled, to be engaged in a lifelong process through which they develop the skills, attitudes and knowledge necessary to make choices about their lives, contribute positively to the wider community and achieve personal success.

Our service objectives are: 1. To ensure an appropriate education for age, ability, aptitude and

any special educational needs. 2. To offset disadvantage and maximise potential. 3. To administer the statutory assessment and review process

efficiently. 4. To maximise attendance and minimise school exclusions. 5. Prudently manage out of county placements & SEN Budget. 6. To ensure the educational needs of Looked After Children are

met and to maximise educational attainment. 7. To promote racial equality

ESP Statement The Council recognises the importance of Education and Lifelong Learning to local communities and this is a priority that underpins the work of all Council services. The Council will continue to work with partners to enhance pre-school opportunities for all children. It will support the provision of high quality education in schools, to improve the already impressive standards of pupil attainment as well as promoting an inclusive system which makes learning opportunities is accessible to all. The Council will work with local schools, the voluntary sector, private training providers, local businesses and other agencies to widen participation in lifelong learning for the benefit of individuals, communities and the local economy.

Our core values: - • Place its customers at the centre of service delivery. (Customer

Focus) • Conduct its business with integrity, ensuring that services are

delivered in a transparent and accountable manner which is in the public interest. (Integrity)

• Improve the delivery of its services, seeking innovative and effective ways to enhance quality while increasing their cost effectiveness. (Continuous Improvement)

• Work in partnership with a wide variety of agencies and stakeholders, consulting and involving the community in decision-making and service delivery to ensure ownership of local issues. (Involvement)

• Ensure that everyone in the Vale is able to obtain fair and equal access to services and receives equitable and consistent treatment in their dealings with the Council. (Fairness)

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1. Strategic Context of Our Service – cont’d

Policy Context • The policy, purpose or aims of the education service are fully

embraced within the Education Strategic Plan (2002-2005). The service is committed to supporting schools to achieve high standards and to provide excellent opportunities for learners to maximise potential and to sustain or develop communities within the Vale of Glamorgan.

• The Supplementary ESP (2003-2005) represents one of the Council’s key corporate priorities as part of its commitment to the ‘Wales Programme for Improvement’. The education service ensures its responsibilities for the quality of education and lifelong learning outlined in ‘The Learning Country’ are detailed within the ESP.

• The Service is committed to building effective partnership with schools and all other stakeholders.

• The Education Act 1993 placed a duty of the Secretary of State for Education to issue a Code of Practice on the identification and assessment of Children with Special Educational Needs (SEN). The first Code came into effect in 1994. Since then the rights and duties contained in the 1993 Act have been consolidated into Part IV of the 1996 Education Act.

• The Welsh Assembly Government has replaced the 1993 Code with Special Educational Needs Code of Practice for Wales.

• The Children Act 1989 sets out the principles and guidance in relation to Looked After Children, children with disabilities, children in need and children in need of protection and demands that all agencies work together to promote the health education and social welfare of these children.

• The SEN and Disability Act 2001 gives a stronger right for children with SEN to be educated at a mainstream school. It

amends the DDA 1995 to prohibit all schools from discriminating against disabled children in their admission arrangements, in the education and associated services provided by school and in relation to exclusions. A Disability Rights Code of Practice for schools, prepared by the Disability Rights Commission explains the anti-discrimination duties to schools and Governing Bodies. The Council is responsible for developing an Accessibility Strategy implemented from April 2004-2007 increasing, over time, access to schools for children, young people and adults with disabilities.

Statutory Plans Title Date next

Reviewed Officer

Responsible Contact Number

(direct line) Behaviour Support Plan April 2007 Sheila Kelly 01446 709136 Accessibility Strategy April 2007 Sheila Kelly 01446 709136

Other plans and guidelines • Estyn Post Inspection Action Plan • Inclusion Framework • SEN Policy Statement • SEN Code of Practice for Wales • Children and Young People’s Framework Partnership • Early Years Development Plan • Joint Review Action Plan • District Audit Review of Attendance and Exclusions • Children First Plan • Children’s Plan • Young People’s Partnership Plan • Cymorth Plan • Building Safer Communities Plan • Best Value Review of Children with Special Needs • Race Equality Action Plan • Area Child Protection Committee’s Business Plan • Youth Justice Plan

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2. Service Self-Assessment - Where Are We Now?

Our Customers The pupils, staff, governing bodies and parents of all schools. Close collaboration with the wider community is encouraged.

Other Stakeholders Other Stakeholders Relationship Cabinet, elected members and management team

Administration

Schools & Governors Consultative, Advisory Teachers & Other Staff Informative, consultative Pupils, parents and carers Informative, consultative Senior managers in health, VoG Council, Police, and other statutory agencies.

Planning Partners

Training providers, Careers Wales Planning Partners Voluntary Sector, in particular SNAP, NCH Cymru, Amelia Trust

Planning Partners

Partnerships and Networks Partnership/ Network Purpose Head teacher groups Give and receive information, plan. Development

of SEN and Inclusion of vulnerable groups. Young People’s Framework Partnership Children’s Partnership Young People’s Partnership

To develop and co-ordinate services to children within the remit of the Children and Youth People’s Framework Partnership. To develop and co-ordinate projects and services for children at risk of social exclusion. To develop play opportunities for children and young people with special needs within an integrated setting

14-19 Network To develop and co-ordinate provision for pupils 14-19 across LEA, FE College and other providers, Post 16.

