Appendix 4
SEN EARLY YEARS PROJECT TEAM
EXECUTIVE SUMMARY
Key Target :
To identify resources for under 5's with SEN and evaluate current
systems of identification and resultant provision of support.
The team consulted a range of providers and settings to identify current practice and the
strengths and areas of concern.
Strengths included :

Early contact with parents on diagnosis of SEN/disability.

Close working with some settings.

Liaison with setting prior to admission.

Links with other service providers.

Good individual relationships with parents.
Areas giving concern included :

Staffing levels to enable service to respond quickly.

Speed of response.

Cover for absences

No clear system for accessing support/guidance.

Transport issues for parents.

Funding e.g. increase in portage suggested.
The following recommendations were made :

A model of Early Years provision involving: The appointment of an Early Years SEN Manager and Administrative Manager.
 A core team of 3 representatives from Health, Education and Social Services
(proposed model attached).
 Nominated representatives from each service provider and setting to take forward
key improvement issues.
The above model of provision is seen as a model of communication, organisation whilst the
model of delivery for each service would remain a responsibility for that service.
The model is seen as enabling a faster and more co-ordinated inter agency approach to
requests for support, and a more effective and efficient use of support and lessening the
need for statementing.
Appendix 4
MONITORING EVALUATION AND QUALITY
ASSURANCE PROJECT TEAM
EXECUTIVE SUMMARY
Key Target :
To develop a system for quality assurance of SEN in mainstream
schools including the monitoring and evaluation of SEN provision and
its effectiveness.
The team has considered a system for the monitoring and evaluation of a school's strategy
for meeting SEN through a combination of :
(i)
school self-evaluation
and,
(ii)
a school visit by the link inspector/advisor.
This system is already established in schools to monitor and evaluate school performance in
a number of areas as described in the handbook for headteachers' "Managing for Success
in Salford".
Additional success statements have been developed and added, relating to the assessment,
recording and reporting, monitoring and evaluating attainment and progress, parental
involvement, school management system, resources and working with external support
agencies.
The IAS intend to combine their monitoring and evaluation with the school self-evaluation of
SEN as part of their review visits to school. A first round of visits has taken place in the
Summer term and a summary of findings is being produced by the IAS.
The use of common evaluation criteria by schools and the Inspection/Adviser visit will ensure
a consistency of approach across schools. External agencies contributing to a school's SEN
provision will be invited to complete an evaluation proforma which will in turn inform the
evaluation process.
The team propose that the combination of school and LEA monitoring and evaluation will
provide:
A recognised set of quality criteria that can be used by all schools and the LEA in the
management of special educational needs.

A framework to help each school to assess its own performance against agreed
objectives.

A continuous and systematic approach to identify priorities and inform improvement
plans.

A consistency of approach to meeting special educational needs across all schools in
the LEA.
Appendix 4
SEN POST 16 AND TRANSITION PROJECT TEAM
EXECUTIVE SUMMARY
Key Target :
To develop a multi-agency model to facilitate the successful transition
of young people with SEN to Post 16 provision, as part of the LEA's
SEN and Inclusion Policy and with regard to the introduction of the
Connexions Service and Learning Skills Council.
The team has built on the work of an existing working group established in 1999 and
has:

Considered the policy framework for SEN Post 16 provision (including the revised
SEN Code of Practice, establishment of the Connexions Service, LSC).

Examined the current arrangements in Salford and undertaken a survey on current
practice in transition programmes in Salford High Schools. The results of the survey
have been analysed.

Agreed aims and objectives for Post 16 transition and drawn up proposals for multiagency working to help achieve these objectives. They are incorporated in a draft
policy statement (attached).

A questionnaire for schools to use to assist in preparing for the transition review has
been developed for inclusion in the LEA revised annual/transition review procedures
commended to Salford schools.
Recommendation
The draft policy for Post 16 and transition is submitted for approval.
Appendix 4
SEN CRITERIA PROJECT TEAM
EXECUTIVE SUMMARY
Key Target :
To develop SEN criteria at school based action and LEA response.
The team has developed criteria for SEN in the context of the draft revised SEN Code of
Practice and has been mindful throughout its works of the national and local context for
meeting SEN and the drive towards the inclusion of the majority of children with SEN in
mainstream schools/settings.
In terms of the national context, regard has been taken of:

DfES Green Paper, Excellence for All Children (1997).

DfES Programme for Action (1998)

DfES Circulated 10/99; 11/99 Social Inclusion and Pupil Support.

SEN and Disability Act 2001.
The team has also developed criteria for SEN in the local context of:

The proposed further delegation of resources to schools to meet SEN in an
accountable framework, which enables schools to target resources and be
responsible for the management of support for an increased number of children with
SEN.

The need for a provision based model of SEN at Recorded, School Action and School
Action Plus in accordance with the draft revised SEN Code of Practice.

The need for transparent and equitable criteria for meeting SEN, thereby
strengthening the local SEN framework.

