special educational needs and disabilities strategy …...special educational needs and disabilities...

EAST SUSSEX COUNTY COUNCIL

Special Educational Needs andDisabilities Strategy 2019-2021

Special Educational Needs and Disabilities (SEND) Support Strategy 2019-21


Introduction to the Strategy .....................................................................................................................................1

1. SEND in East Sussex ..............................................................................................................................................1 1.1 The Number of Pupils with SEND ...............................................................................................................3 1.2 The educational placement of pupils with SEND ................................................................................ 6 1.3 The cost of provision for pupils with SEND ........................................................................................... 8 1.4 Attainment and Progress of Children and young people with SEND ................................... 10 1.5 Exclusion of pupils with SEND ..................................................................................................................... 12 1.6 The Social Care of Children with SEND ................................................................................................ 13 1.7 The Health of Children with SEND .......................................................................................................... 14 1.8 SEND Projections and future demand; population characteristics and prevalence for pupils with complex health needs and disabilities ............................................ 15

2. Strategy 2015-2018 ................................................................................................................................................... 18 2.1 Where is East Sussex now? ............................................................................................................................ 19 2.2 Joint Local Area Inspection of SEND ........................................................................................................ 19 2.2.1 Participation, communication and engagement with families ......................................... 20 2.2.2 The Local Offer and Independent Advice and Support .................................................... 21 2.2.3 Improving outcomes for pupils with SEND .............................................................................. 21 2.2.4 Child and adolescent mental health and wellbeing .............................................................. 22 2.2.5 Integration with health partners ...................................................................................................... 23 2.2.6 Integration with social care partners ............................................................................................ 23 2.3 The Strategic High Needs Block Review (HNBR) ............................................................................ 23 2.3.1 The continuum of provision in East Sussex does not match need ............................. 24 2.3.2 There was an inequity of funding in specialist provision .................................................... 25 2.3.3Post-16pathwaysneedclarificationandreview .................................................................... 25 2.4 What are the remaining challenges? .......................................................................................................... 26

3. Strategic Aims and Priorities 2018-2021 .............................................................................................. 30 Priority 1 Building Capacity for Inclusion in Schools, Settings, Colleges and Services ............ 31 Priority 2 High Quality Provision, Outcomes and Aspirations ............................................................. 33 Priority 3 Effective Planning for Transition and Journey of a Pupil ...................................................... 36 Priority 4 Communication and Engagement with Families and Pupils............................................. 38

4. Conclusion .......................................................................................................................................................................... 39 4.1 Governance of the East Sussex SEND Strategy ................................................................................ 40 4.2 Aspirations and Next Steps ........................................................................................................................... 40 4.2.1 The aspirations for this SEND Strategy are that.................................................................... 40 4.2.2 The next steps are .................................................................................................................................. 41

4.2.3 Review ......................................................................................................................................................... 41

Appendix 1 ............................................................................................................................................................................ 42Con

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ESCC SEND Strategy 1


Intr

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Introduction to the StrategyThe highest priority for all staff working in schools and service delivery is to ensure that pupils with Special Educational Needs and Disabilities (SEND) in East Sussex are supported to achieve the best possible outcomes in life. Partners in Education, Social Care and Health are committed to working together to ensure that pupils receive a good offer of local education, are kept safe, have their health needs met, and are able to transition to adulthood and independence when they are ready to do so.

This document sets out the shared strategic aims for pupils with SEND in East Sussex which have been endorsed by all stakeholders. In addition to the input from providers and commissioners of services for pupils, this Strategy has been co-produced with parent carers and incorporates the aspirations of a representative group of pupils with SEND.

This document builds on the previous Strategy, and incorporates key priorities from the Local Area Inspection of SEND (2016)1, the Amaze report, Building Parent Carer Participation in East Sussex (2017)2, and the Strategic Review of High Needs Funding (2018)3. Critical to the development of this Strategy has been ensuring that the challenges to service delivery for Education, Health andCarearefullyreflected,andthatthereisajointstrategicapproachtoovercomingthem.ThisStrategyprovidesreflectiononprogresstodateandsetsclearprioritiesforfutureimprovements,with explanation about how services will work jointly towards achieving these.

Acknowledgment

Thank you to all those who have contributed to the strategy consultation process. We look forward to working with you to implement and review this strategy.

Emily Taylor, Senior Manager Strategy and Engagement, ISEND.March 2019

1 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/ Joint_local_area_SEND_inspection_in_East_Sussex.pdf2 https://www.eastsussex.gov.uk/media/10643/amaze-parent-participation-report-210218.pdf3 https://czone.eastsussex.gov.uk/media/3756/escc-strategic-high-needs-block-review-report.pdf


2 ESCC SEND Strategy

1. SEND in East SussexThe contextual picture of provision and outcomes for pupils with SEND in East Sussex is mixed. This creates the additional challenge of addressing gaps and improving outcomes acrossafullrangeofmeasurestoensurethereisconsistentqualityandsufficiency.

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1.1 The Number of Pupils with SEND

Prior to the introduction of the Children and Families Act 2014 (CFA)4, East Sussex schools were more likely to identify their pupils as having SEND, and these pupils were more likely to have a statutory plan (at that time a Statement for SEND) than those living in statistically similar Local Authorities or nationally. Until 2014, the gap between East Sussex and other Local Authorities in terms of the number of statutory plans issued was growing.

Immediately after the introduction of the CFA, East Sussex saw a dramatic reduction in the number of pupils who wereidentifiedashavingSEND,whilstthenumberofpupilswithstatutoryplansremainedhighwhencomparedwith statistical neighbours and national averages (see Graphs 1 and 2).

Graph 1: Percentage of pupils with Maintained Statements/Education, Health and Care Plans (EHCPs) in East Sussex since 2011, compared with statistical neighbours and national data

Graph 2: Percentage of pupils at SEN Support level in East Sussex since 2011, compared with statistical neighbours and national data

4 http://www.legislation.gov.uk/ukpga/2014/6/pdfs/ukpga_20140006_en.pdf

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AsthereisnoidentifiedunderlyingcausalitywhichwouldleadtoagreaterprevalenceofSENDinEastSussex,thesedataillustratethatboththeidentificationandassessmentofSENDacrossthecountyisinformedbylocalculture, practice and provision. The scope of primary need for pupils with Education, Health and Care Plans (EHCPs) is shown in Graph 3.

Graph 3: Primary special educational need of pupils in East Sussex with an EHCP, compared to statistical neighbours and national data

Since 2016, schools and services have made continued efforts to ensure a consistent approach to SEND identificationbybetteraligning thepercentageofpupils identifiedashavingSENDand thepercentagewhorequire a statutory plan to meet their needs with statistical neighbours; consequently, the gap between East Sussex and others has narrowed over the last two years. Indeed, East Sussex is one of only 5 Local Authorities to reduce the number of newly issued EHCPs in the last two consecutive years (see Graph 4). This is a positive picture which indicates early intervention at SEN Support is being employed to ensure pupils’ needs are met in a timely way.

Graph 4: Percentage change in number of maintained statements and EHCPs by local authorities

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Learning Difficulty Social, Emotional and Mental HealthSpeech, Language and Communications Needs Sensory ImpairmentPhysical Disability Autistic Spectrum DisorderOther Difficulty/Disability

England South East StatisticalNeighbours Devon Dorset East Sussex Essex Gloucestershire Kent North Somerset Poole Suffolk West Sussex Worcestershire

2014 to 15 2.89 1.72 -5.76 -26.32 -28.30 30.73 -21.27 -5.88 2.27 -10.14 -12.33 -20.86 33.54 -8.062015 to 16 29.26 33.07 40.79 51.79 135.09 -1.59 54.17 55.42 11.56 -22.58 20.31 127.73 52.09 6.192016 to 17 16.81 14.09 23.75 50.59 41.04 -7.29 0.79 37.80 46.61 39.58 49.35 27.15 -15.14 83.50

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Although the percentage of newly issued EHCPs in East Sussex has reduced, the total percentage of EHCPs maintained by the Local Authority has increased year on year. Contributing factors are pupils’ progression through the system, the low numbers of plans being ceased and the extension to the age of statutory responsibility and the continuation of EHCPs beyond Year 11. The number of pupils with an EHCP in East Sussex remains well above the national average. Graph 5 shows the change in the number of EHCPs by Key Stage and demonstrates the growth in numbers of statutory plans for students aged 16-25 over the last three years.

At the current rate of growth, by the end of 2018 it can be expected that the number of post-16 EHCP holders will account for almost30%of the total numberofmaintainedEHCPs.This change is significant as there isnorobustevidence tosuggest thatprovision throughastatutoryplanpost-16hasamorebeneficial impacton learners, especially in terms of progression into adult life and the wider measures of independence and employability. (Hampshire SEND Employability Plan, 2018).

Graph 5: Number of Statements/EHCPs in East Sussex across Key Stages

Requests for statutory assessment of pupils are made to the Local Authority from a range of sources (parent carers, schools, providers, professionals etc.). The largest number of these referrals continues to come from schools, although the proportion of requests coming directly from parent carers has increased over the last 18 months (see Graph 6).Thislinkscloselytoalackofparentalconfidenceintheabilityoflocalmainstreamprovision to meet needs without a statutory plan.

Graph 6: EHCPs in East Sussex by referral source


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Associated with parental perceptions of quality of provision is a ‘spike’ in the number of referrals received by the Local Authority for Statutory Assessment for pupils towards the end of Key Stage 2 (see Graph 7). This suggeststhatthereisalackofconfidencearoundthetransitionofpupilswithSENDintomaintainedsecondaryschools. Although there is no evidence to support concerns that pupils with SEND will be less successful in Year 7 (academically or socially), decisions to request a statutory assessment at the end of Key Stage 2 are directly influencedbythisperception.

Graph 7: EHCP referrals in East Sussex by Key Stage, across a three year trend

1.2 The Educational Placement of Pupils with SEND

PupilswithEHCPsinEastSussexareeducatedinarangeofprovisionalongacontinuumtypifiedbyincreasein need, cost and intensity of planned intervention, from mainstream to independent non-maintained special schools.From2014,therehavebeensignificantchangesintheproportionofpupilswhoareplacedindifferenttypes of settings (see Graph 8).

Graph 8: EHCPs in East Sussex by school placement type

As detailed in section 1.1, the increase in the proportion of placements within the Further Education (FE) sector can be explained for the most part by the expansion of the age range of students. There is also a notable year-on-year reduction in the proportion of pupils placed in mainstream schools and academies. In 2015, East Sussex schools (mainstream and special) had 2,727 pupils with a statement/EHCP on their roll; by 2018, this number had fallen to 2,546. As the number of pupils placed in special schools has increased over this time-frame, this reduction has been solely in the mainstream sector.