Libraries Joint projects Teacher Associations Give and receive information, employee issues Youth Access Steering Group ESF Working Group

To develop and co-ordinate provision for young people pre 16 at risk of disaffection

Partnership/ Network Purpose Prevention, Education and Training Sub group partnership (sub group of Community Safety P/ship)

Planning and developing strategies to reduce the incidence of substance misuse in schools and amongst young people.

Area Child Protection Committee (ACPC)

Child protection

Association of Vale of Glamorgan Governors (AVAGO)

Give and receive information, plan

Assoc of Directors of Education in Wales (ADEW)

Consult, give and receive information.

Strategic Executive Group Contribute to policy development, inter-agency planning

Children First Development of specific service for Looked After Children

Accessibility Strategy Group To develop and implement planning for access improvement in schools to children and adults with disabilities

Cardiff LEA Service for children and young people from ethnic minorities who are under-achieving

Health Issues Group To ensure co-ord of services for health in schools. Sure Start and Barry College Developing service for pregnant school girls and

school age mothers. Amelia Trust Developing services for disaffected young people

and those with SEN. Barry College and Training Providers

Developing services for disaffected young people through the Yth Access Alt Curriculum programme

Careers Wales Transition and career advice for young people. SNAP Cymru Parent Partnership Service Llanmau Housing Housing Support for LAC and Leaving Care NCH Cymru Disagreement Resolution Service. Youth Offending Team Steering Group

To co-ordinate and develop delivery of services to children and young people involved in crime. To reduce offending.

Child and Adolescent mental Health Steering Group

To develop services for children and young people with mental health concerns.

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2. Service Self-Assessment – Where Are We Now? Cont’dActivity Analysis • Pupil Support Service: The provision of an efficient and effective

service for pupils with Special Educational Needs (SEN) in accordance with the Council’s statutory duty as prescribed in the Education Acts, Children Act and the SEN Code of Practice for Wales.

• Behaviour: This area of the budget provides for delegated behaviour support in three secondary schools, the staffing and the resources for the current Pupil Referral Unit based at the Amelia Trust and the Primary Behaviour Support Service.

• Home/Hospital Tuition: The hospital tuition service is based at Llandough Hospital although this provision will cease, when it is transferred to UHW Children’s Hospital planned for 2005. Tuition for pupils who are sick at home is provided. The Council has to aim to make full time provision for all pupils excluded for more than 15 school days, which, in the majority of cases, is provided by home tutors. Home tutors provide tuition to individual or small groups of pupils who are waiting for school or PRU placements.

• Extra District Income and Expenditure: The Vale special schools make provision for pupils from neighbouring authorities for which a charge is made. Some Vale pupils attend special schools in other authorities and some attend out of county independent special schools or children’s homes as a result of their complex and severe educational, and/or health and/or social needs.

Key outputs and outcomes • The statutory assessment, statementing and review process for

children with SEN are all performed effectively in accordance with relevant timescales.

• The Council is properly represented in SEN tribunals. • Educational Psychologists and Welfare Officers are operating in

schools. • SEN placements are effectively monitored by annual review. • Appropriate liaison with other processional bodies takes place,

e.g. with Children’s Services and NHS Trust. • All LAC have a school place or other appropriate educational

provision. • All LAC have a PEP within 20 school days of becoming looked

after or being admitted to a school. • The target for LAC leaving care achieving 2 or more GCSEs or

GNVQ equivalent is 60% in 2005. • Behaviour support is available in 2 comprehensive schools via

Cymorth funding. • Pupils identified at risk of disaffection I Year 6 receiving

mentoring into Year 7 via the Cymorth funded transition project. • Equipment is provided for children with physical disabilities in

mainstream schools. • There is Educational Psychology contribution to CAMHS. • Children and young people with special needs access play

activities during school holidays. • Young carers are supported through the Cymorth funded Young

Carers Project. • Children in need transfer to further education, employment or

training on leaving statutory school age. • Guidance on substance misuse issues is provided to schools.

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2. Service Self-Assessment – Where Are We Now? Cont’d• Pre 16 youngsters have access to an alternative curriculum

where appropriate. • Pregnant school girls and school age mothers receive education

provision. • Improved home-school liaison is provided in schools via Cymorth

funding. • Pupils wit SpLD, hearing impairment, visual impairment and

behaviour difficulties (Primary Schools) receive appropriate specialist tuition, with advice to school sand parents.

• In 2005-06 it is forecast that 65 statements will be issued with 88% prepared within 18 weeks.

• The target in 2005-06 for children with statements attending mainstream schools is 60%.

• The 2005-06 targets for attendance are primary schools 93%, secondary schools 92% and special schools 92%.

• In 2005-06 it is forecast that the number of permanently excluded pupils per 100 will be 0.15 in primary schools, 1.12 in secondary schools and 0 in special schools.

• In 2005 Third Behaviour Support Plan will be reviewed. • In 2005 the Accessibility Strategy will be reviewed.

