Implementing personalisation

via personal budgets and the

SEN&D pathfinderJon Philpot

Principal Manager, Specialist & Disability Services, WSCC

Sharon LangtonWest Sussex Parents Forum

Implementation of PBs in West Sussex - context

Aiming High Development of WSPF Parental participation & decision-

making IB pilots – direction of travel Decision

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Implementation - process

Monitoring group – parents, staff, managers, Adult Services, finance, research

Identifying expertise – consultants Developed SOSA - 22 questions around

ECM outcomes plus carers assessment RAS – desktop exercise

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Implementation - process

Identification of families – 50 invited Workshops for staff and interested parents

– jointly run with WSPF Encouraging staff Panel – parental attendance &

membership Evaluation

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Issues & Learning

Transparency – pilot/budget Panel as learning mechanism but scaling up Level of support required – take into account

parental role (esp 5 & under) Choice & control as (more?) important as

amount of money Consider banded RAS Transition…………

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Current activity & outcomes

35 families engaged – 30+ ‘live’ budgets in place.

Parents reporting improved outcomes for children.

Amy’s story – trike Niall’s story – becoming part of the

community Move to BAU

Legislative Reform Timescale

March 2011 Green Paper (Support and aspiration: A newapproach to SEND)

May 2012 Progress and Next Steps publishedSept 2012 Draft Clauses publishedDec 2012 Report of Education Select CommitteeDec 2012 Pathfinder Extension announced to Sept

2014Feb 2013 First/second reading of the billMar 2013 Draft Regulations and Code of PracticeSpring 2014 Royal AssentSept 2014 New legislation in force

Legislation - reminder Replacing statements and learning difficulty assessments with

a new birth- to-25 Education, Health and Care Plan (EHCP), extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need;

Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;

Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

New duty on Clinical Commissioning Groups to secure services in EHCPs for children and young adults

The SE7 approach

Strong focus on co-production with parent carers – highly rated nationally

Integral involvement of the VCS Personalisation at the core Holistic approach – integrated education, health

and care assessment, planning and personal budgets

Regional frameworks implemented locally

Co-Productionor

‘If we are together nothing is impossible.

If we are divided, all will fail.’ and‘Making a difference together’

Ladder of involvement

Co-production

Participation

Consultation

Information

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Child centred‘my child is at the centre of the

process and it takes full account of his/her views and wishes’

Child and family led‘the process is led by us and we own and hold the information

and the plan. Our contributions are valued and respected’

Creative solutions‘the process allows my family

and our practitioners to be creative and not just restricted

by what is available now’

Family resilience‘the plan will help my family to manage our day to day lives,

building on our own knowledge, skills and expertise’

Empowered practitioners and parent carers‘the system will trust practitioners to make

responsible decisions with us’

Holistic‘our child is seen as a whole

person and all of his/her needs are considered’

Transparent‘we understand the process and

how decisions are made’

Clear‘everything is in plain language

and we understand it’

Prioritised‘we will agree together the

priority order of the outcomes and the plan will be the road

map to achieving these.’

Responsibilities‘we know who should do what and when and this is set out in

the plan’

Time specific‘we know what will happen

when’

Outcomes focused‘the process will be based on long term and shorter term aspirations for our

child’

Core principles underpinning assessment and planning in the SE7 SEND Pathfinder

The Family Led Principles

will describe the child’s

and family's experience

Parental Involvement in Self Directed Support

and Pathfinder

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West Sussex Parents Forum involved from the beginning with Self Directed Support

Two parent carers sit on monitoring group One parent carer sits on panel Parent carers co-produced all documents

relating to process from RAS to evaluation forms; to ensure language/text is approachable for families and young people.