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If these data are aligned with that relating to the placements of pupils with new EHCPs (see Graph 9), it is evident that fewer young people are placed in mainstream schools year-on-year. Although this correlates with the national picture, East Sussex is naming mainstream schools in proportionately fewer new EHCPs than is the case nationally.

Graph 9: Proportion of pupils with EHCPs in East Sussex in maintained schools, compared with statistical neighbours and national data

Inadditiontotheabove,thereisasignificantamountofin-yearmovementofpupilsfrommainstreamtospecialschools, which has further increased the shift from mainstream to more specialist placements over the last few years (see Graph 10).

Graph 10: Number of pupils who transferred from mainstream to special schools in 2017

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Priorto2013,asignificantproportionofpupilsplacedinspecialschoolsatprimaryagewouldmakethetransitionto mainstream schools at phase transfer. Over the last two years, there has been little annual movement from special schools to mainstream (see Graph 11).

Graph 11: Number of pupils who transferred from special schools to mainstream in 2017

The reduction in the number of pupils with EHCPs attending local mainstream schools, combined with the increase in the number of placements in the specialist sector (both in terms of new placements and in-year movement), mean that there is a general trend towards more specialist education for pupils with SEND across East Sussex.

1.3 The Cost of Provision for Pupils with SEND

There has been a national increase in the overall costs associated with the provision for pupils with SEND as a result of increasing numbers and escalation of costs within some sectors. The total spend per head of the 0-19 population is higher in East Sussex (£318) than the statistical neighbour average (£302). In East Sussex, the combined challengesthatarosefollowingtheimplementationoftheChildrenandFamiliesActplacedsignificantpressure on the High Needs Block budget. In 2017, a total of £4m was transferred from the Designated Schools Grant6 (DSG) to the High Needs Block5 to ease pressures.

The discrepancy in cost between the maintained and independent non-maintained (Agency) provision sectors is shown in Graphs 12 and 13. The proportional spend for each sector is set against the proportion of pupils’ needs at each key stage that are managed within the relative sector. It costs approximately four times as much for pupils to be educated across all phases of the non-maintained sector. The ratio of funding to number of pupils educated in mainstream post-16 and post-19 provision compared with the independent sector is shown in Graph 14.

5 The allocation of funding from the government, within the overall schools’ budget, to support children and young people with SEND. This is separate to the County Council budget. 6 The funding which goes to schools to support all children on roll.

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Graph 12: Agency funding and pupil count proportion from overall SEND High Needs Block

Graph 13: Mainstream funding and pupil count proportion from overall SEND High Needs Block

Graph 14: Local colleges funding and pupil count proportion from overall SEND High Needs Block

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East Sussex conducted a strategic review of high needs expenditure7whichidentifiedarangeofstrategiesthatare, and will continue to be, used to ensure maximum return from the limited funding that is available from central government. The recommendations align with this Strategy and will be delivered in parallel to ensure that future provision of SEND is delivered within the allocation of this funding.

1.4 Attainment and Progress of Children and Young People with SEND

In nearly all measures, outcomes for SEND pupils improved in East Sussex in 2017-18. The key measure for pupils at 11 years old (reaching the expected standard in reading, writing and mathematics combined), has improved substantially for all pupils, including those with SEND, between 2016 and 2018. This means that more children in East Sussex are well-prepared for secondary education. We know this also has a direct impact on those pupils achieving good educational outcomes at Key Stage 4, which in turn leads to positive destinations post-16 and improved life chances.However,theeducationaloutcomesachievedbypupilswithSENDin2018aresignificantlylowerthanthoseachieved by their peers both nationally and in East Sussex:

Early Years Foundation Stage (EYFS) outcomes improved by 2.1 percentage points to 34.1%. Whilst this is considerably higher than the national average of 27.6%, there is still a gap of 37.4% between children on SEN Support and their peers in East Sussex.

Outcomes for children with an EHCP, both nationally and in East Sussex, are far lower at the end of the EYFS, with only 4.9% of these children achieving a Good Level of Development (GLD) in 2018. The gap between children with an EHCP and their peers now stands at 66.6%, the same as the national gap.

At the end of Key Stage 2, the percentage of children on SEN Support who achieved the expected standard in the key measures of reading, writing and mathematics increased by 6.2% in East Sussex, closingthegaponthenationalfigure.However,theeducationaloutcomesachievedbythesepupils are still lower than similar pupils nationally.

Only 6.5% of pupils on an EHCP achieved the expected standards in reading, writing and mathematics in 2018 in East Sussex. Whilst this is an improvement from last year, it is still below the 8.4%whoachievedthisnationallyandsignificantlylowerthanthe63.7%figureforallchildren.

At the end of Key Stage 4, 21.2% of pupils on SEN Support achieved a grade 9-4 (A*-C) in both Englishandmathematics.Whilstthisfigureislowerthanthenationalfigureof29%,thoseonan EHCP in East Sussex achieved better outcomes than similar pupils nationally. 13.3% of pupils with an EHCP gained the required grades, in comparison to 10.5% nationally. However, in East Sussex69.9%ofpupilswithoutanySENachievedthismeasure-sothereisstillasignificantgapin attainment for both groups.

The County’s Excellence for All Education Strategy (2017)8 sets out the priorities and objectives for closing gaps in learning for all vulnerable groups, including those with SEND. The Strategy is closely aligned with this SEND Strategy, as articulated through the Local Authority’s commitment to:

“Commission appropriate support and specialist provision for children with special educational needs and disabilities from a range of providers, based on a sound understanding of the needs of children, their families and schools and to build a culture and capacity to be more inclusive in local schools, colleges and settings, leading to:

- Improve early identification and intervention- Reduce reliance on statutory assessment in order to identify and make appropriate provision- More children will stay in local mainstream schools, with their peers.” 9

7 https://www.gov.uk/government/publications/high-needs-strategic-planning-fund8 https://www.eastsussex.gov.uk/media/9539/excellenceforall2017final.pdf9 https://www.eastsussex.gov.uk/media/9539/excellenceforall2017final.pdf, page 6



It is important to note that the proportion of pupils with an EHCP at Key Stage 1 and Key Stage 2 is reducing asaresultofaddressingthehistoricissueofover-identification.Theimplicationisthatthecohortofpupilsin2018withEHCPshassignificantlylowerneedsthanthe2016cohort.Therefore,whilstthedatabetween2016and2018givesapromisingindicationofprogress,figuresforsuchadiversecohortofchildrenandyoungpeopleprovide only a partial picture.

Theproportionof pupilson SENSupport inmost cohorts has also increased and the statistics reflect theoutcomes achieved by pupils with higher levels of need that are no longer in the EHCP cohort. To have secured improved outcomes in these measures whilst at the same time responding to higher levels of need is an early indication of success in better identifying need, and schools’ responsiveness in making appropriate provision.

The breakdown of post-16 destinations for pupils with EHCPs and those on SEN Support can be seen in graphs 15 and 16, which demonstrate high levels of participation. In 2018, East Sussex had 41 (7.4%) young people Not in Education, Employment or Training (NEET) compared with 6.6% nationally. Success in tracking destinations resulted in only 1.4% whose destinations are not known, compared with 2.7% nationally.

Further analysis is needed to determine whether pupils with EHCPs post-16 are consistently engaged in progression routesduringKeyStage5.Thereiscurrently insufficientanalysisofthecorrelationbetweenengagementandgood, timely outcomes for young people. Further clarity is needed about whether young people are moving to appropriate courses that ensure their educational progression. Scrutiny of Annual Review processes forms part of this work. In 2017, only 7 out of 352 Year 11 pupils with EHCPs went on to be educated post-16 in INMS whilst 32 pupils with complex needs progressed to maintained special school sixth form places with their local community.

Graph 15: Breakdown of destinations for pupils in East Sussex with EHCPs after Year 11

140 (59%)48 (20%)

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Graph 16: Breakdown of destinations for pupils in East Sussex on SEN Support after Year 11

1.5 Exclusion of Pupils with SEND

There is a mixed picture when looking at the attendance and exclusions of pupils with SEND in East Sussex. Whilsttherehavebeenareasofsignificantimprovement,challengesremaininclosingthegapsbetweenbothneighbouring authorities and national statistics.

There has been a continued increase in Fixed Term Exclusions (FTE) for all pupils (2,186 FTE in 2014-15 to 3,823 FTE in 2017-18) in East Sussex, and this picture mirrors that nationally. For pupils with SEND for whom there are already gaps in outcomes when compared with all pupils, these statistics have an even greater negative impact.The number of FTE for pupils with SEND without an EHCP has decreased considerably, from 290 in 2014-15 to 66 in 2017-18 (Graph 17). However, the number of FTE for pupils with an EHCP, and therefore those with the highest need within this sub-group, has continued to rise year on year since 1014-15, and over the last year has undergone a substantial increase from 41 in 2014-15 to 302 in 2017-18.

Graph 17: Number of Fixed Term Exclusions (FTE) for pupils with SEND in East Sussex

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10 https://www.nhs.uk/conditions/social-care-and-support-guide/money-work-and-benefits/nhs-continuing-healthcare/

The picture for permanent exclusions (PEX) is similar. The PEX for all pupils in East Sussex over this period has increased from 82 PEX in 2014-15 to 107 PEX in 2017-18, again a trend seen across Local Authorities. The number of pupils with SEND without an EHCP permanently excluded from their schools in 2017-18 dropped by 3, making a total of 2 PEX. In 2014-15 this number was 5. However, the group that shows an increase in permanent exclusion from school are those pupils with higher needs who do have an EHCP. Here there has been an increase from 1 in 2014-15 to 4 in 2017-18. This is shown in Graph 18. When correlated with data on attainmentandparticipation,thecontinuedriseinthenumberofexclusions(bothfixedtermandpermanent)issignificantlywideningthedisadvantagethatalreadyexistsforpupilswithEHCPwhencomparedwithallpupils.Schoolpartnerships thatmeet locally tofind schoolplacement solutions forpupilswhohavebeen recentlyexcluded, or are at risk of exclusion, have had positive impact.

Graph 18: Number of Permanent Exclusions for pupils with SEND in East Sussex

1.6 The Social Care of Children with SEND

Children’s Services Social Care currently supports 310 children who are recorded as having a disability. East Sussex practices the model of a specialist social care service for the most vulnerable disabled pupils, which means that184outof the310pupilsclassifiedwithinSocialCareashavingasevere learningdisability,oraseverelearning disability alongside a physical disability, are supported within this specialist service.

