SEN Briefing Schools Project Funding
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The Multi Context Pathway Project briefing discusses a schools project to help prepare for reforms from the Children and Families Bill. It is presented by Fiona Holmes and Judith Anstiss from Solihull Metropolitan Borough Council and the Council for Disabled Children. The project includes developing a local offer of support, using single plans for disabled children, improving whole-school culture and parent engagement. Schools can earn bronze, silver or gold ratings. Funding of £60,000 is available to participating schools to support training, data, and innovative ideas. Schools are invited to discuss next steps with the project team.
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SEN Briefing Schools Project Funding
- 1. SEN Briefing Multi Context Pathway Project Presenters: Fiona Holmes and Judith Anstiss Solihull Metropolitan Borough Council & Council for disabled children Working in partnership
- 2. Where should we start? • • • • What does the schools project do? What does the schools project look like? What funding is available? How can I get involved and next steps?
- 4. The Children and Families Bill One of the key challenges identified by Pathfinders and being voiced at Action Learning Network events and the recent SEND Regional Events has been the need for schools to understand how to get ready for the implementation of the bill and not lose sight of the long term vision of the reforms.
- 7. What does the schools project look like Five sections 1. Local Offer 2. Single Plan 3. Your Choice (Ofsted, workforce development, family conversation, key working, young peoples engagement) 4. Whole school culture 5. Parent engagement
- 9. Monitoring impact: Rating using a 12 point scale. This is a version created in partnership with parents
- 10. How can we share the key messages?
- 12. Local Offer
- 14. South Rise Primary School • south rise primary school: school SEND offer
- 15. Local Offer ideas inspired by the South Rise website: Taking an idea and building on it.
- 16. This video showed a parent talking about her experience of an Early Support Parent Workshop. It was taken at a school on an IPAD. Parents felt that using this kind of media would help parents understand why going to the workshops would help. They also felt it would be helpful to see the parent in the video as they might then go and speak to them on the playground to find out more. Video removed due to size
- 17. Single Plan
- 20. The Parent Workshops • The parents’ workshops are a key element of this approach and parents. These workshops were written by parents, for parents and are delivered by parents.
- 21. Why have the workshops? Issues that parents have identified • • • • • • • • • • • • Isolation Depression Lack of information Confusion Constant battle No one listens Family not viewed in context Lack of social Life Marriage and relationships Work Future for their child Siblings The solutions the workshops offer • • • • • • Understanding the tools and resources Supporting parents to understand the complex world they have entered Building resilience Supporting parents to access information Building their confidence and their understanding Getting back to work, accessing a social life for the whole family, what’s on in your area
- 22. Workshop 1:Understanding This Unknown World The importance of information, including the tools and resources that Early Support can offer What a good idea! Why didn’t I find out about this years ago? I met people who live near me I found out about the family file I found out about the developme ntal journals I found out about the principles I found out about the resources
- 23. Cultural change
- 24. Wider Disability agenda What is school all about if it is not about learning so that I can have a great life?
- 28. Beyond SEND
- 29. Your choice
- 30. Project ideas:
- 32. Let parents speak for you
- 33. Funding Can we afford any of this?
- 34. What funding is available if we want to join the project? • In total we have had approximately £60,000 • All the money will be shared with participants across the midlands who are involved in developing readiness for the implementation of the plan • The main focus will be in Solihull but other schools can participate.
- 35. What can the money be used for? • Buying training • Developing impact data • Developing innovative ideas that support readiness for the Bill – underpinned by the principles and the partnership approach.
- 36. What does the project team offer • Project management support • The ability to interview • Setting up links to information so you can keep informed • Links to national examples of good practice and up to the minute information on what is relevant, new and current.
- 37. Next steps? • Talk to your senior leadership team • Invite the project team in to speak to you • Create a partnership agreement where we identify your next steps • Get going on your plan.
