Appendix (iv)
Education Inclusion
Programme
Baseline Review, Implications and
Progress
Children and Young People’s Overview
& Scrutiny Committee
27th April 2011
1
Scope of Inclusion Programme (1)
Vulnerable pupils
moderate learning diffs (MLD)
behavioural, emotional & social
(BESD)
specific learning diffs (SpD)
sensory impairments (HI,VI etc)
communication & autism
severe learning diffs (SLD)
excluded pupils (EOTAS)
school phobics
teenage mothers
elective home educated (EHE)
… and others (EAL, Travellers etc)…
Continuum of provision
nursery provision
mainstream schools
enhanced provision in
mainstream schools
Pupil Referral Unit (PRU)
Other EOTAS
hospital education
special schools
out of county provision
capacity building: tools & CPD
support services
2
Scope of Inclusion Programme (2)
Resources
£000s
mainstream school budgets
2,837 (includes special classes)
Inclusion Service
4,275
special schools
6,592
SEN transport
1,416
Devolved (new) funding
450
Total
15,570
Estimated shortfall
approx.1,500
Governance & Accountability
LMS, statutory processes, monitoring, thresholds etc
3
Main groups of pupils with ALN
moderate learning difficulties (MLD)
behavioural, emotional & social (BESD)
specific learning difficulties (SpD)
sensory impairments (HI,VI etc)
communication & autism
severe/multiple learning difficulties (SLD)
physical & medical difficulties
Oct 2010 numbers
2327
589
731
150
1143
131
277
excluded pupils (EOTAS) 52 pupils in PRU per year
school phobic/vulnerable 12 (all CAMHS referrals)
teenage mothers
10
+ elective home educated (EHE)
approx 300 pupils in special schools
7000+ (35%) of all pupils have ALN, half needing external support
not all needs (especially linked to social deprivation) identified
4
Moderate Learning Difficulties (MLD)..
Where we were:
18 KS2 MLD special classes (for only 50+
schools)
pupils remained in the class throughout KS2
some classes consistently over/under under
populated
variable integration opportunities
limited friendship circles
issues re transition into secondary education
governance issues
high per pupil and transport costs
insufficient data around outcomes
5
Overall Trend in MLD class numbers:
Numbers of Pupils
238
235
208
183
190
169
145
100
55
10
2007/08
2008/09
2009/10
2010/11
Year
6
MLD - Where we are now:
we now have MLD class entry criteria
Inclusion Scales & other tools for teachers
12 KS2 MLD special classes
1 outreach teacher
increasing costs per child
some classes consistently over or under populated
improving better class dynamics
more consistent data around outcomes
still poor integration opportunities
specific and general governance issues
7
Specific Learning Difficulties (SpLD)
Where we were:
large number of referrals to EPS for children with specific
literacy difficulties
large number of private assessments for dyslexia
parents going to SEN tribunals
language support team providing support to schools
large numbers of pupils being supported, particularly at
KS3
KS3 Resource Centre
unsuitable entry/exit criteria – once supported, always
supported!
dependency culture
8
Where we are now with Spld:
What we did …
Language Support review
and consultation
designated SpLD team –
cluster based
referrals/assessments
undertaken by specialist
teachers
Dyslexia moderating panel
appropriate criteria for entry
and exit
involvement of parents
training programme for
schools
development of resources for
schools
Current position …
no private dyslexia assessments
only 1 SpLD tribunal in 8 years
no ancillary support/applications
reducing number of referrals
no. of children supported at SA+ : 93
SpLD team savings
schools training programme
better school ownership of pupils
change in model of provision at KS3
early intervention pilot – 6 schools
BCBC - experts in the field!
But …. still too many requests for
assessments
9
Communication & Autistic Spectrum
Disorder (ASD)
Where we were:
small outreach team
no clear referral routes
4 Communication Resource
Bases (CRBs) – but poor class
dynamics and pedagogy
places at YBC for children with
significant communication needs
loose entry / exit criteria
placements static
governance issues
limited joint working with health
high levels of ancillary support
limited data around outcomes
limited school capacity to address
difficulties
Where we are now:
bigger outreach team
established joint service with
health
clear referral routes
training & tools for schools
early intervention on language
better data around outcomes
entry/exit criteria for CRBs
KS2 mainstream pilot for children
with severe learning difficulties
Young Children’s network
10
… but still have:
high / increasing levels of ASD diagnosis
insufficient provision for rising numbers
ASD outreach funded entirely through WAG
grant (so issue re sustainability)
continued high ancillary referrals (for ASD)
high parental pressure for costly provision
limited support for parents
governance issues around the classes
ongoing Speech and Language Therapy issues
high costs per pupil (up to £22k in units)
11
Behaviour Support
Where were we?
schools were unhappy about lack of support, inconsistency of
provision, staff changes and staff absence
the too few teachers were used to reactively manage pupils – no
capacity building in schools being developed
lack of monitoring, evaluation and performance management
Where are we now?
all clusters now have a link Behaviour Support Teacher
4.5 FTE staff (50% grant-funded) – but still not enough for the
number of pupils (and teachers) needing support
Nov 2009 to July 2010 – 223 referrals to the Behaviour Service
12
Sensory (Visual / Hearing / Motor impairments
& Complex Medical)
Where we are now:
more joined up working
between service areas
less demand for costly
resourced provision
increased integration within
local schools
increase in outreach working
reducing transport costs
BCBC Mobility officer
good working links with health
pre-school involvement –
specific playgroups
static trend in demand
Where we want to be:
flexible support staff to deploy
where needs arise
reduce resource bases
more equitable distribution of
resources to other SEN
needs
successes of this service
replicated for MLD, EBD etc
regional service
13
Ancillary Support (1:1s)
Where we were …
3 panels providing ancillary
support (1:1)
ad hoc recruitment and
selection process
inconsistent monitoring and
reviewing of pupils
increased overspends each
year
poor conditions of employment
for 1:1s
high levels of sickness
absence
Where we are now …
induction training now in place
for all new starters
process being developed to
monitor and improve
attendance
rate of overspend has reduced
in last two years
continued conflict with schools
and families in relation to
distribution and allocation of
support staff
tied-up resources not available
to build capacity
14
Comparison of Spend for each Cost Centre
from 2000/01 to 2009/10
15
Other provisions … similar issues
Pupil Referral Unit
Vulnerable Groups EOTAS
KS4 Learning Pathways
Hafod Newydd Hospital School
Child and Adolescents Mental Health (CAMHS)
Elective Home Education
16
Overview of where we want to be …
range of provision (resource centres and outreach
services) in each of three zones of Bridgend
TAPPAS approach – team around the pupil, parent and
school
greater capacity in schools
cost effective provision
positive class dynamics with appropriate pedagogy
increased integration opportunities
robust outcome data
clear governance protocols
improved transitions, especially from KS2 to KS3
17