Withinthisservice,allchildrenareclassifiedasChildrenInNeedandfifteenhaveaProtectionPlan.Thereare30 Looked After Children (LAC) either in foster homes, children’s homes or in residential schools and 143 are living at home with a Personal Budget, from which families are able to purchase their own support. Of these, 32 are children living at home in receipt of support jointly funded by Continuing Care10, due to their complex health needs. Social Care and continuing care practitioners assess, plan and review together to determine the most appropriate support, and a panel consisting of representatives and providers of home care or nursing care meet regularly to agree the support plan. However, the binary nature of continuing care agreements leads to difficultyinmaintainingappropriatesupportplansandserviceswhenchildrenarefoundnottomeetcontinuingcare criteria. Five of these pupils have their residential placements funded jointly with Social Care or with Social Care and education. These represent the small number of children whose complex health needs or behavioural needs cannot be met within their local homes, schools, or both.

Pupils who are looked after by the Local Authority are far more likely to have an EHCP in East Sussex than is the case nationally. Graph 19 shows that, in East Sussex, over one third of all children who are looked after have

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an EHCP, compared to around 28% nationally. In accordance with the East Sussex SEND population as a whole, fewerpupilswithLACstatusareidentifiedashavingSEND,withoutastatutoryplan.Thereisnoreasonforthisdifference in East Sussex, leading to the conclusion that local practice drives the assumption that an EHCP is necessary to meet even moderate SEND when a pupil is statistically indicated as Looked After.

Graph 19

1.7 The Health of Children with SEND

The Children and Families Act placed specificduties11 and accountabilities on school governors and commissioners to ensure that arrangements are in place to support pupils with medical conditions at school. The Local Authority commissions school nurses for maintained schools and has a duty to work with schools to support pupils to attend school full time. The Local Authority and Clinical Commissioning Groups (CCGs) co-commission the Children’s Integrated Therapy and Equipment Services (CITES) Occupational, Physio and Speech and Language therapies12. The Local Authority now commissions the School Health Service (previously known as School Nursing and commissioned within the health economy prior to 2012), and this Public Health Nursing team have a duty to support schools in drawing up support plans for children with health needs in schools. The CCGs are responsible for commissioning all clinical support, ensuring that this is responsive to pupils’ needs. Families supporting young peopleover14yearsofagewithlearningdifficultiesareentitledtoanannualhealthcheckandhealthactionplanand should be invited to attend this with their GP/Practice nurse.

The 2014 Code of Conduct puts a duty on health services to work constructively with the Local Authority and its schools in supporting pupils with medical conditions. Examples of services are: Child and Adolescent Mental Health Services (CAMHS)13, and Children’s Community Nurses (CCN)14, Special School Nurses, Continuing Health Care, Paediatrics and Continence Nurses. The Department for Health (DfH) and Public Health England (PHE) Guidance advises on the role of School Public Health Nursing, as commissioned by the Local Authority, forspecialistclinicalinputforpupilswithspecifichealthneeds.ThePHEguidance15 for commissioning the Healthy Child Programme16 outlines responsibilities in supporting effective commissioning for children with additional or complex needs. A Child and Adult Wheelchair Service (CAWS) meets regularly to allocate equipment. A housing solutions panel distributes very limited Disabled Facilities Grants, funded by central government, to district and borough councils. Where funding cannot meet the need of a young person, the Local Authority has a duty to top it up.

The Joint Strategic Needs Assessment (JSNA)17 is a continuous collection of health data and intelligence, including data about children with disabilities. The JSNA is used to evidence strategic decisions about resourcing a range of

11 https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--312 https://www.kentcht.nhs.uk/service/east-sussex-childrens-integrated-therapy-and-equipment-service/13 https://www.sussexpartnership.nhs.uk/Sussex-CAMHS14 https://www.esht.nhs.uk/service/childrens-community-nursing-team/15 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/303769/Service_specifications.pdf16 https://www.gov.uk/government/publications/healthy-child-programme-0-to-19-health-visitor-and-school-nurse-commissioning, (Guide2,Appendix2figure3)17 http://www.eastsussexjsna.org.uk/

29.4

30.5

26.3

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LAC pupils with SEN without a statement

LAC pupils with statements of SEN

Percentage of looked after children with and without statements of SEN

East Sussex Mean for all LAs



18 http://www.eastsussexjsna.org.uk/JsnaSiteAspx/media/jsna-media/documents/publichealthreports/2017_18/DPH_Report_2017_18.pdf19 https://www.esht.nhs.uk/service/end-of-life-care/20 https://www.hastingsandrotherccg.nhs.uk/about-us/plans-and-strategies/children-and-young-peoples-mental-health-and-wellbeing-local- transformation-plan/21 https://www.gov.uk/government/publications/extended-powers-send-tribunal-national-trial

services.Aswellashealthneedsrelatedtospecificconditionsordisabilities,childrenwithSENDhavethesamehealth needs as all other children: protection from infectious diseases, access to a nutritious diet and physical activity to maintain a healthy weight, maintenance of good oral health, and avoidance of alcohol, cigarettes and non-prescription drugs.

Pupils with SEND need to experience the same good mental health and emotional wellbeing which results from secure attachment to primary care givers, being part of a community and being able to access support and help when needed.

Pupils with SEND are at higher risk of poor mental health than their peers without SEND: Mental health issues are more prevalent in those with SEND than those without, and levels of mental health problems increase with levels of educational support needed. JSNA research suggests that pupils with a learning disability are over twice as likely to experience anxiety disorders and approximately six times more likely to experience conduct disorders18.Pupilsmayalsofind itmorechallenging to followahealthy lifestyleoraccess routinehealthcareservices such as immunisations, school entry vision and hearing, screening and dental services.

Peoplewithdisabilitiesareparticularlyvulnerabletoanydeficienciesinhealthcareandmayexperiencegreatervulnerability to secondary conditions such as pressure ulcers and pain, co-morbid conditions, age-related conditions, and engaging in risk behaviours such as poor diet and smoking. Higher rates of premature death are more prevalent, particularly for those with intellectual impairments. Barriers to heath care can include affordability for families of health services and transportation, lack of appropriate services, physical barriers such as inadequate sanitation, and inadequate skills and knowledge of health workers.

A small number of pupils will have life-limiting or life-threatening conditions which require access to good palliative careservices–notjustattheveryendoflife,butsteppedsupportastheirhealthfluctuatesordeteriorates.The East Sussex End of Life Care19 team, led by East Sussex Health Care NHS Trust (ESHT) and hospices with CCG and Public Health input, is looking at improving these pathways.

The Transforming Care Programme20 provides reviews for pupils with Autistic Spectrum Conditions and learning difficultieswhomaypresentwithchallengingbehaviour.Care,EducationandTreatmentReviews(CETRs)areheld for those who may be in out-of-area education placements, where resources and expertise are pooled to preventtheriskofongoinghospitalisation.CTRs/CETRsseektomakesurethatpupilswithlearningdifficultiesand/or autism are supported to have good lives in the community and to only be cared for within a hospital environment if they absolutely need to be, for the shortest length of time necessary and on clear evidence-based assessment and treatment pathways.

The revision of categorisation of need brought about by the 2014 SEND reforms, from ‘Behavioural, Social, EmotionalDifficulty’(BESD),to‘Social,Emotional,MentalHealthNeed’(SEMH)lackedaccompanyingandtimelydefinition about what constitutes amental health condition (necessitating health intervention), andwhat isa special educational mental health need that can be addressed through educational provision. This created a blurring of responsibility for funding and accountability between health and education, which has led to an increase in the ‘prescription’ of statutory assessment or special provision from health professionals to address unmet health needs. A Government pilot21 is exploring the single route of redress within the law that currently resides only with education.



1.8 SEND Projections and future demand; population characteristics and prevalence for pupils with complex health needs and disabilities

There are limited measures available to assess whether the population of pupils who may meet the criteria for admission to maintained special schools and colleges is going to change. Equally, there are limited means of determining whether the complexity of the health needs of that population is likely to change over time. The Thomas Coram Research Unit (TCRU)22 estimates that the mean percentage of disabled children in English Local Authorities is between 3.0% and 5.4%. Applied to East Sussex in 2012 this equated to between 3,500 and 6,300 0-19 year olds experiencing some form of disability, or between 4,300 and 7,700 0-24 year olds in the County. However, these numbers are still potentially an underestimate as not all pupils with disabilities or complex health needs are registered on Disability Living Allowance (DLA).

Over the last 30 years (1976 to 2006) the disabled population increased by 70%, with the fastest growing proportion of this population being the under 16 age group. The number of children born with complex needs and surviving into adolescence and beyond is also increasing.

In relation to 0-17 year olds, the East Sussex population showed:

In 2016, 0-17 year olds formed 19% of the total population in East Sussex, which is lower than the regional and national averages (21%) There was a 0.9% increase between 2006 and 2006 (+898)Eastbourne and Lewes were the only districts in East Sussex that saw increases in the number of children between 2006 and2016 Hastings had the highest percentage of primary school-aged children (4-10 year olds) in East Sussex, accounting for 8.5% of total population, but this was still slightly lower than the national average (8.7%)

While the rate of population increase is lower than the national average, it remains an increase and the expectation is for the proportion of SEND, and pressure on services, to rise.

Low birth weight (<2500g) is associated with poorer long-term health and educational outcomes and is a major determinantofmortality,morbidityanddisability inearlychildhoodthat influences later life23. By convention, babiesbornbelow2500gramsareclassifiedaslowbirthweight,andbabiesbornbelow1500gramsareverylow birth weight.

The East Sussex SEND JSNA highlights the increased survival of babies born very prematurely, which has led to an increase in children with complex needs. In 2011, three in every hundred disabled people were born with an impairment or health condition. Research evidence is limited as most studies only look at three years follow-upanddisabilitiesandeducationaldifficultiesmaynotbecomeapparentuntilthechild isolder.However,theexperienceofourSENDandhealthcareprofessionalsandlocalevidenceconfirmsthisgrowingareaofneed.

Ifthefiguresidentifiedinthenationalresearchareareasonablerepresentation,theysuggesta6.6foldincreaseover 12 years. Given the increasing survival rates in premature births, we may see the trend continue and numbers rise 6.6 fold for another 12 years.

The number of children on portable ventilators in East Sussex currently stands at approximately 10 but could rise to 33 by 2027The number of children with non-invasive ventilators in East Sussex could increase to 53 by 2027The number of children with tracheotomies currently stands at 12, which again could rise to 33 by 2027

22 https://www.ucl.ac.uk/ioe/departments-and-centres/centres/thomas-coram-research-unit23 Moser, K., Li, L. and Power, C., (2003) Social inequalities in low birth weight in England and Wales: trends and implications for future population health. J Epidemiol Community Health, 57: 687-691



To ensure that we are able to plan for demand in future years, East Sussex County Council (ESCC) has developed a robust forecasting model for SEND, which projects the expected level of need in future years. This model incorporates both demographic information, e.g. population changes due to birth rates, as well as intelligence from services supporting pupils with SEND across the county. The forecasting model is currently over 98% accurate for projections about pupils with EHCPs (see Graph 20).