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2. Service Self-Assessment – Where Are We Now? Cont’dManagement Information Systems in Place • Capita Education Management Systems (EMS) • Powersolve Financial Reporting • Pupil Performance Databases • School self-review statements • School GEST submissions • SEN database • Education Welfare, Attendance & Exclusion data • Recoupment Database • Hospital/Home Tuition Database • Looked After Children

Quality Systems Used None

Awards Achieved None.

Good/Notable Practice Initiatives Introduced

Benefits/Improvements Gained

Pupil performance databases Value added analyses Target Setting analyses

School effectiveness analysed and support targeted

Computer upgrades All computers compatible within the department

Recording Education Welfare Service (EWS) intervention

Able to identify actions to address specific pupils attendance and welfare needs

Benchmarking PIs Returns indicating improvements in outputs

Recording EMS SEN Improvement in statements prepared within time limits

Exclusions module EMS

Improved tracking of procedures.

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2. Service Self-Assessment – Where Are We Now? Cont’dOur Service Strengths • Commitment to change • Willingness to work corporately and in a cross cutting way across

the Council • Improving knowledge base and skills • Improving relationships with schools • The Service welcomes external challenge. • New management structure agreed and implemented to provide

improved strategic capability and capacity. • Provision of the alternative curriculum and low exclusion rates

from schools in the Vale of Glamorgan. • Highly professional Pupil Support Service.

Our Service Weaknesses • Relatively low level of resources available to the Service. • Attendance in secondary schools just below 92% target at 91.5%. • Lack of capacity to effectively monitor schools use of SEN

expenditure. • According to the Staff Attitude Survey, the service scored low in

the area of identification.

Our Service Opportunities • To further develop positive work with Welsh Assembly

Government and other agencies. • To deliver further collaborative working with other authorities

through regional initiatives. • To action the Wales Programme for Improvement. • To develop further the Children and Young People’s Framework

Partnership and associated plans and partnerships, including

those with other statutory agencies, the voluntary sector and the training provider network.

• To develop close working with the Vale Local Health Group for jointly commissioned projects and provision.

• To maintain working relationship with Estyn. • To benefit from the All Wales Education Services benchmarking

by identification of good practice and value for money. • To continue good collaborative working within the directorate and

with other directorates, in particular Children’s Services. • To confirm the inter-agency panel for children with complex

needs. • To use the SEN and Disability Act 2001 in promoting the

education of children with SEN in mainstream schools. • To participate in 14-19 curriculum development as a means of

offering additional opportunities for inclusion.

Our Service Threats • Planning overload. • The number of Welsh Assembly Government initiatives. • The short term funding arrangements for children First, Children

and Youth and Youth Access (Cymorth). • Unrealistic expectations from Welsh Assembly Government, e.g.

attendance targets. • Welsh Assembly Government’s agreement that Headteachers

may authorise 2 weeks holiday taken in term time. • Budget difficulties resulting from poor settlement from Assembly.

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2. Service Self-Assessment – Where Are We Now? Cont’dAreas where we have improved in the last year: • Children and Young People’s Framework and associated partnerships and plans in place. • Effective Primary Behaviour Support Team in Place. • Inclusion Framework agreed SEN Policy Statement drafted. • SEN Budget proposals drafted. • Accessibility Strategy produced. • Attendance Matters Booklet published. • Provision established for pregnant schoolgirls and school age mothers. • Personal Development Review Systems are implemented across the education service. • The supplementary ESP produced. • EBD Unit, provision reviewed and redefined in agreement with schools. • Neighbouring authorities consulted on projected use of special schools. • Service structure reviewed to deliver an improved and innovative service with which meet current needs and demands from users. • SLA developed with Amelia Trust to provide clear roles and responsibilities for the Pupil Referral Unit and the Amelia Trust Farm with regard

to facilitation and use of buildings, services in the provision of; vocational activities for key stage 3; and youth access and alternative curriculum programme for key stage 4.

• Further ESF bid approved. • Working group established with Cardiff LEA, Cardiff & Vale NHS Trust, Bro Morgannwg NHS Trust, Children’s Services and Learning and

Development to consider a strategy for children with autistic spectrum disorder.

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3. Identifying Improvement Areas – Consultation Consultation Projects Completed in 2004

Project name Purpose Method used Sample Analysis used What was learned

How the service has been changed

Audit Commission School Perception Survey

Obtain Schools Perception of the Service

Questionnaire All Schools Analysis by regulatory body Audit Commission

Analysis Ongoing Areas of lease satisfaction to be targeted.

Accessibility Strategy

Develop Consultation Strategy

Conferences and reports back

All Schools Discussion Increase awareness of disability issues and access.

Accessibility strategy in place from April 2004.

Fine Motor Skills To ascertain comments and suggestions for improvement

Questionnaire All SENCO’s, Eps, Specialist Teachers, SEN Adviser

Analysis of responses

Priority areas for referral.

Referral process to be agreed.