- 38. Thank you • Fiona Holmes Regional Facilitator Early Support: Midlands • Email: fholmes@solihull.gov.uk • Web Site: http://inprincipletraining.co.uk • Twitter:@Fiholmes_ES: https://twitter.com/FiHolmes_ES • Facebook: https://www.facebook.com/fiona.holmes.1044 • Mobile number: 07768 021690 West
Hinweis der Redaktion
- Early Support is a core delivery partner for the implementation of the proposals set out in the Governments Green Paper, which identified Early Support as a key approach to meeting the needs of disabled children, young people and their families. The approach has been extended across the full age range from birth to adulthood.Local offerEducation Health and Care plansPersonalizationFormula fundingPartnership with parents and young people
- The workshops underpin a cultural changeThey are not about better parentingThey are not about counselingThey are about creating parents who are more informed, engaged, empowered and resilient.Outcomes from these workshopsParents and their families have a better social lifeThey get on better togetherThey engage with professionals as partners They are more likely to access employmentUnderstand their world betterNot bad for a series of workshops!We train professionals for 2 – 4 years but expect parents to manage with little or no training. When schools, health centers, and children’s centers understand the impact of the workshops they realize they can not afford not to put them on. We have had councilors, pediatricians, head teachers, heath visitors and parents asking for these workshops at a strategic level – they are very very powerful.
- My plan It is about informed sharingempowering parents to understand the importance of their informationgetting ready for an EHCP – it is the journey not the plan that is important
- Early Support is the Government’s mechanism to improve the quality, consistency and co-ordination of services for disabled children (from birth through to adulthood) and their families. It is an approach based on 10 principles of best practice and is underpinned by the partnership approach.Early Support is being sponsored by the Government and is Championed by the Council for Disabled Children. It has tools, resources, training and a regional network. I have some leaflets that have our weblink and also the areas of work that are supported under this umbrella branding. Our aim is to enable as much as possible free and then support capacity building to enable communities to set up and run best practice training on their own. Today Early Support has a well established,highly evaluated series of peer led Workshops aimed at delivering these outcomes. The workshops are the mechanism that we use to support parents and carers to actively participate in their child’s life journey.They have also proven to be extremely effective as entry level Parent Carer Participation training, ensuring a steady flow of knowledgeable Parent Carers
- Outline of workshop 1 “We were lucky in a way that our son was so complex as he met everyone’s thresholds and criteria. We had good support, and lots of practitioners involved in his care but they were all experts in the various ‘bits’ of him, and I was the one who told everyone else what was going on. I still had to go and find out things for myself though, and much of the information came from other parents” Time table of the day30 minutes Welcome and introductions20 minutes Outline of all workshops and aims for today45 minutes What are the Early Support materials?15 minutes Break (at the appropriate time)45 minutes What is this all about?20 minutes What is in this for us?45 minutes Lunch (at appropriate time)20 minutes Where to go from here...15 minutes Summary of the day Thank you and goodbye OutcomesThe importance of informationRecognise why supporting parent carers is vitalBe aware of the role of Early SupportMake sense of the jargon around supporting additional needsRecognise how the experiences of other parent carers can support youRecognise the value of Early Support resourcesThe workshops are 2 – 3 hoursThey are run by parents for parentsThey can be run by a parent professional partnershipThey are run by churches, health centresChildren’s centresSchools Nurseries
- Short BreaksAiming High for Disabled ChildrenHealthSocial care Education Health and Care PlansAdult servicesEmploymentAnd much much more….
- What does inclusion mean to youWhere does it sitTaking lessons learnt from exceptional extended schools initiatives.Troubled Families (Families first)Early HelpCAFHealth and Well Being BoardsIt is not about doing things for your community it is about doing things with them. Lives not service, empowering them to do things for themselves and not sorting things for them and creating a dependency.
- “Don’t lose sight of the extraordinary in search of ‘outstanding’”Overall effectivenessAchievement of pupils at schoolQuality of teachingBehavior and safetyQuality of leadership in, and management of, the schooloutstanding’ ‘good’ ‘requires improvement’ ‘inadequate’ ‘Special measures’documented evidence of the work of governors and their impactreports of any external evaluation of the school.Web site that reflects what is going onActive interaction with web site of parents showing real storiesIn order to make a judgement about the quality of education provided in the school, inspectors mustfirst make four key judgements. These are: the achievement of pupils at the school the quality of teaching in the school the behaviour and safety of pupils at the school.the quality of leadership in, and management of, the schoolIn addition, inspectors must also consider:the spiritual, moral, social and cultural development of pupils at the school the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of: pupils who have a disability for the purposes of the Equality Act 2010 pupils who have special educational needs.
- Their storiesImpact on the individual families let them tell their storiesHow do they communicate with each otherCan they find the information and does it meet their needs
- Access to additional funds Looking outside the box and beyond your normal horizon