Graph 20: 12 year forecast projection of numbers of pupils with SEND in East Sussex by category of need

The projections from this forecasting model, which identify each of the main areas of need up to the year 2030/31, show that as well as an overall growth in the numbers of EHCPs, anticipated changes across the different primary need areas can be expected. Whereas a slight decline in the numbers of pupils with Speech, LanguageandCommunicationNeeds(SLCN)islikely,significantincreasesinthenumberofpupilswithEHCPsfor Social, Emotional and Mental Health and Autistic Spectrum Condition are indicated.

These projections have already enabled the Local Authority to commission new specialist provision to meet need infutureyears(includingadditionalspecialistfacilitiesand3newspecialfreeschools)andhaveraisedconfidencein understanding future demand across the county (Appendix 1). A newly formed Partnership Governance Group is overseeing the principles behind this new provision.

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Autistic Spectrum Disorder Moderate Learning DifficultyPhysical Disability Severe Learning DifficultySocial, Emotional & Mental Health Specific Learning DifficultySpeech, Language & Communication Needs



2. Strategy 2015-2018

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The previous Strategy24 set out how the Local Authority proposed to achieve the aspirational SEND legislative reforms, as set out in the Children and Families Act (CFA), and implement the duties outlined in the accompanying SEND Code of Practice25. This Strategy supersedes the previous one, whilst maintaining its central tenets of co-production and collaborative joint service working. The 2016-18 strategic vision set out the foundations for an inclusion agenda in East Sussex through its purpose statement:

‘In East Sussex our vision for pupils with special educational needs and/or disabilities is the same as for all pupils - that they achieve well in their early years, at school and in college; are well prepared for the next stage of their education, training or employment, are well cared for, have their health needs met, lead happy and fulfilled lives; and families are supported to make decisions and have greater choice or influence in how services are delivered’.26

UnderpinningthevisionwerefiveaspirationsforimprovingthelivesandoutcomesofpupilswithSEND:

ImprovetheengagementandinfluenceofstudentsandthevoiceofthechildBuild capacity and improve inclusive practice in education settingsProvide high quality education, services and wider support to meet the needs of pupils with SENDSupportfamiliestobeabletomakedecisionsandhavegreaterchoiceorinfluencein how services are deliveredEnsure students have a successful transition to adulthood

These aspirations formed the foundations of strategic and operational plans across SEND services which have brought about service improvements over the last three years.

2.1 Where is East Sussex now?

East Sussex has seen improvements across a number of areas since 2016. These improvements were validated within the Joint Local Area Inspection by Ofsted and the Care Quality Commission (CQC). This inspection report has also shaped recent priorities. Additionally, the Strategic Review of High Needs Funding involved a comprehensive review of practice and outcomes alongside all key stakeholders, and set out expectations for service improvement in future years.

2.2 Joint Local Area Inspection of SEND

The Ofsted/CQC Joint Local Area inspection report recognised in East Sussex, ‘a strong commitment to improving outcomes for pupils who have SEND, shared by professionals across the county27.Thereportfurtheridentifiedthat:

‘Leaders have taken urgent action to address areas of weaknesses and improve services. They have correctly identified where improvements need to be made and in many cases have addressed these with some success. Leaders have set out an ambitious strategy that all managers, teams and partner organisations, such as the East Sussex Parent and Carers’ Council, are working towards.28’

OfstedconfirmedtheaccuracyoftheLocalArea’sassessmentofitsqualityofSENDprovisionandconsequentstrategicdirection.Itsfindingswerelargelypositiveandweresummarisedbythesekeystrengths:

24 https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/localoffer/send-strategy/25 https://www.gov.uk/government/publications/send-code-of-practice-0-to-2526 https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/localoffer/send-strategy/, Section 1.127 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/Joint_local_area_SEND_inspection_ in_East_Sussex.pdf, page 228 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/Joint_local_area_SEND_inspection_ in_East_Sussex.pdf, page 2



SwiftearlyidentificationofneedsasaresultofclosepartnershipsbetweenearlyyearssettingsandschoolsStrong SEND provision in local mainstream and special schools, supported well by specialist staffBetter academic outcomes achieved by pupils with SEND compared with similar pupils nationallyHigher numbers of students in education, employment or training after age 19 than the national average

From these early indications of improvement, East Sussex has focused on a number of areas for further development:

2.2.1 Participation, communication and engagement with families

In its headline finding Ofsted said:

‘Most parents and carers of pupils who have special educational needs and/or disability reported that they were very positive about the provision their pupils receive in schools. Many parents and carers also report that the central services they have experienced since the introduction of the reforms have made a positive difference to the pupils in their care. Parents and carers also say that they are making significant contributions to the planning of provision for the pupils in their care.’29

Ofsted acknowledged the urgent action taken by the council to identify and address where, in a minority of cases, historicissueswiththequalityofserviceshadimpactedonparentalconfidenceinthelocalarea’sleadersandservices. A recommendation was made to communicate more effectively the improvements to provision and services, in order to bolster relationships and trust through better signposting to the many resources available.

What has been done in response?Further development of the work underway to improve partnership between parent carers and the Local Authority,ratifiedbyOfsted,hasbeenafocusforallserviceareas:

Greater communication and engagement with parents, carers and families has been secured through a social media presence; a Facebook page30 and Parent Voice e-newsletter31

A SEND prospectus32 promotes the specialist support offered to students in state-funded schools and exemplifiestheirpositiveoutcomesandhighacademicachievementRepresentatives from the East Sussex Parent and Carer Council (ESPaCC)33 are involved in strategic planning and consultationOut of a total of 2,530 statements of SEND, 99.7% were transferred with parent carer and young person consultation and participation by the Department for Education (DfE) deadline (31st March 18), compared with 94% nationallyThe Assessment and Planning Team34 underwent training and development to satisfy high expectations of quality assurance and ensure that parent carers’ experiences are positive during the time they interact with the serviceLocal charity Amaze35 have been commissioned to look at parent participation across the county and make recommendations for improvement.

29 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/Joint_local_area_SEND_inspection_ in_East_Sussex.pdf, page 230 www.facebook.com/ISENDEastSussex31 https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/advicesupport/support/32 https://czone.eastsussex.gov.uk/inclusion-and-send/send-prospectus/33 http://www.eastsussexpacc.org/34 https://czone.eastsussex.gov.uk/inclusion-and-send/isend-services/assessment-and-planning-ap/35 https://amazesussex.org.uk/



2.2.2 The Local Offer and Independent Advice and Support

Ofsted commended the local area for its improvements to the quality of independent information, advice and guidance, whilst acknowledging that more was needed to promote the Local Offer36 as a recognisable resource.

What has been done in response?

The SEND and Disability information, advice and support service (SENDIASS)37 was transferred to Amaze,whohaveasuccessfultrackrecordofofferingimpartialandconfidentialsupporttofamiliesin Brighton and Hove The Local Offer web-pages were redesigned in consultation with parent carers and students and informed by user testingThe Local Offer is now widely publicised and its capabilities and function promoted through business cards and posters disseminated to schools, services and support groupsSchools are supported to link their statutory SEND information offer to the Local Offer web-pagesA quarterly Working Group gathers feedback from services, parent carers and the voluntary sector to inform the Local Offer development cycle.

2.2.3 Improving outcomes for pupils with SEND

Ofsted found the vast majority of schools were good or better, resulting in a stronger picture for pupils with SEND than is seen nationally, and SEND provision remains a key area of focus for all Education Improvement Partnerships (EIPs).


A robust network of SENCo hubs drives high levels of expertise in delivering provision for pupils with SEND, and provides training and development to ensure this is cascaded to all staff in schools. A lead SENCoprogrammehasidentifiedexperiencedmentorstocarryoutpeerreviewandbuildaself- sustaining model. New to role SENCos receive intensive induction support and a new, secure online network and resource site has been developed to facilitate peer support and sharing of best practiceAn annual, themed Inclusion Conference invites keynote speakers from the national arena to address an audience of headteachers, SENCos and professionals from Health and Social Care, tackling challenging issues such as mental healthEast Sussex has been successful in securing several Strategic School Improvement Fund (SSIF)38 bids which target attendance, exclusions and outcomes for vulnerable groups, with a strong focus on pupils with SEND Improvements in attendance for pupils with SEND, both in overall and persistent absence (primary) at county level are aligned with a reduction in unauthorised absences and a marked reduction in permanent exclusions.

36 https://www.eastsussex.gov.uk/localoffer37 https://amazesussex.org.uk/parent-carers/services-and-support/sendiass-helpline/38 https://www.gov.uk/guidance/strategic-school-improvement-fund



2.2.4 Child and adolescent mental health and wellbeing

Ofsted recommended improved liaison and cooperation between services to better support child and adolescent mental health and wellbeing.


The East Sussex Pupils’ Local Transformation Plan (LTP, 2015-2020)39 was published in response to the Government’s publication Future in Mind40, providing a blueprint for local system change for mental health and wellbeing of pupils. In 2016, LTP Refresh41redefinedhealthpartners’rolesin working collectively to achieve transformation The development of the Sussex Discovery College42, which offers mental health recovery-focused educational courses to East and West Sussex students for freeA schools mental health guide has been drawn up in collaboration with mental health charity Boing Boing43 and distributed to all schools to support provision for good mental health and resilience in studentsA mental health advisor works across the county to advise schools on positive mental health practice and works with staff to lower levels of mental health need in pupils by improving accessibility to, and awareness of, guidance and support servicesStudents are involved in the formation of mental health support. The East Sussex Youth Cabinet44 recently worked with the Health service to create a schools mental health guide which helps school staff better support pupils An independent review of pupils’ mental health and wellbeing services is underway and will report its findingstothethreehealthandwellbeingboardsandSussexCCGsAn online counselling service was commissioned for students: E-motion45 offers free, weekly email counsellingsessionstoanyoneaged12-18inneedofsupport,providingthemwithaconfidential,safe space to talk about their problems and feelingsChildren’s Integrated Therapy Services have widely implemented ‘Zones of Regulation’46 training in mainstream schoolsChildren’s Integrated Therapy Services are carrying out a joint review of the integrated model of therapy provision in four of the Profound and Multiple Learning Disability (PMLD)/Moderate Learning Difficulties(MLD)andAutismSpectrumConditionspecialschoolsasaCommissioningforQualityand Innovation (CQUIN) targetImplementation of the Pupils’ Mental Health and Emotional Wellbeing (MHEW) Transformation Plan by East Sussex Better Together (ESBT)47 and Connecting for You (C4Y)48 sets objectives to:

Improve access to early intervention for mental health, e.g. i-Rock49 drop-in sessions offering housing, drug and alcohol adviceDevelop workforce knowledge, informed by audit of staff skills, including online learning modules for wider staff, e.g. schools and social workers.