Head teacher conferences (Completed and ongoing)

To discuss relevant issues about education

Conference. Working groups

All Head teachers Discussion group/ presentation

Head teachers updated on issues; areas of concern and further work for the department identified

Priority issues for schools developed

Behaviour Support Plan (Completed)

To develop plan for addressing behaviour and supporting schools and pupils

Discussion groups, information gathering by letter

SEN and behaviour staff, pastoral staff in schools

Discussion groups within the service

The range of initiatives and programmes operating in the Vale to support pupils with behaviour difficulties

More focused coordination of the service

SEN Provision To review arrangements for meeting SEN

Discussion, working groups

All schools and stakeholders

Discussion groups, focus groups

Not completed, Still underway and within timescale

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Consultation Projects Planned for 2004 But Not Completed Description of Project Reason for not completing the project

None

From this consultation work, our “top five” areas for improvement are: • Confirming SEN and Inclusion Strategy • Developing capacity of mainstream schools to meet the needs of

pupils with SEN • Develop options for delegation of SEN budget • Develop provision for complex speech and language disorders • Improving support to schools to meet the needs of pupils with

emotional and behavioural difficulties.

Other development areas are: • Establish NVQ Caring for Children and Young People Level 3

programme in residential special schools. • Develop resourced provision for pupils with autistic spectrum

disorder • Implementing Accessibility Strategy to increase over time access

to School Buildings for pupils with disabilities, the three-year strategy will provide an access audit to inform priorities in the capital building programme.

• Promote the inclusion of children looked after in the school agenda, Monitor the educational achievement of LAC

• Improve joint working with School Improvement Service • Conduct self-evaluation of the service, to be reviewed annually • Confirm Performance Management, Team Plans, PDRS • Implementing Behaviour Support Plan • Promote racial awareness • Closer elected member involvement

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3. Identifying Improvement Areas – Consultation Cont’d Consultation for 2005

Name of project

Stakeholder Group Purpose Method Sample plan

How under-represented groups will be targeted

Success criteria

Date report to be

completed Person

responsible

SEN Strategy and Development Plan (including delegated SEN Budget and provision to meet specific needs).

Schools and governing bodies, parents, pupils, Children’s Services, Health Service, Voluntary Sector, Schools and Governing Bodies.

Improve provision for pupils with SEN

Document Consultation

All schools and governing bodies. Parents Federation, School Councils, Children and Young People’s framework

LAC through Children 1st Team

Strategy and plan agreed and implemented

July 2005 Head of Service Sheila Kelly

Audit Commission School Perception Survey

Schools Obtain schools’ perception of service.

Questionnaire All Schools All schools represented January 2006

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4. Identifying Improvement Areas – Strategic Risk Assessment Description of Risk

Likelihood of Risk 1=v unlikely 4= almost certain

Impact of Risk 1=low 4=catastrophic

Actions to be taken to control the risk (from Corporate Risk Register)

None

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5. Identifying Improvement Areas – Operational Risk Assessment

Description of risk Likelihood of risk 1=v unlikely 4= almost certain

Impact of risk 1=low 4=catastrophic

Current Controls to manage the risk Further Counter measures required

Continued support to assist meeting requirements of ESP 3 4 Regular monitoring and review Ongoing review

The need to manage a budget settlement that is likely to be low/poor.

3 3 Ensure resources follow priorities. Ongoing review

Changing/developing legislation and Welsh Assembly Government Priorities.

3 3 Assess financial implications. Ongoing review

Behaviour, exclusions and the need to provide 25 hours education for all pupils excluded permanently.

4 4 Monitoring of pupils with behaviour. Referral to Primary Behaviour Support Service, training to schools.

Further training to schools. Target services at schools with behaviour issues.

Failure to deliver standards for residential special schools determined by CSIW

2 4 Identification of standards. Addressing actions needed to meet standards.

Staff training. Visits by elected members. Confirm policies.

Neo natal hearing screening – requirement to provide specialist teacher advice and input to all babies with hearing loss from 3 months old

4 4

Discussion with health services. Employment of specialist teacher to manage service.

Training of staff.

SEN Budget review and inclusion framework in light of budget restrictions, SEN Tribunal decisions. 4 4

Monitoring of budget. SEN budget reviewed. Inclusion Framework in draft. Monitoring of individual pupils – working with schools on identification of need.

Work with schools and other agencies to secure appropriate provision and resources.

Green Paper on future of Children’s Services 4 4

Training and awareness raising, positive working relationships between Inclusion and Access and Children’s Services.

Attend to detail in proposals from Assembly.

Risk of increasing litigation 4 4 Attention to procedures, timescales and provision to meet needs.

Liaise with Legal Services to develop understanding.

Reduction of GEST/Better Schools funding 4 4

Monitoring of services. Reorganisation of current service. Raise issue with schools. Structure and service level to schools.