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Pathfinder inWest Sussex

A parental steering group of 11 that looks at all the work streams of the pathfinder, has 4 parents who have either a live budget or going through the process

Meeting with parent carers of the SDS to discuss how they feel

Also have a Facebook group for parents involved in all aspects of the pathfinder

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What it means for families

To have the choice on what is right for our families

To include siblings, extended members of families

To have a discussion or a conversation on what is best for your child or young person with professionals/practitioners

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Key learning

Involvement of young people and their parents needs to be from the start

Assessment and planning must be personalised and holistic

Outcomes must be aspirational and longer term as well as shorter term

Culture change is essential for services and families – needs a development plan

Need to consider service structures and consider 0-25

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Regional framework for assessment and planning

Child and Family centred

The Family Led Principleswill describe the child’sand family's experience

Listenand

understand

Agreeand

allocate

Plan

Reviewand

learn

First contactNeeding help and support/join the

pathfinder

Collect information, collate knowledge, identify gaps in understanding, explore and identify the wider resources available (family, VCS and statutory and other). Additional expert assessment commissioned if needed. Decide whether a plan is required.

Agree action, signpost to services, and targeted resources. Identify key worker. Identify and agree desired outcomes and their priority. Allocate resource and/or personal budget, set up planning meeting.

Family and key worker develop child and family centred plan, including input from identified experts, building on all resources using the personal budget to make best use of these and to put in place additional support needed to achieve agreed individual outcomes.

Family and key worker undertake child/family centred review of outcomes, to include audit of any direct payments and personal budget. Learn. Identify next steps and amend plan if necessary. Set date for next review

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West Sussex assessment and planning toolGuidance Appendix 4

Child/ Young Person

Family

Keeping Healthy

Relationships Learning & Development

Communication & Behaviour

Health & Well-being

Resources

Everyday Life

People

Resilience

Strengths Challenges Desired

outcomes

Pathfinder - outcomes so far in West Sussex

28 families of early years children going through single assessment & planning process.

20 plans completed - 13 through panel “It feels like people are communicating with

each other & I feel I can contact keyworker” “It ensures I’m part of the process – I felt

included”

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SE7 ‘Choice & Control’ regional framework

Common basis for joined up approach to personalisation

Co-produced by parent carers and practitioners

Commitment to parent carers ‘Choice & Control’ recognises range of

support, activity & opportunity available

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Child, young person & family at the centre

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Making best use of the child and family’s real wealth

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PBs – part of a whole approach to support

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Outcomes as a basis for making allocations

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EHCP levels of support – links with quadrants 

No Support  Community wealthUniversal services

 Small Support

Community wealthUniversal servicesTargeted services

 Some Support

 

Community wealthUniversal servicesTargeted services

Self-directed support 

Lots of Support 

Community wealthUniversal servicesTargeted services

Self-directed support 

Exceptional SupportCommunity wealthUniversal servicesTargeted services

Self-directed support

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EHCP levels of support – child

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No Support

The child needs no additional support or this area is not appropriate for the child.

Small

Support

The child needs either very occasional support or needs temporary support to retain their usual level of ability and confidence

Some Support

The child needs some additional support on an ongoing basis.

Lots of Support

The child needs specialist support on an ongoing basis.

Exceptional Support

The child needs specialist support at the highest level on a continual basis.

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EHCP levels of support – family

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No Support  

 The family is able to support the child. There is no need for additional support. Workers will sign post the family to appropriate activities their child can be involved in. 

 

 Small Support

 The family is able to support the child but to meet the identified outcomes in the support plan they require some help to enable the child or young person to live safely and happily in their own community. 

 

Some Support 

 The family is able to support the child, however to continue to do this will mean they need some additional support. 

 

 Lots of Support

 

 The family is unable to support the child without specialist and substantial support. Without this support the family will not be able to offer a safe and healthy home life to the child. 

 

 Exceptional Support

 There is an acute family crisis in addition to the family usually requiring “Lots of support”. Or the child’s behaviour is so challenging that to be safe they require support at all times.  

Current work/challenges

Accelerated PB group developing work with schools

Integrated work paused, pending process redesign

E, H & SC funding currently available at different levels of need

How is the budget defined? Is an indicative integrated budget based on

need possible?

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Outcomes for families

Amy’s story Jim’s story

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