39 https://www.hastingsandrotherccg.nhs.uk/news/east-sussex-children-and-young-people-mental-health-and-emotional-wellbeing-local- transformation-plan/40 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/414024/Childrens_Mental_Health.pdf41 https://www.hastingsandrotherccg.nhs.uk/about-us/plans-and-strategies/children-and-young-peoples-mental-health-and-wellbeing-local- transformation-plan/42 https://sussexrecoverycollege.org.uk/about/discovery-college 43 https://boingboing.net/44 https:/www.c360.org.uk/blog/category/rightsandvoice/youthcabinet45 https://www.e-motion.org.uk/46 http://www.zonesofregulation.com/index.html47 https://news.eastsussex.gov.uk/east-sussex-better-together/48 https://www.highwealdleweshavensccg.nhs.uk/our-programmes/connecting-4-you/49 https://www.sussexpartnership.nhs.uk/irock



50 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/Joint_local_area_SEND_inspection_ in_East_Sussex.pdf, pages 5-851 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/Joint_local_area_SEND_inspection_ in_East_Sussex.pdf, page 452 https://files.api.ofsted.gov.uk/v1/file/50018662, page 4

2.2.5 Integration with health partners

Ofsted and the Care Quality Commission (CQC) found the three clinical commissioning groups (CCGs) were well-represented in the joint commissioning process with Education, which had strengthened governance. Additionally, the CCGs were represented at the quarterly CITES performance meetings by the CCG manager. Investment by CCGs in thecommunitypaediatricserviceandnewservicespecificationhadincreasedaccessandreducedwaitingtimes.Theinspectionreportidentifiedmanyaspectsofeffectiveintegratedworkingbetweenservices:

‘There are good arrangements in place to support pupils with continuing healthcare needs to access education with appropriate support and supervision. The disabled pupils’ team provides training and ongoing supervision to schools attended by pupils with the most complex needs’.

‘The child development service’s multi-agency and multi-disciplinary assessment clinic works well’.

‘Health practitioners and clinicians across all services are given good notice by the Local Authority of the intention to develop an EHC Plan and most reports for EHC plans are submitted within the correct timescale’.

‘Over the past 12 months, working relationships between SENCos and the child development service community paediatricians have significantly improved’.50

Work is underway between CITES and FE Colleges to standardise what are reasonable expectations for a therapy offer at post-16.

2.2.6 Integration with social care partners

Findings of the 2016 inspection concluded that:

‘Pupils in the care of the Local Authority receive an excellent service. They are assessed rapidly so that any special educational needs and/or disabilities are identified as soon as possible. Educational needs are considered routinely during the pupils looked after health review and included in the resultant health plan.’ 51

The 2018 Inspection of Children’s Social Care Services found that:

‘The needs of disabled pupils are well considered through detailed, analytical assessments and support from an experienced specialist team.’ 52

Managers within Social Care regularly meet with locality Social Care managers and attend the Continuing Care (0-18 year olds) and the Continuing Health Care (18+) Panels and the Joint Agency Advisory Panel to jointly plan and agree funding for the pupils with highest needs.

2.3 The Strategic High Needs Block Review (HNBR)

The High Needs Block is the funding delegated from the government to each Local Authority for the purposes of making provision for pupils with the highest levels of SEN. This funding sits outside delegated school SEND funding, and is allocated by the DfE based on a national formula. In 2017, the DfE required all Local Authorities to conduct a strategic review of their High Needs expenditure with a view to securing future sustainability and value for money, whilst continuing to meet the needs of pupils with SEND.



The High Needs Block Review in East Sussex identified a range of challenges that contribute to increaseddemand across the county and the disparity between East Sussex and its statistical neighbours. The report made a range of recommendations to address gaps and improve outcomes for pupils through a more effective use of resources; these are outlined below:

2.3.1 The continuum of provision in East Sussex does not match need

As outlined in Section 1, the placements for pupils with EHCPs have shifted away from mainstream towards more specialist provision. The majority of new EHCPs are now placed in the specialist sector with fewer pupils withEHCPsinmainstreamschoolsthanwashistoricallythecase.Thisisnot,however,areflectionthattheneedof pupils is much greater, but rather that the threshold for entering specialist provision has reduced. Schools and servicesmustworktogethertodevelopgreaterconfidenceinsupportingpupilswiththefullrangeofSENDinmainstream classrooms. The graphic below (Graph 21) illustrates the mismatch of need in East Sussex against the expected continuum of provision, showing that special and INMS schools are supporting pupils with much lower needs than would be expected. The corresponding redistribution of pupils that would be required to bring the local position back in line with provision and maintain sustainable level of funding is shown in Graphs 21 and 22.

Graph 21

Graph 22



53 https://czone.eastsussex.gov.uk/inclusion-and-send/sen-matrix/the-matrix/


The SEN Matrix53 was fully revised, and additional accessible materials were developed, e.g. a video to support parent carers in understanding how school SEND provision is organised. Training materials for schoolsandservicesareaimedatestablishingconsistencyinidentificationandassessmentforpupilsat SEN Support level to facilitate early intervention and prevent escalation to statutory assessment.A core standards ‘Quality Mark for Inclusion’ (QMI) has been developed with schools to provide a robust self-assessment framework against which schools can measure themselves and strategically plan wholeschoolSENDimprovementsothatneedsareidentifiedinatimelywayModeration panel processes have been improved, to advise on statutory decision making by including a greater breadth of professionals from Health and Social Care and wider participation of schools.

2.3.2 There was an inequity of funding in specialist provision

Thefundingofspecialistprovisionwasnotbasedonasoundrationale,butmerelyreflectedmaintenanceofhistoricfunding. Although a Single Value Top-up (SVT) was implemented following the funding reforms in 2013, there was significantvariationbetweenschoolswhichdidnotcorrelatetotheneedsofthepupilswhoattendedthoseschools.Additionally,itwasfeltthattherewasbothinsufficientspecialistsectorprovisionandthatspecialistfacilitiesattachedto mainstream schools should be further developed to allow for more pupils to remain in their local communities.


Funding in maintained special schools, academies and special facilities in maintained schools has been realigned to better match funding to need and assist in realigning thresholds of needFollowing in-depth review of current provision and gaps, a consultation on the proposed development of new facility provision has taken placePlans have commenced with the DfE for the capital development of a new free school for pupils with Social, Emotional and Mental Health needs and Autism Spectrum Condition and an Alternative Provision free school (Appendix 1)A consultation with special schools on the development of a Matrix of need will re-establish the thresholds of need for special schools and broaden the designation of schools to accommodate pupils who might otherwise be placed independently.

2.3.3 Post-16 Pathways need clarification and review

Preparing students for adulthood is a fundamental aspiration of the Children and Families Act 2014 and post-16 institutions play a key role in this. However, pathways in the FE sector do not consistently facilitate this aspiration and, in many cases, provision is based on maintenance in the setting rather than meaningful progression. Whereas somelocalFEprovidershaveembracedtheaspirations,thereisstillasignificantgapbetweenwhatisofferedinthe maintained and Independent Non-Maintained Sector (INMS) and what students need to move into adult life. A lack of vocational provision post-16 has resulted in students being referred for EHCPs post-16 and post-19 to trytofacilitateaccesstocoursesthatare‘bestfit’.


The development of a framework for post-16 providers to underpin understanding of the commissioning relationship, detailing costs and a time-frame around the placement processAnnual Review processes have been made more rigorous, involving health and college partners, to identify the best possible onward placementsFE SEND Network Meetings take place three times a year and provide opportunities for FE providers and ESCC to discuss process and practice, ensuring consistency in approach across the county.



2.4 What are the remaining challenges?

The areas of progressive development set out in Section 2.1 provide learning that allows East Sussex to build on strongandconfidentfoundations.Services,partnersandparentcarersconsideredtheoriginalStrategyaspirationsfor their continued relevance, including those areas for which challenge persisted. As a broad stakeholder group, theserepresentativesidentifiedpossiblereasonsbehindtheslowerrateoftangibleprogressintheseareas,andsought to understand why.

These are summarised here:

Inconsistency in the inclusivity of schools and settings

Whilstmany schools in East Sussex demonstrate strong and confident practice in inclusion and SEND, theinconsistency of SEND offers between schools results in inequity for families. This is not necessarily geographically dependent; schools located in satellites around an inclusive school can be perversely incentivised to maintain a less attractive SEND offer and keep numbers of pupils with SEND low.

The lack of ring-fencing for notional SEND budgets in schools means that money does not always reach those it is intended for. This is most likely to occur where there is poor prioritisation of SEND at Senior Leadership level in schools and inadequate SENCo capacity or authority. In many schools, the reduction in support staff has placed greater pressure on SENCos who may not only coordinate provision, but are also delivering interventions and carrying out teaching duties.

Conversely, proposals as part of the National Funding Formula (NFF)54torestrictflexibilityinmovingfundingbetween school budgets places increasing pressure on councils’ abilities to meet their statutory duties by increasing demand on the (largely static) High Needs Block.

Exclusions of pupils with SEND remain disproportionately high and attendance is poor, compared to both pupils without SEND and national averages.

Poor attainment of pupils with SEND

The inconsistency of outcomes for pupils both on SEN Support and with EHCPs at all phases has been detailed in Section 1.4. The discrepancy in the number of pupils with EHCPs in East Sussex when compared with statistical neighbours, whether in earlier Key Stages, or as a result of not having been ceased at the upper end, mean that these pupils would have provision made at a lower level of support and cost elsewhere. It should therefore follow that some of these pupils have better outcomes given that their needs are equitable with SEN Support.

Participation and engagement from all representative groups In 2017, an independent review of participation and engagement of families with pupils with SEND was commissioned by the Local Authority from AmazetoaddresstheareasfordevelopmentidentifiedbyOfsted(2.2.1). The report found that 50% (78) of the parent carers questioned were unaware of the East Sussex Parent and Carers’ Council and its role. The report summarised:

‘…these findings highlight a need to improve information delivery for parent carers.’55

54 https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs55 https://www.eastsussex.gov.uk/media/10643/amaze-parent-participation-report-210218.pdf



Ofparentsquestioned,82.8%reportedthattheyfoundaccessinginformationinEastSussex‘very’or‘quite’difficult.