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6. Identifying Improvement Areas – Priority Areas Areas where we will be concentrating our improvements over the next year:

Summary of Key Improvement Areas Service Plan

Section Page

• Confirming SEN and Inclusion strategy 3 14 • Developing capacity of mainstream schools to meet the needs of pupils with SEN. 3 14 • Developing provision for complex speech and language disorders. 3 14 • Develop options for SEN budget delegation 3 14 • Improving support to schools to meet the needs of pupils with emotional and behavioural difficulties. 3 14 • Establish NVQ Caring for Children and Young People programme for childcare staff in residential

special schools. 3 14

• Developing resourced provision for pupils with autistic spectrum disorder. 3 14 • Implementing Accessibility Strategy 3 14 • Promote the inclusion of children looked after in the school agenda. Monitor the educational

achievement of Looked After Children. 3 14

• Improving joint working with School Improvement Service. 3 14 • Conducting self evaluation of the service, which will be reviewed annually 3 14 • Confirming Performance Management, Team Plans, PDRS 3 14 • Implementing Behaviour Support Plan 2004. 3 14 • Promoting Racial Awareness. 3 14 • Establish closer involvement with elected members 3 14

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7. Measuring Our Performance - Equal Opportunities/SustainabilityAudit and analysis of equal opportunities issues The Council has a well-established framework for providing equality of opportunity with regard to race, disability and gender. This policy framework has been used to shape local initiatives within the Education Service. Priorities for 2005-06 will include: - 1. Production of advice and guidance to assist schools to meet

their obligations under the Race Relations Amendment Act.

Equal opportunities performance indicators

Performance Indicator Performance 2004/05

Target 2005/06

Number of schools participating in schools against racism.

15 20

Number of exclusions for which alternative education provision was offered after 16 days from date of discipline committee meeting

100% 100%

Audit and analysis of sustainability issues All initiatives that contribute to improvement in the education and development of learners also contribute to sustainability. Specific additional priorities include: - 1. Development and delivery of alternative curriculum initiatives

which reduce exclusions and increase attendance.

Sustainability performance indicator

Performance Indicator Performance 2004/05 Target 2005/06

Attendance within secondary schools

91.59% 92%

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8. Measuring Our Performance – Key Indicators Key Indicators

Ref. Link to Objective Description Vale of Glamorgan

Performance Comparisons for 2003/04

Vale of Glamorgan Future Targets

2003/04 perform-ance

2004/05 target

2004/05 predicted

Average Wales

Average England

2005/06 target

2006/07 target

2007/08 target

NAWPI 2.13

1/2/3

a) The number of statements issued during the year b) Percentage of statements of special educational need, excluding those affected by “exceptions to the rule” under the SEN Code of Practice i) Prepared within 18 weeks ii) Finalised within 26 weeks

i) 80.95% ii) 70.47%

a) 45 amended to 65 i) 88% ii) 88%

a) 65 i) 86% ii) 96%

a) 85 i) 74.6% ii) 81.6%

a) 65 i) 86% ii) 96%

a) 60 i) 87% ii) 97%

a) 55 i) 87% ii) 97%

NAWPI 2.11

4

The percentage of permanently excluded pupils attending: i) Less than 10 hours a week of alternative tuition ii) Between 10 and 25 hours a week of alternative tuition iii) More than 25 hours a week of alternative tuition CNB. 100% pupils were offered between 10-25 hours of tuition.

i) 10% ii) 90% iii) 0%

i) 0% ii) 100% iii) 0%

i) 100% ii) 0% iii) 0%

i) 48% ii) 40.9% iii) 13.2%

i) 0% ii) 100% iii) 0%

i) 0% ii) 100% iii) 0%

i) 0% ii) 100% iii) 0%

NAWPI 2.8

4

Number of pupils permanently excluded during the year from schools maintained by the best value authority per 1,000 pupils on rolls of schools maintained by the best value authority: a) For primary schools b) For secondary schools c) For special schools

a) 0.08 b) 0.98 c) 0.0

a) 0.15 b) 1.12 c) 0.00

a) 0% b)0.63% c) 0%

a) 0.25% b) 1.59% c) 2.19%

a) 0% b)0.6% c) 0%

a) 0% b)0.6% c) 0%

a) 0% b)0.55% c) 0%

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Ref. Link to Objective Description Vale of Glamorgan

Performance Comparisons for 2003/04



2004/05 target

2004/05 predicted

Average Wales

Average England

2005/06 target

2006/07 target

2007/08 target

PA2 NS9 EDU/001

4 The percentage of attendance of those present or on approved educational activities in secondary schools

91.41% 92% 91.59% 90.44% 92% 92.05% 92.1%

L277 5

Percentage of out of county placement cases approved by the multi agency panel where appropriate

100% 100% 100% N/A N/A 100% 100% 100%

NAWPI 3.2 6

Educational qualifications of children looked after by the best value authority by reference to percentage of young people leaving care aged 16 or over with the following numbers of GCSEs at Grade A* to G or General National Vocational Qualification (GNVQ) a) 1 or more b) 2 or more

a) 54% b) 54%

a) 25% b) 25%

a) 25% b) 25%

a)41.23% b)36.62%

a) 60% b) 60%

a) 65% b) 65%

a) 65% b) 65%

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9. Measuring Our Performance – Other Indicators Other National and Local Indicators

Ref. Description Vale of Glamorgan Performance

Comparisons for 2003/04



2004/05 target

2004/05 predicted

Average Wales

Average England 2005/06 target

None.

