SEN Structure in Surrey &

Strategic Vision of SEN

21 March 2013

Beverley Clarke

Head of Additional & Special

Education Needs (HASEN)

Shared

responsibility for

management of

and direction of

SEN and

Disability

Provision (SEND)Central SEN/AEN

Specialist Services

SEN/AEN Policy and Procedures

Commissioning Framework for

Provision

Commission Low Incidence

Provision

Complex Needs Framework

Monitoring and Evaluation of

Outcomes

Professional Standards

Partnership Relationships

Parental engagement/support

strategy

Communications and Marketing

Resources allocation and

guidance framework

Workforce development strategy

Responsibility for

strategic

leadership and

oversight of

Additional and

Special

Educational

Needs provision

and outcomes in

Surrey (SEN

Strategy

Area information (pupils,

provision, budgets,

outcomes)

National Policy and

Statutory Guidance

Data and Performance Analysis (by Area)

Partner Inputs e.g.

Health, Social Care,

Transition (Post 16),

Parental

Organisations, Pupil

Voice, Specialist

Providers/

Organisations

Delivery of Surrey’s SEN Needs Services:

Roles and Responsibilities

Funding and

Budgets

RESPONSIBILITIES

Beverley Clarke Jane Barker Area

Education

Officers

Relationship

Management

Phase Councils &

Sector Orientated

Activity

Early Years

Primary Schools and

Centre

Secondary Schools

Post 16

All schools on:-

School

improvement

Local

communication

Operational

delivery(pupil

related) eg: Ed

Psychs; Ed Welfare;

PRUs

RESPONSIBILITIES cont/..

Beverley Clarke Jane Barker AEOs

Specialisms/

Strategic

Development

Autism

Behaviour,

Emotional, Social

Difficulties

Speech,

Language &

Communication

Needs

Learning

Difficulties

Complex

Learning

Difficulties &

Disability

Complex Needs

(Severe Learning

Difficulties/

Profound &

Multiple LD)

Safeguarding

Operational

Delivery

RESPONSIBILITIES cont/..

Beverley Clarke Jane Barker AEOs

Systems

Work

“Soft” systems:-

•Strategic

Development of

Continuing

Professional

Development

•Professional

Standards (inc

Principal Ed Psych)

•Quality Assurance

“Hard” systems:-

•Budget and

resource

management

•Commissioning/

place planning

•SE7 Pathfinder

•Staff/ resource

deployment

•Data and

performance

monitoring and

accountability

•Local budget

management

Revised SEN Strategy•To create a culture of shared responsibility and accountability

across all stakeholders to achieve improved outcomes and

experiences for pupils with SEN and disability and their

families

•To develop and deliver provision across early years,

mainstream, specialist centres and special school settings

within Surrey to meet the needs of a higher proportion of

pupils with SEND locally

•To increase the capacity and commitment to achieving

increased levels of inclusion of SEN pupils in all Early Years

and mainstream school settings

Revised SEN Strategy cont...

• Ensure effective pathways and progression for young people with SEND in education, employment and training and their transition to adulthood

• Agree and implement effective joint commissioning arrangements with health and social care to provide service for children and young people with SEND and their families

Current priority activities• Use existing fora to promote discussion re: strategy refresh

• Ensure introduction of SEN Pathfinder changes and compliance with new legislation

• Improve current SEN processes, communication with schools, settings, families, pupils (linked to Pathfinder work) including transparency of decision making (panels) and communication of decisions

• Review Learning Difficulties provision and identify improved match between pupil need, range of provision and strategic provision of professional development for schools/units.

Priority activities cont…

• Develop quality and range of Autism provision in Surrey (

NAS project, primary autism units, SLCN units)

• Better outputs/outcomes from commissioning of Speech &

Language therapy (& other therapies)

• Improved decision making re: joint education/social care

placement

• Manage and support PRUs to new independent status

and ensure appropriate commissioning of places for p ex

pupils

The LD Review – Reasons for

Review• Part of revised SEN strategy ; context of mismatch between needs and

provision overall

• Improve pathway planning for pupils with LD from 0-25 with a particular

focus on transition and key stage transfers.

• Meet the needs of more LD pupils through development of provision in the

mainstream school sector.

• Identify the growing number of pupils with Complex Learning Difficulties and

project trends.

• Consider proposals to change Learning Difficulties special schools to meet

the needs of pupils with CLDD, including those currently being placed in

non-maintained independent placements (including role of specialism such

as ASD).

The LD Review- Reasons for Review

cont...• Identify the contribution from health and social care partners to deliver

an integrated service across a range of settings for pupils with LD and

CLDD.

• Identify the attributes required in maintained schools to reduce the

reliance on NMI providers.

• Ensure proposals are affordable and present value for money.

• Identify the role of extended services/residential provision for pupils

with LD and CLDD.

• Sustain high quality education provision with improved educational

outcomes for pupils with LD and CLDD

Key Areas for Change

• Developing Local Provision

• Early Planning and Prevention

• Integrated Approach