A breakdown of the referrals to the East Sussex SENDIASS over the first quarter of 2018/19 showed thatreferrals from Hastings and Eastbourne equated to fewer as a total, even when combined, than the Lewes area. This contradicts what is known about the areas of greatest special educational prevalence and need in East Sussex andsuggeststhatparentcarersinlessaffluentpartsofthecountyaredoublydisadvantagedbynothavingeaseofaccess to this service.

Inconsistency in signposting to Local Offer information by schools and services means that families seek support elsewhere. This can pose a barrier to developing co-productive partnerships that articulate to families what is attainable, realistic and in the long term interests of the child or young person preparing for a life of independence.

The lack of countywide consistent and accessible information for parent carers about the SEND offer is an obstacle to the development of positive relationships between families and practitioners which, if cultivated effectively, could lead to timely intervention.

High numbers of pupils with EHCPs compared to national levels, with the highest numbers at transition points at the end of Key Stage 2 and Key Stage 4

The Strategic High Needs Block Review Report (5.1) outlined recommendations for early intervention through Quality First Teaching, to enable teachers to plan for overcoming barriers to learning alongside the consistent use of Additional Needs Plans (ANP). The decline in numbers of pupils at ANP level contributes to reactive strategies that escalate pupil need.

PupilswithSENDoradditionalneedsareoftennotidentifieduntiltheystartschool.Healthvisitorsandearlyyears staff have an important role in helping to assess and identify needs early. They need training to do so, and health partners need to use data to inform forward planning and allocation of resources so that pupils’ needs areidentifiedearlier.Recentworkaimedatearlyinterventionalongsidesupportandcommunicationforparentcarers of pre-school children has reduced the incidence of statutory assessment for this cohort.

Further work is needed to embed a countywide understanding of outcomes as many remain entrenched in a system of target setting.

The Annual Review system does not adequately recognise achievement or support Preparation for Adulthood, leaving many pupils remaining on inappropriate support plans without having made the progress that could be expected. Too often the voice of the pupil is not heard, both at individual and strategic level. When consulted, a group of disabled pupils in East Sussex, (The Able Group)56 gave examples of how their voice is missed in the planning of provision. Comments included:

Their parents often speak for themThey don’t always welcome the levels of 1:1 support they are provided withThey don’t want to travel large distances to school.

Aclinicallysignificantmentalhealthproblemisexperiencedby1in10pupilsaged5to16.Waiting times for CAMHS appointments57 remain an area of concern for partners and in 2016 Ofsted reported on the frustration of parent carers awaiting treatment. Where there is a delay, pupils are more likely to be referred for an EHCP, or experience school placement breakdown as schools struggle to provide the expertise and specialist knowledge requiredtofillthisgap.

56 https://wiki.rixwiki.org/kim-software-portal/home/east-sussex57 http://www.eastsussexjsna.org.uk/publichealthreports.aspx



High numbers of tribunals

East Sussex has a high number of appeals lodged against parts B, F and I of the EHCP. Many are linked to parental confidenceintheSENDofferthatmainstreamschoolsareabletoprovide.Theconsistencyofunderstandingabout the role of therapies in education is not well embedded, leading parent carers to seek an independent offer with ‘wraparound’ care.Parentcarerexpectationsarenotalwaysmanagedbyschoolsorservices,anddifficultconversationsareavoided,leading to escalation of concern. Mediation is not particularly effective in resolving concerns and can be just part of the pathway to appeal. The Special Educational Needs and Disabilities Tribunal (SENDIST) does not take account of wider issues of local context, pressure of resourcing, or the dialogue between Local Authority and schoolswhichisvitaltofindingasolutionthroughmutualunderstandingbetweenparentcarers,theschoolandthe Local Authority.

As a result of frustrations, parent carers are often drawn in by lobby groups and independent providers who are well resourced to promote their offer on social media. Such groups actively steer parent carers to prepare for an appeal before services have had opportunity to set out an alternative offer with a focus on young person’s independence and future life which draws on the strengths that local community support can offer. Alongsidethis, an industry has grown around provision of private diagnoses and reports. These shift focus onto challenge and away from co-production, diverting practitioner time and resource away from working directly with pupils.

Commissioning and provision challenges posed by high incidence of mental health and autism need

FollowingasignificantspikeinpsychiatrichospitaladmissionsinEastSussexbetween2013and2016,therateisnow comparable to the rest of England where a clinicallysignificantmentalhealthneed58 is estimated to affect 1 in 10 pupils (11% of boys and 8% of girls).

Although 75% of parent carers of pupils with mental health needs seek help, only 25% are reported to get help. Onaverage,pupilswaitupto10yearsbetweenthefirstsymptoms emerging and getting help. Waiting times and accesstoservicesremainsasignificantproblemandplacesenormouspressureoneducationalsettingsstrugglingto manage complex needs without the necessary expertise or resource. Stigmatisation of mental health needs, particularly for young men, remains problematic meaning that many do not seek support.

There is inconsistency in understanding and training about mental health needs across health professionals, together with a lack of common messaging and practice. Many pupils with mental health or autism needs have associated sensory needs which are not well enough understood and lack appropriate provision through referrals to the CITES. Changes to service delivery arrangements need to be carefully embedded over time, to place emphasis on capacity building through school staff delivering therapies directly.

Between 2013 and 2015, the rate of pupils with autism in East Sussex was higher than the national rate and it is rising steadily across all three CCGs. This equates to approximately 80 new cases each year. Pupils with autism are at higher risk of some health conditions such as epilepsy, and may, for reasons including social communication difficulties,havethesedismissedas‘autisticbehaviours’ratherthansignsofcomorbidconditions.

Families affected by autism have up to 20% more likelihood of unemployment than other families and are 6% morelikelytoliveindeprivedareas.InEastSussex,diagnosesofautismaresignificantlylowerintheleastdeprivedquintile.

58 http://www.eastsussexjsna.org.uk/publichealthreports.aspx



There is insufficient voice of pupils at individual, provision and strategic level

The voice of pupils are very often not recorded as part of assessments or reports detailing their needs. Development of a function to enable meaningful participation follows on the back of a successful ISEND participation day involving secondary aged pupils from a broad range of mainstream and special schools. This will ensure that pupil voice informs strategy and decision making in its early stages.



3. Strategic Aims and Priorities 2018-2021The challenges that emerged from the High Needs Block Review are congruent with those identifiedduringthestrategicconsultationwithEducation,HealthandSocialCare.Thishasenabled the three services to align their areas of pressure and demand, and draw out jointly agreed Strategic Priorities.

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The Strategic Aim for pupils with SEND embodies principles which have served the county well during two inspections (Ofsted Local Area (JLA)59 and Local Area Social Care)60, to develop the concept of an inclusive culture for schools and services which can be measured by:

üImproved opportunities to achieve good outcomesüMore pupils educated in local community schools and academiesüFamiliesthatfeelconfidentaboutwhattheycanexpectfromhighqualitySENDprovisioninlocalschools.

This ambition will be delivered through four Strategic Priorities:

Building Capacity for Inclusion in Schools and Services High Quality Provision, Outcomes and Aspirations Effective Planning for Transition Throughout The Journey of the ChildCommunication and Engagement with Families and Pupils

Priority 1: Building Capacity for Inclusion in Schools, Settings, Colleges and Services

What needs to be addressed?

To achieve a vision whereby more pupils with SEND attend their local school, providers must work with services tofurtherdeveloptheirSENDofferandbeabletoarticulateitinawaywhichgivesconfidencetoparentcarers.Too frequently, schools feel that they are unable to support pupils with SEND and this leads to concern amongst parent carers. The universal SEND offer needs to be more robust, with a common set of expectations across all mainstream providers based on a presumption of competence in meeting needs of the vast majority of pupils with SEND, including those with an EHCP, through a comprehensive offer that includes access to wider service support.

What is already being done?

Successful SSIF bids are targeting closing gaps for pupils with SEND. The Educational Improvement Partnerships in East Sussex have SEND as a shared priority. Much work has been done to develop effective SENCo networks which facilitate peer support and challenge and promote Continuing Professional Development (CPD). There is a responsive SENCo training programme informed by annual audit with increasing numbers of SENCos in leadership positions and Lead SENCo programme. Schools are engaging in peer SEND reviews, facilitated by lead SENCos.Early Years Inclusion Support Groups and Prime Area Pathways, to build capacity in nurseries, are regularly carried out by multiple services (education settings, Standards and Learning Effectiveness Service, Early Years Service, CITES, Public Health, Social Care) TheUniversityofBrightonoffersimprovedNewlyQualifiedTeacher(NQT)training,withgreater emphasis on addressing barriers to teaching and learning for pupils with SEND.The ISEND Front Door61systemprovidesasinglepointofcontactforschoolstoefficientlysignpostto servicesandofferadvicefromanidentifiedprofessionaleveryday.AnewQualityMarkforInclusion sets out for schools the expected universal Local Offer for Inclusion as a robust self-assessment tool. A revised Matrix of SEND need and provision gives clear benchmarking to providers and parent carers about the offer they can expect for their child in schools and settings.

The East Sussex SEND mainstream prospectusarticulatesastrongandconfidentmainstream education offer, enhanced by therapies and professional support.

What more needs to be done?

59 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/594789/Joint_local_area_ SEND_inspection_in_East_Sussex.pdf60 https://files.api.ofsted.gov.uk/v1/file/5001866261 https://czone.eastsussex.gov.uk/inclusion-and-send/front-door-referrals/



Education

Agreeonastrategytoaddressconflictingpressuresonschoolsi.e.curriculum/attainment/capacity/ Ofsted/ budgetDevelopbetterunderstandingabouttherelationshipbetweeninclusivityanddiverseschoolprofiles: from rural schools with low incidence of need to schools in larger conurbations with high incidence of deprivationUtilise existing structures such as EIPs to strengthen partnerships between schools and provide peer challenge and support Improve schools’ universal SEND offer by articulating how schools will work with services to develop expertiseEnsure schools’ SEND notional budget supports pupils with SEND effectivelyPrepare schools to act in readiness, not in response, to meet needs of pupils with SENDWork collectively to understand how to overcome curricular demands through effective planning for pupils with SEND by drawing on and growing specialist expertiseRespond to the changing landscape in schools and settings by developing innovative and creative servicesolutionstoidentifiedchallengesincollaborationwithschoolcolleaguesSet challenging aspirations for pupils in EHCPs that indicate progression through outcomesChallenge poor attendance and high rates of exclusion, including arrangements such as part-time timetables and ‘off-rolling’ students where there is no graduated plan for reintegration.