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10. Finance Section - Budget Details Activity Analysis * Budget

Outturn 2003/04

Projected Outturn 2004/05

Direct Costs 2005/06

Indirect Costs

2005/06

Income/ Recharges

2005/06

Activity Totals

£000’s £000’s £000s £000s £000s £000s School Budgets 53,216 56,493 65,802 0 (5,703) 60,099 Director of Learning and Development 0 0 112 19 (131) 0 Strategic Planning & Performance School Support 2,268 2,570 2,645 177 108 2,930 Financial Support & Advice 0 0 479 68 (547) 0 School Places & Access 2,849 3,115 2,975 397 71 3,443 Data & Information 249 280 238 30 63 331 Discretionary Awards 352 388 279 56 6 341 Assembly Learning Grants 0 0 1,200 56 (1,194) 62 School Improvement: Advisory Service 794 963 1,532 173 (532) 1,173 Data & information 97 95 63 12 23 98 Governors Support Team 133 125 86 15 21 122 Early Years 614 617 1,344 49 (665) 728 GEST 906 664 1,790 24 (904) 910 SIS Grants 11 8 22 0 (14) 8 Inclusion & Access: Pupil Support Service 2,379 2,653 2,729 329 (159) 2,899 Behaviour 363 396 361 24 23 408 Home Tuition 173 114 109 6 4 119 Extra District Income/Expenditure (709) (598) 1,031 94 (1,882) (757) Grants 36 0 589 0 (589) 0 Asset Rentals 5909 6,068 6,026 0 0 6,026 TOTAL 69,640 73,951 89,412 1,529 (12,001) 78,940

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10. Finance Section – Changes in Resource Allocation Investment to achieve improvements Capital Programme

Priority Title and Description of Scheme Links to Improvements and PIs Where Applicable As Outlined in Your Service Plan Amount

Revenue Budget - Increases


Revenue Budget - Reductions


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11. Acting to Improve - Putting Our Plans Into Action ESP = Education Strategic Plan EAP = Estyn Action Plan – 2004 Review

Objective 1 : Confirming SEN and Inclusion Strategy and Development Plan

Sub Ref

Ref to Other Action Plans

Action Success Criteria & Outcomes

High, Medium or Low Priority

Officer Responsibl

e

Start Date

Finish Date

Resources & Budget Bids Progress

Objective 1 : Develop Inclusion Strategy A&I 1.1

ESP 2.1 LL9

Develop a strategy to promote inclusion.

100% of schools implementing the principles underpinning the strategy.

High SK 2003 Autumn 2005

Access and inclusion team (PSS budget) Schools (Schools budget)

A&I 1.3

ESP LL9

Promote the Inclusion of children with Special Educational Needs in their local mainstream schools to reduce barriers to their learning

SEN development plan in place.


PSS SIS Schools Stakeholders.

Objective 2: Agree SEN Development Plan LL10 Review SEN Provision and agree a development plan for pupils with SEN in partnership with Schools A&I 2.1

ESP 2.2 LL9

Develop a strategy for the development of SEN within the Inclusion Strategy.

Strategy for SEN agreed. 100% schools adopting underlying principles of strategy.


Access & Inclusion team. Schools, NHS Trust. Children’s Services. Governing Bodies, parents, voluntary bodies (current budgets) – SEN Adviser.

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Sub Ref




Officer Responsibl

e

Start Date

Finish Date


A&I 2.2

ESP 2.2

Develop the capacity of mainstream schools and early years settings to meet the needs of all children in their areas.

100% schools have access to a training programme utilising expertise from SIS, PSS, health, children’s services and voluntary bodies.

Medium SK 2003 Autumn 2005

PSS SEN Adviser Schools NHS Trust Children’s Services (current revenue budgets) Education budget BSF

A&I 2.5

ESP 2.2 LL10

Supporting schools to help pupils overcome potential barriers to learning. Supporting schools in developing accessibility plans with the SEN and DDA framework. Creating effective learning environments for all children with SEN. Setting suitable learning challenges for all pupils and responding to the diverse needs of pupils with SEN.

Increase number and range of learners with SEN who are successfully education through mainstream provision.


PSS SIS NHS Trust Children’s Service (Current revenue budgets).

A&I 2.6.

ESP 2.2 LL10

Review special school provision

Appropriate level of special school provision with a clearly identified role based on expertise and ability to perform an outreach role.

Low SK 2004 Spring 2006

PSS SIS Special Schools (within existing budgets, GEST activity 6)

A&I 2.7

ESP 2.2 LL10

Set out a clear strategy for meeting the needs of children as identified in the SEN Code of Practice for Wales and in accordance with the Council’s Welsh Education Scheme.

Strategy agreed and confirmed. Continuum of provision for children with high functioning ASD. Strategies in place to meet the needs of pupils with dyslexia in mainstream schools.


PSS SIS All Schools NHS Trust (within existing budgets).

A&I 2.8

ESP 2.2

Support schools in setting targets for individual pupils with SEN.

Targets set for special schools and units, for whole school and individual pupils.

High SEN Adviser

2003 Summer 2005

PSS SIS All Schools Data Unit (with budgets)

26

Sub Ref




Officer Responsibl

e

Start Date

Finish Date


A&I 2.9

ESP 2.2

Work with special schools to establish a process for target setting.

Schools and pupils supported to raise standards of attainment for pupils with SEN. Outcomes for children with SEN monitored. 100% pupils with SEN have targets set within IEP by 2003/04. 100% special schools and units have whole school targets by 2004/05.