The recommendations of the SEN Commission (July 2000).

The recommendations of the LEA's Ofsted Inspection Report (Jan 2000).

The growing number of Statements of SEN.
SEN criteria has been developed in terms of :

A provision based model for action to meet SEN at Recorded School Action, School
Action Plan.

Criteria for a statutory assessment for pupils experiencing :







Early Years SEN
General Learning Difficulties
Specific Learning difficulties
Behavioural, Emotional and Social Physical or Medical
Autistic Spectrum Disorder
Speech and Language Difficulties/Disorders
Sensory Impairment :



Visual Impairment
Hearing Impairment
Exit criteria for Statements
Proposals for ceasing to maintain a statement.
The team recommends that the draft SEN criteria be approved for wider consultation with
schools and partners in meeting SEN in Salford, with a view to implementation, with or
without amendment(s) in January 2001, to correspond with the implementation of the revised
SEN Code of Practice.
Appendix 4
EMPOWERING PARENTS, PROJECT TEAM
EXECUTIVE SUMMARY
Key Target :
To develop a draft framework for good practice of working with
parents/carers of children with SEN.
Key areas for discussion were :

Examples of effective multi-agency practice in working with parents/carers and
barriers to empowering parents.

Analysis of the features of good multi-agency practice..

Issues facing families during the assessment and statementing process and the
structural aspects preventing their inclusion in that process.

The pivotal role of the Parent Partnership Officer (PPO) in increasing the
empowerment of parents/carers.

The importance of taking into account the view of parents/carers.

The vital role of the child's voice in the context of the draft revised SEN Code of
Practice and Children's Act.
The following recommendations were made :

Commitment by the LEA to a full-time PPO and extension of the service to a small
team to provide parent/carer networking, develop support packages for parents and
children and liaise with multi-agency professionals.

Non-teaching time for SENCOs in order to provide the level of service and support
required for parents, children and professionals.

The need for a consistent and structured approach to the provision of information for
families when special educational needs are identified.

The need for a model for effective information sharing and communication with
parents and key people.

Development of an effective information service. The service to be both reactive, i.e.
responding to requests for information and proactive, seeking out people who may
require specific information.

A central point of contact where information can be held and distributed. This would
include information about appeals and services to help with appeals.

Information should be available in all formats, e.g. different languages, audio tape,
video.
Appendix 4
THE INCLUSIVE SCHOOL PROJECT TEAM
EXECUTIVE SUMMARY
Key Target :
To identify aims and principles of an inclusive school policy across all
sectors in the context of the wider legislation and policy framework,
and through an examination of school based policies, practices and
organisations, in order to contribute to the development of an LEA
SEN Policy and Inclusive Education.
The team has considered the following :

The national and local policy context and the recently developed frameworks for
developing Inclusion namely the DfES Index for Inclusion and the Birmingham
Standards.
It has :

Developed a draft statement of Inclusion with key principles which has been crossmatched with the Index for Inclusion and Birmingham Standards; A sample
development plan for the LEA/schools has been developed.

Sought examples of current good inclusion practice in Salford Schools and received
15 responses highlighting a variety of action. A summary document has been
produced.

Produced a time line for "Inclusion - The Way Forward" which describes a 4 stage
process towards achieving Inclusion.
It is recommended that :

Following an initial launch/awareness raising exercise schools and the LEA should
undertake an audit of existing practice and provision and from this develop a
strategic action plan, addressing the areas for improvement.

The resultant plan to be used to steer the development of inclusive practice and
could be incorporated into school and LEA Development Plans.

An Inclusion Strategy Group established to take the above forward.

Agreement to use a common mapping tool (e.g. the Birmingham Standards, Index for
Inclusion).

There are appropriate funding mechanisms for schools.

Staff development is supported by developing links with other LEA(s) and University
Departments e.g. Birmingham LEA and the University of Sheffield are suggested.
Appendix 4
LEA LINKS WITH THE ORTHODOX JEWISH COMMUNITY
EXECUTIVE SUMMARY
Key Target:
The LEA to establish links with the orthodox Jewish Community to
assist it in securing appropriate provision for children with SEN.
The following issues have been explored:

The existing arrangements between the LEA and the Orthodox Jewish Community in
relation to SEN, both formal and adhoc.

The unique nature of the community; its need and the differences in terms of provision.

Role of the EPS and existing links with the Orthodox Jewish Community.

Routes to access the SEN/Behaviour Support Services

Opportunities for external funding either singularly or formally in partnership with the
LEA.
The group is awaiting the outcome of a bid under the Neighbourhood Renewal fund for the
appointment of an Educational Psychologist sensitive to the needs of the Community.
It is recommended that:
A forum for on-going discussion between the LEA and representatives from the orthodox
Jewish community to continue.

Further exploration of external funding opportunities.

Exploration of project work opportunities predicated on early intervention and prevention
of SEN.