Joint service development

Secure ownership and share accountability of challenges between sectors (Local Authority, schools, services, voluntary and parent carers)Drive practice that is informed by child development understanding, ‘stage not age’ for physical, social, emotional and mental health needsProvide a framework so that all staff across services and schools demonstrate their commitment to the StrategythroughsharingconsistentandconfidentmessagesaboutinclusionArticulate responsibilities for services, schools, parent carers and voluntary sectorIdentify roles for all partners to incentivise inclusion and deter exclusion

HealthShift health practitioners away from ‘diagnosing’ EHCPs In-school support or specialist provision to focus on recommendations within their own areas of specialism Increase the skill of health practitioners in providing advice to ISEND for children with SEN, whether or not part of statutory process, so as not to prejudice the statutory processes with thin the Local Authority, and increase joint working on statutory plans across all health providersDevelop core CPD for all staff to access across all services that focuses on a holistic view of pupils and promotes a social rather than diagnostic model of disability Promote better understanding of the psycho-social elements of learning to improve whole school resilience and wellbeing for pupils and staff (resilience, self-regulation and growth mindset)Develop core CPD for all staff to access across all services that focuses on a holistic view of pupils and promotes a social, rather than diagnostic, model of disability and promotes better understanding of the psycho-social elements to improve the support of children with SENEstablishearlyidentificationandinterventionforSENbyhealthvisitorsandearlyyearspractitioners and embed the consistent use of additional needs planning at SEN Support once pupils are in schoolUse health data systems to identify pupils’ needs earlier (before they start school)Work with East Sussex Better Together and Connecting 4 You to take a joined-up approach to planning the use of resources available.



How can pupils and their families be involved?

Ensure participation of pupils and parent carers permeates all areas of developmentBuild meaningful co-production for parent carer contribution and participation ShareexperiencesthatpromotethebenefitsofmainstreameducationEngage mainstream and special schools in a new framework that networks school councils and groups across the county to promote participation and facilitate the gathering of pupil voice.

Priority 2: High Quality Provision, Outcomes and Aspirations


TheLocalAuthorityhasastatutoryduty toensuretherearesufficientschoolplaces in thecounty tomeetpresent and future demand. The forecasting system, now well embedded, provides accurate projections linked to cost to enable place planning for future need. It takes account of demographic trends and information from CCGs about pupils born with a range of health conditions, as well as subsequent diagnoses. The need for a numberoffreeschoolshasbeenidentifiedpupilswithautismandSocial,EmotionalandMentalHealthneeds,and these are under development. Additional special facilities in mainstream schools will increase provision in this sector. In lightoffindings fromtheStrategic High Needs Block review, it is critical that the right pupils are in the right schools, and that this is informed by thresholds of need. The Local Authority is developing a Matrix which sets out the support available in special schools so that clear criteria govern admissions to existing and new specialist provision.

Efficientservicesupport,thatisinformedbyneedandthatworkstogetherwithschools,alongsideaccessibleandtimely support for parent carers, is crucial to maintaining successful placements for pupils with complex SEND. Developmentofacountywideworkforceproficientinperson-centredengagement,planninganddeliverywillensure pupils with SEND achieve aspirations that are well articulated through measurable outcomes.

ESCC is working with the Sussex Partnership Foundation Trust62 to address the rise in mental health and wellbeing difficultiesforstudentsandtheresultingchallengesthisposesforschools.


The SEND Information, Advice and Support Service helpline (SENDIASS) has been developed as part of ongoing partnership between the Local Authority and charitable organisation Amaze to improve sign posting to services for parent carers. There is now a SENDIASS helpline to directly answer queries from parent carers or young people.The Local Offer has been developed to increase service user engagement and use feedback to inform service improvement.Special schools for profound and complex needs offer a comprehensive outcomes-focused model of provision, which is shared with many mainstream schools. The therapy offer in mainstream schools has been increased with schools implementing Zones of Regulation as advised by therapists. The Resilience Framework63 is being widely used to address mental health issues in students and a mental health and wellbeing advisor supports schools in developing expertiseThe Children’s Integrated Therapy and Equipment Service is working jointly with ISEND to produce guidance for schools and parent carers about the therapy offer Social care personal budgets have been developed to offer greater personalisation, resulting in better impact and employment of specialist staff from Social Care in addressing challenging behaviour

62 https://www.sussexpartnership.nhs.uk/63 https://www.boingboing.org.uk/use-resilience-framework-academic-resilience/



A multi-agency group, including parent carers of pupils with autism, has reviewed the Autism Referral and Diagnostic Assessment Pathway under the Autism Pathway Review and Implementation Group (APRIG), to ensure equality of access and consistent experience by families. The Communication, Learning and Autism Support Service (CLASS)64 now operates as a centralised model, accessible to all schools, which reduces delay and enables advisors from other areas to support secondary needs such as behavioursThe Local Authority is supporting the submission of bids for free schools to the DfE. Two new special schools are planned and a further bid is underway to increase specialist provision for pupils with autism and/or Social, Emotional and Mental Health needs (Appendix 1)A professional liaison meeting enables CITES, GPs and paediatricians to jointly problem solve case work and strengthens the screening process of pupils with social communication needs.


Systems, leadership and governance

Work with school leadership in all sectors to adopt a culture of inclusion that plans for meeting the needs of diverse and changing population of pupils with SENDMeasure and monitor progress at strategic level through the SEND Governance system for an evaluative measure of impactMap peer and service networks to inform a model that can consult, collect and cascade information quicklyandefficiently.

Education

Plan effectively in Preparation for Adulthood and independence by improving the transitions processes between secondary schools and FE collegesPrioritise the development of QFT and ensure all teachers are effective teachers of pupils with SENDDevelop a system to review the one-way movement of pupils from mainstream into special schoolsDevelop benchmarking to govern decisions about commissioned places in special schools and implement a Matrix of provision aligned to needDrive consistent health improvement action planning to enable school response to mental health needs using MHEW audit and engagement in MHEW workshops with advisors.

Joint Service Development

Agree on joint and holistic outcomes for pupils between services and consistently evaluate progress against outcomesJoin up service CPD portals to promote partnership training and support across schools and between servicesPromote social inclusion for pupils with SEND which challenges low professional and parental aspirations or expectations Promote healthy physical, mental and social health (PSHE) through statutory, comprehensive, evidence- based PSHE not limited to delivery in schoolsDevelop an outcomes framework that includes qualitative measures and:

Include post-19 life skills outcomes, i.e. ability to cookLink outcomes to realistic expectations and functional skills developmentWork jointly with Adult Social Care (ASC) to align processes Utilise expertise of PMLD schools in small step planningEmbed person centred planning

64 https://czone.eastsussex.gov.uk/inclusion-and-send/isend-services/communication-learning-and-autism-support-service-class/



Integrate wider outcomes into EHCPs that plan for independence from the earliest ages and draw on community resources. Continue to develop jointly commissioned clinics for the most complex pupils, that engages the wider team around the child and fosters a joint planning approach

Health

Communicate a consistent countywide therapy offer with realistic, graduated plans for CPD and skill development of school staff Address timeliness and take-up of mental health needs assessmentsPromote signposting to support through effective communication and engagement work Reduce waiting times and thresholds through building capacity in CAMHSContinue support for schools to implement a whole school approach to mental healthRoll out two further youth hubs in Eastbourne and Newhaven which build on the success of i-Rock in HastingsDevelop a single point of access for all mental health and emotional wellbeing referrals, funded by CCGs Increase the numbers of mental health early interventions in community clinics, groups and individual sessions through change management and additional resourcingImplement Wave 2 of the Government green paper on mental health in students, ‘Future in Mind’,65 through the Hasting Opportunity Area grant funding.


Improvetheconfidenceofparentcarersinwhatisavailablelocallytoreducethenumbersofpupils moving inappropriately from mainstream to special schoolsProvide a network that facilitates the gathering of pupil voice to contribute to planning and delivery of services by building on the success of the East Sussex Youth Voice group for disabled students, The Able Group Ensure that pupils and families have equitable access to services and feedback mechanisms, regardless of where they livePromote SENDIASS as a way for parent carers and young people to get impartial information about local provision, and advice and support in asking for appropriate supportPromote the Amaze quarterly newsletter ‘Out of Amaze’, Amazing Futures programme for 14-25 year olds66, and websiteContinue to use social media, the East Sussex Parent and Carer Forum, the East Sussex website and other innovative means of communication to widely share the Local Offer and promote what is available through:

Positive messages of successSharing case studiesBuilding parent-to-parent networksBuilding community capacity through the voluntary sectorListening to families and using feedback to improve servicesBuildingparentalconfidenceintheschool-deliveredtherapymodelEmpowering parent carers and pupils with a sense of personal agency and ownership stemming from informed choice.

65 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/414024/Childrens_Mental_Health.pdf66 https://amazesussex.org.uk/young-people/what-is-amazing-futures/



Priority 3: Effective Planning for Transition and Journey of a Pupil


The increase in EHCP requests at the end of Key Stage 2 and Key Stage 4, referrals to the Teaching and Learning Provisionandattendanceandexclusionfiguresallindicateacrisisofconfidencefrombothparentcarersandschools in the transition process for pupils with SEND across key phases. The reduction in accessibility of services and increased waiting times for initial appointments further exacerbates the anxieties of families during the critical window between Key Stage 2 and Key Stage 3.

Increasing numbers of parent carers are requesting that their pupils are ‘back-classed’ when they reach statutory school age, deferring school entry. Contributing factors are an increase in pupils reaching school age without functional language skills or full continence and pupils presenting with attachment needs and anxiety. These challenges are also contributing to the rise in placement breakdown or parent carers electing for home education. There are frequent reports of schools turning parent carers away, citing lack of funding or the capacity or skill of staffingtoaddressapupil’sneedsasreasons.Theincreaseinpressureofexamsandrestrictionsonthecurriculummean that students may become disengaged at a later stage, even when earlier transitions have gone well.