Medium SEN Adviser

2003 Summer2005

PSS SIS All Schools Data Unit (with budgets)

A&I 2.10

Develop strategy for children and young people with autistic spectrum disorder

Comprehensive transparent multi agency strategy in place

Medium Sk + ASD multi agency group

2005 Summer 2007

Within budget. Request for increased resources from healthy via business plan

27

Sub Ref




Officer Responsibl

e

Start Date

Finish Date


Objective 3: Improve standards of behaviour in schools; reduce exclusions; increase attendance A&I 3.1

ESP 2.3

Further develop a strategic approach to improve standards of behaviour in schools to reduce exclusions.

100% schools to have access to advice and training in behaviour management and in the development of whole school approaches. 100% staff supporting individual/groups of children to have access to training and advice on behaviour management. Course evaluations indicate 100% success rate. Exclusions in line with targets. Permanent exclusions to 10 by 2003/04 maintaining number in 2004/05.

High Senior EP reporting to SK

2003 Autumn 2005

PSS – Education Welfare Services, Education Psychology Service (PSS budget) Behaviour Support Team (PSS, GEST Activity 5 funding, Children and Youth / Cymorth funding). Children First funding. Schools budgets.

A&I 3.3

ESP 2.3

Support schools in implementing effective home/school agreements.

100% schools have effective home/school agreements.

Low SK 2004 Autumn 2005

28

Sub Ref




Officer Responsibl

e

Start Date

Finish Date


Objective 4: Review SEN and Pupil Support Service budgets A&I 4.3

ESP 2.4 LL10

Establish implications of SEN services on Children’s Services budgets and vice versa. Identify increased opportunities for collaborative working to provide for all children in the Vale.

Children’s needs met through effective services and efficient use of resources. 100% of out of county placements approved by inter-agency panel.

Low SK with Head of Service – Children’s Services

2003 Summer 2005

Director of Finance, SEN Finance staff, Head of Service: Access and Inclusion, Head of Children’s Services.

A&I 4.5

ESP 2.4 LL10

Develop strategy for medium and long term financial planning for SEN. Develop options for SEN budget delegation

Medium and long term plan developed for special schools and resources. Appropriate level of specialist provision and resources

Medium SK 2004 Spring 2006

Head of Service, Access and Inclusion, Director of Finance, SEN Finance staff

Objective 5: Promotion of Racial Awareness A&I 5.1

ESP 2.5

Promote Racial Awareness by promoting the council Policy to prevent racial harassment.

Policy completed and implemented effectively. School Inspections indicate that policies are at least satisfactory in 100% of schools. 100% of schools comply with Race Relations Legislation.

Low Equalities Officer

2003 Summer 2005

Education Budget. Adviser time.

A&I 5.2

ESP 2.5

Provide written guidance to assist schools to promote racial equality in accordance wit the Learning For All documentation (Race Equality First).

Specific guidance provided. 100% of schools have staff who are aware of how to deal with racial incidents in schools.

Medium SK 2003 Summer 2005

Seconded headteacher. Brokered Support. Education Budget. PSS, EWS budget.

29

Sub Ref




Officer Responsibl

e

Start Date

Finish Date


A&I 5.3

ESP 2.5

Organise and arrange an appropriate training programme for teachers.

Course evaluations indicate at least 90% satisfaction rate.

Medium SK 2003 Summer2005

SIS, Brokered Support.

A&I 5.5

ESP 2.5

Update the Council’s equal opportunities policy to ensure compliance with legislation and organisational and curriculum consistency.

Policy updated. Curriculum consistency in racial awareness.

Low Equalities Officer

2004 Summer 2005

Corporate Equalities Officer & Pilot Schools

Objective 6: CWSN – Best Value Review A&I 6.3

CWSN R1.5 CWSN R2.2

Re-negotiation of Existing Arrangements

Pupil Support Services to develop and introduce Service Level Agreements for all services to schools within the Council. SLAs to establish service priorities and expected standards of service delivery where performance measures and targets are agreed. Include opportunities for schools to purchase assessment and advice from specialist teachers.

Significant service improvement to users. Improved performance on a continual basis.

Low

SK

April 2004

March 2005

Officer Time

30

Sub Ref




Officer Responsibl

e

Start Date

Finish Date


A&I 6.5

CWSN R1.7 RE 3.13

Transition Protocol Transition protocol, including procedures to transition, to be developed for ALL children with special needs into adult services and adulthood. Protocol to include services within Social Services, Learning and Development (Education) and Leisure and Recreation.

Implementation of a working process that will ensure that ALL children receive a suitable and meaningful programme of transition into adulthood. All children with a statement of SEN to have a “Transition Programme” developed and implemented. Minimise the conflict surrounding the transfer of provision from Children to Adult Services.

High SK 2003 July 2005

Officer Time

A&I 6.6

CWSN R1.9

Strategic Plan Establish and develop a strategic plan to ensure a collaborative approach to improving services for children and young people with special needs

Assessment of deficits in provision and services

Low SK + OM Children’s Services

2004 Dec 2005

Within Children and Young People’s Framework partnership

A&I 6.8

CWSN R1.12

Parent Information Pack Council to produce a “Parent Information Pack” covering all aspects of Children With Special Needs i

Increase in % of service users who are satisfied with the information provided regarding services available. Increased satisfaction with the availability and awareness of services. % increase in number of documents produced bi-lingually (Council wide).