EIPs have a shared focus on transition, whilst the SSIF bids are supporting a transitions network for East Sussex schools. Some schools now ‘sell’ their SEND offer on open days, and some secondary schools with facilities are investing in enhanced transition opportunities for pupils with SEND as part of their summer school offerPlans are underway to model Alternative Provision in schools with a similar robust quality assurance framework that exists in the special school Alternative Provision offerHealth partners provide pupil passports for transition and CITES and the Sensory Needs Service67 have developed comprehensive packages of support for times of transition. Continuing health care planning starts at 14 for transition and the Transitions team have removed the cliff edge at age 19. The post-16/19 offer now has improved breadth and better opportunities for supported employmentAdvocacy groups offer drop-ins for parent carers to equip them to ask the right questions during meetings with providers and prepare them to support their child through transitionA working group meet as part of the Transformation Board68 work to address MHEW and identify challenges to good transitions across sectorsThe Able Group have planned an event as part of the Speak Up, Speak Out participation day to gather feedbackfrompupilsaboutwhatmakeschangedifficultandhowtheycanbestbesupportedthrough times of change. Further consultation with school councils in special schools will inform this understanding.TheLocalAuthorityiscommissioningactionresearchprojectsthataimtodefinitivelyoutlinewhatthe culture of inclusion looks like for East Sussex schools. This work will focus on transition between Key Stages 2 and 3


Education

Include pupils from early years in setting their own high aspirations that give a sense of ambition, equip them for future independence and adulthood and form part of conversations with the wider familyEnsure all educational settings provide high quality transition support which includes parent carers in the process, through development of a best practice document that sets out requirements of high quality transition

67 https://czone.eastsussex.gov.uk/inclusion-and-send/isend-services/sns/68 https://www.eastbournehailshamandseafordccg.nhs.uk/news/east-sussex-children-and-young-people-mental-health-and-emotional-wellbeing- local-transformation-plan/



Reduce the reliance on statutory assessment at the end of Key StagesAddress the minimal reintegration rates from special schools to mainstream through Annual Review processes that celebrate success and set aspirations and pathways to independence from the earliest agesDevelop the Alternative Provision offer in schools to combat rates of exclusion, removal or placement breakdown

Joint service development

When a pupil with SEND in school is impacted by the family’s wider needs, identify the role of Health and Social Care in supporting the pupil and the familyFind ways to minimise impact when transitioning pupils away from therapy Explore how cyclic ‘episodes of care’ create dependency on servicesAddress the issues arising as a result of the lack of post-16 hospital provision Establish common expectations between services, i.e. Pupils’ Disability and Transitions teamsCommission further Autism Spectrum Condition provisionAddress the cliff edge from LAC to independenceDevelop‘TheJourneyofthePupil’singleroadmapthatidentifieskeypointsofpressureforfamiliesand mapstheneedforintensiveserviceresponseatspecifiedtimesImplement joint service planning between Health and Speech, Language and Communication Needs (SLCN) support for transition into Year Reception

Post-16/19

Work with the Adult Social Care and Transitions69 teams to ensure smooth pathways between child and adult servicesCollectively draw up an East Sussex Preparation for Adulthood framework70 agreed by all partnersWork collaboratively with post-16 providers to develop structured pathways for all students aged 16 and over by broadening the offerBe mindful when developing post-16/19 offer to incorporate forward planning to offset the risk of dependency, i.e. on therapiesDevelop improved understanding about the relationship between post-16/19 participation, progression and outcomes.


Offer challenge and support to address ‘school hopping’ and the removal of pupils from education; both pose barriers to effective communication with families and prevent continuity of educational experience Sharepositivestoriesofsuccesstobuildconfidenceinthemaintainedschoolofferatpreandpost-16Enable and empower young people to be actively involved in setting their outcomes and being a key part of their reviewsSeek out opportunities through schools and community groups for young people to participate and become involved in what is offered locallyPromote emerging independence for young people with SENDEnsure that advocacy is truly independent and represents the authentic voice of the pupil

69 https://www.escis.org.uk/advice/east-sussex-16-25-transition-service-aged-16-25/70 https://councilfordisabledchildren.org.uk/help-resources/resources/preparing-adulthood-earliest-years-review-guide



Priority 4: Communication and Engagement with Families and Pupils

In2016,OfstedrecognisedtheneedforamorerepresentativeparentcarervoiceinEastSussextoinfluencestrategy. Plans to facilitate wider engagement are underway. A range of parent carer groups have been involved in strategy consultation and focus group planning has ensured that parent voice is well represented.The Council for Disabled Children supported the East Sussex Able Group to become prepared for an ambitious consultation event to which local mainstream and special school students are invited. Following the momentum of this, a new function will be launched that aims to establish wider consultation with pupils with a range of needs through networking with school councils and community groups.


Ensure that all pupils and families receive consistent messaging about the Local Offer for SEND from schools, services and the voluntary sectorTargetareasofthecountyidentifiedashavinglowerratesofengagementwithsupportandsignposting, such as that provided by Amaze and the Local OfferAddress inaccurate messages from schools or services regarding inclusionAddress inconsistent communication from ISEND and wider services with regard to the needs of individual pupils and familiesEnsure that pupils’ voices are evident in the planning of their EHCPs and provision, as well as at strategic levelAddress digital inclusion in East Sussex as a barrier to access of information and support


There has been a robust model of consultation and engagement with parent carers for the High Needs Review and the Strategy. The East Sussex Download young person’s group and a group of young people who are Looked After are working with the Council for Disabled Children to equip them to run a countywide event for young person’s voice. The students are receiving training to develop their skills and expertise in articulating their views. The group are advising on recruitment processes for CITES as part of their development.The Speak Up, Speak Out participation event incorporates a workshop for pupils on inclusion in the community.Learning from this will contribute to the development of a function that can tap into student councils in schools and community groups to consult on key issues will enable young people’s voice to be sought for service and strategic development. The Local Authority is tendering to commission an external body which will oversee its parent carer council function. The successful party will take greater accountability for reaching a wider body of parent carers and will allow clarity for all stakeholders on the impact that can be expected of this function, so that families can access information and support across the county regardless of geography or their child’s needs.


Remove barriers that are preventing equitable access to communication through the development of an accessibility charter Address parental expectation about the local offer of SEND to ensure that it is congruent with what services can offer Consult with partners to develop a cohesive, monitored, cross-service communication plan for disseminating the strategic aimsAdhere to the principles of an accessibility charter to maximise the reach of communicationsStrengthen and support ESPaCC to widen its participation and broaden engagement to include parent carers of pupils with high incidence/low needs and those throughout all areas of East SussexEnsure parent carers and young people can access SENDIASS to increase family and pupil engagement at an individual levelDevelop and promote opportunities to include pupils and families in strategic planning.



4. Conclusion

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4.1 Governance of the East Sussex SEND Strategy

The SEND Strategy and Governance group (SGG) is accountable for monitoring the progress of the SEND Strategy. Operational focus groups comprising membership from services and stakeholders are exploring the experiences of key partners in relation to the strategic aims and reporting back to the SSG.

TheSSGwillberesponsibleforconsideringeachgroup’sfindingsandrespondingaspartofadynamiccycletoprovide consultative feedback and further direction. Through extended consultation with their own networks and stakeholders, this core strategic group will enable decisions about further exploration and ‘user testing’ for each of the focus groups which will be located appropriately to ensure relevant experience informs the feedback.

The Strategy and Governance Group are responsible for agreeing an Action Plan that sets out how this Strategy will be delivered, drawing on existing areas of work across the county. The group will be tasked with development of a measurement and monitoring system for the Strategy that draws on intelligence and feedback provided by all services. Development of a digital platform is underway that will enable stakeholders and members of the SGG to remain informed and involved as the strategy progresses.

Model 1: The SEND Strategic Commissioning and Governance Group Feedback Cycle

4.2 Aspirations and Next Steps

4.2.1 The aspirations for this SEND Strategy are that:

The momentum from which the Strategy has evolved continues to be evident through engagement by all partners and stakeholdersTheStrategicGovernanceandCommissioningGroupmembershipfulfillsitsobligationinensuringthe Strategy is widely sharedEducation, Health and Care partners understand their accountability for respective areas and commit to action for change as set out in the Strategy



The Strategy and Governance Group agree a comprehensive, workable model for monitoring and measuring the Strategy’s impactWherever possible, existing work and endeavour to improve outcomes for pupils with SEND across the county is further informed and enhanced by the StrategyThe voice of pupils is heard through effective systems to facilitate this at all levels from individual pupil experientialfeedbacktostrategicinfluenceThe expansion of specialist provision that the county will see over the coming years is combined with improved understanding about thresholds of need to address the discrepancy in continuum of need and provisionWork underway in the participation of children and young people will provide improved processes which will inform the progress of strategic aimsWork underway to broaden parent carer representation will provide improved processes which will the progress of strategic aims.

4.2.2 The next steps are:To launch a communications plan, supported by an accessibility charter, that outlines a campaign for communicating widely the Strategy’s key messagesTopublisharangeofleafletsfortheStrategy’svariousaudiences,whichwillpickoutthekeypointsfor each group, i.e. school governors, support staff, pupilsTo continue to explore stakeholder experience at focus groups for each strategic aimTo link all school Governors to focus groups To map existing work areas across relevant services using focus groups and other platforms, such as the Local Offer Working Group, and achieve a comprehensive picture of areas where strategic aims are being addressed countywide to clarify actions towards achieving strategic aims informed by this mappingTodefinemeasuresofsuccessandimpactcorrelatingavailablequantitativeandqualitativeprovisionand service data to each

4.2.3 Review:The Strategy will be reviewed annually commencing Term 6 2019. The inception of a digital platform will facilitate wide engagement to ensure the strategy reflects progress and consultation feedback.



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Appendix 1The Commissioning of Free Schools

The Local Authority has encouraged the submission of free school applications from current good and outstanding special schools and new providers in East Sussex; the following new special free schools will open over the coming years:

The Flagship School, Hastings area (new free school approved in wave 12): 56 places for pupils aged 9-16 with high functioning autism and pupils with social, behavioural and communicationdifficulties.Theschoolisduetoopeninthe2021/22academicyear.

The Summerdown School, Eastbourne (new free school approved in wave 12): 84 places for pupils aged 5-16 with autism and speech language and communication needs. The school will also include 51 places for pupils with PMLD including 6 places for nursery age pupils. The school is due to open in the 2020/21 academic year.

The Workplace Alternative Provision, Bexhill (new free school approved in wave 12): 94 places for pupils aged 11-16 with behavioural issues and excluded pupils. The Alternative Provision is due to open in the 2019/20 academic year. A new school for pupils with Social, Emotional and Mental Health and linked needs, such as autism: 80 places for pupils aged 5-16, to be located on land off Reef Way in Hailsham (BN27 1FB). The school will open in September 2020.

Expressions of interest have been invited from schools for new specialist facilities. These will cater for a broad range of lower level SEND needs where pupil’s requirements could be met in a specialist facility that includes appropriate access to mainstream provision. Three new primary facilities will open in the 2018/19 academic year to cater for pupils with autism at different schools across the county. The Local Authority is seeking capital funding to open two new secondary facilities in future years.



EAST SUSSEX COUNTY COUNCIL

SEND STRATEGIC REPORT 2019-2021

Children's Services,East Sussex County Council South Building,

Floor H, County Hall,Lewes, East Sussex

BN7 1UE

eastsussex.gov.uk

special educational needs and disabilities strategy …...special educational needs and disabilities...

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