Low SK & HOS Str4ategic Planning Community Services

2003 July 2005

Children’s Information Officer funding.

31

Sub Ref




Officer Responsibl

e

Start Date

Finish Date


A&I 6.9

CWSN R1.13

Equipment & Adaptations

Establish and implement an appropriate assessment protocol/criteria for the allocation of equipment and adaptations ensuring that all applicants receive a fair and consistent approach towards the distribution of appropriate funding.

Resources are allocated on a needs basis. Parents are clear about criteria for access to services.

Low

SK + OM Children’s Services

2003

Dec 2005

Existing resources within budget

A&I 6.11

CWSN R2.7 CWSN R1.8

Speech & Language Disorders

Review and develop with health the service for pupils with speech and language disorders. Continue dialogue with health trusts to introduce service improvements for issues of concern raised in the consultation survey.

Implementation of new options for delivering speech and language services. Improved access to speech and language. Improved parental satisfaction.

High

SK

2004

March 2006

Within budget

Objective 7: Improve joint working; establish self-evaluation process A&I 7.0

Improve joint working with School Improvement Service.

Coordinated well communicated approach, joined up service for schools

High PSS with SIS

2004 Summer 2005

Within existing resources

A&I 7.1

Conduct self evaluation of the service, which will be reviewed annually

Self evaluation embedded into practice

High PSS 2004 Summer 2005


A&I 7.2

Confirm Performance Management, Team Plans, PDRS

Performance management in place, staff supported

High PSS 2004 Summer 2005


32

Sub Ref




Officer Responsible

Start Date

Finish Date


A&I 7.3

Establish with elected members opportunities for involvement

Elected members involved in identifying priorities

Medium SK 2005 2007 Within existing resources

Objective 8 : Estyn Action Plan – 2004 Review A&I 8.1

EAP 2a

Special Educational Needs (SEN) To share and disseminate information across services. a) Termly update sessions with all PSS staff and identified SIS staff on key initiatives relating to SEN and Inclusion. b) Fortnightly meetings with Senior Educational Psychologist c) Meet with specialist teachers on a half termly basis to discuss school based developments.

PSS and SIS staff have working knowledge of the key initiatives from within the SEN and Inclusion Strategy. Effective dissemination and sharing of information across services. Effective sharing of school based information.

High High High

Adviser - SEN Manager PSS Adviser – SEN Senior EP Adviser – SEN Manager PSS

Autumn 2004 Spring 2005 Summer 2005

Ongoing

Staff time

33

Sub Ref




Officer Responsible

Start Date

Finish Date


A&I 8.2

EAP 2a

Share and develop new initiatives Senior Educational Psychologst to work with SIS on agreed initiatives e.g. the Literacy Focus Group

The principal of joint working on common initiatives established.

High

Adviser – SEN Senior EP

Spring 2005

Ongoing

Staff time

A&I 8.3

EAP 2a

Establish collaborative training programmes. Educational Psychologists and Specialist Teachers contribute to SENCO training days and SENCO cluster meetings, as appropriate.

Effective joint training programmes delivered for SENCOs.

High

Adviser – SEN / PSS

2005

Spring 2006

SIS Budget Staff time

A&I 8.4

EAP 2a

Effective support for schools is provided identified with Special Educational Needs. Review arrangements for SEN with relevant stakeholders.

Transparent processes are in place across the LEA for pupil placement and support.

High

Heads of Service

Spring 2005

Spring 20 06

Staff time

34

Sub Ref




Officer Responsible

Start Date

Finish Date


A&I 8.5

EAP 2b

Dissemination of information to ensure effective context utilisation of schools. SIS to continue to organise half-termly cross-service meetings within the directorate.

Effective sharing of relevant information which may subsequently impact upon levels of school support. Improved understanding of the contextual factors which influence school performance

High

Heads of Service Link Advisers

2005

Spring 2006

A&I 8.6

EAP 2b

To determine the relationship between attendance, exclusion and pupil performance. PSS to provide termly attendance & exclusion reports to SIS Data Unit.

Enhance contextual identification of school support. Effective analysis of relationship between these factors.

High

Heads of Service Link Advisers SIS Data Unit

Termly / Annually

Spring 2006

Staff time

35

Sub Ref




Officer Responsible

Start Date

Finish Date


A&I 8.7

EAP 2c

Behaviour Support Team a) BST to provide information within half-termly cross-service meetings (see Action Point 2) with subsequent dissemination to relevant SIS personnel. b) BST personnel to inform adviser and seek advice where appropriate using agreed proforma.

Alignment and correspondence of learning programmes for pupils. Staff have increased awareness of issues / concerns.

High High

Behaviour Team Link Advisers Behaviour Team

Summer 2005 Summer 2005

Spring 2006 Spring 2006

A&I 8.8

EAP 2d

Alternative Curriculum a) Head of A&I to continue as member of 14-19 network. b) A&I to contribute to 14-19 audit of provision (including identification of funding streams). c) Audit learning programmes of PRU.

Audit information collated and used to inform appropriate future provision.

High

HOS – PSS HOS – PSS HOS - PSS

Summer 2004 Autumn 2004 Summer 2005

Ongoing Summer 2005 Autumn 2005

Staff time

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