Summer 2016Primary SENCO Briefing

AgendaPart 1 Welcome and what’s new? 1.30 Welcome and what’s new?

Including Loretta McGurry and Monica Henny (Operational Leads for School Nursing and Health Visiting ) 1.50 Croydon Sensory Support Service: Update on Service - Luisa Saddington (CSSS Lead) 2.05 CAMHS offer to schools:- Transformation of Croydon CAMHS Clare Brutton

(Croydon Clinical Commissioning Group) 2.35 Local Area Inspection for SEN Information and implications for schools Judith Lunnon 3.00 Break Part 2 Social, emotional and mental health needs 3.15 Review of the national guidance on SEMH and evidence based interventions Denise Dyer 3.25 Commissioning therapy – local guidance for school Anne Moore 3.35 Nurture groups in Croydon -Funding opportunities, Nurture provision in Croydon schools

Susan Moore and Denise Dyer (Octavo), Helen Walsh Elmwood Infants School3.50 Mindfulness in schools – what is it and how does it support wellbeing? Tammy McCann

(Progression People) 4.10 Audit of SENCO Role Overview arrangements to support the SENCO role in each school Judith Lunnon 4.25 Planning for next session:

What’s new? - Girls and autism

http://www.nasen.org.uk/resources/resources.girls-and-autism-flying-under-the-radar.html

NASEN Focus on SEND training

NASEN

• Revised tiered training programme

• Interactive assessment tool.

• Will identify learning priorities and measuring progress in “areas of difference” and the impact of these on pupils’ social, emotional, independence and learning needs.

• Will support schools with effective planning for pupils with Autism

AET what’s new?

School Nursing in Croydon Loretta McGurry and Monica Henny

(Operational Leads for School Nursing and Health Visiting )

Croydon Sensory Support Service: • Update on Service

• Links on the Local Offer

• Schools’ feedback on current provision

Luisa Saddington (Sensory Support Service Lead)

Croydon Clinical Commissioning Group

CAMHS

SENCO Presentation

CAMHS – Local Transformation PlanThe plan has been written around four key principles:

Co-production – close partnership between services and children / young people will be central to our approach and we will ensure that every service we deliver within this framework is co-designed. In the case of the on line strategy part of it will be co delivered by young peoplePrevention – part of the approach is focused on prevention of future problems rather than treating existing problems, for example Cues – Ed programme

Evidence – our activities will be based in the evidence of what works.

Integration – provision will be integrated and responsive to the needs of children and young people, ensuring that high quality and accessible support is available at the right time, in the right place and provided in the right way.

Mental health problems in the population:

One in ten children between the ages of 5 to 16 has a diagnosable mental health problem.

One in five mothers has depression, anxiety or in some cases psychosis during pregnancy or in the first year after childbirth.

One in four adults experiences at least one diagnosable mental health problem in any given year.

One in five older people living in the community and 40 per cent of older people living in care homes are affected by depression.

The current state of mental health

Experiences of mental health care:

It is estimated that up to three quarters of people with mental health problems receive no support at all.

People with severe mental illness are at risk of dying 15 - 20 years earlier than other people.

Suicide rates in England have increased steadily in recent years, peaking at 4,882 deaths in 2014.

In a crisis, only 14% of adults surveyed felt they were provided with the right response.

Access Times

Waiting list Initiative – National and Specialist Team

Crisis Care24 – 48 hours with 7 day follow up

Semi urgent7 days

Routine2 – 4 weeks

ASD Diagnosis for over 5’sBy September wait will be 18 weeks from referral

Programmes being rolled out

Cues Ed• Whole class resilience programme• Based on a CBT clinical model• Cues Ed Development for Year 1

On – line counselling• 1:1• Platforms

Voluntary Sector Capacity• Increased numbers of therapists• Day time sessions for primary aged children

Key New Developments

• Eating Disorders• Happy Being Me• Self referrals• Telephone helpline

• Single Point of Access• Parenting• Specialist Mental Health• Voluntary sector

Crisis Care• Service will run until 10pm 5 nights a

week• GPs can directly refer in• Follow CYP up within 7 days (can be

at home / school)• Self harm strategy

Local Transformation plan

Compass and SLaM• LAC and Unaccompanied Minors

Sexually Harmful Behaviours • Developing across Youth Offending,

Social Care and SEN (education)

Trauma Pilot• Developing screening and treatment

BEFORE / AS children and young people are symptomatic

Conduct Disorders• Parenting programmes• Specialist support for parents• Specialist ASD parenting programmes

Adult Mental Health Project• Parenting as part of recovery

Local Area Inspection for SEN • Information and implications for schools Judith Lunnon

What is the purpose of the inspection?

• The Children and Families Act 2014 (regulations and Code of Practice) placed new duties for education, health and care to work together and collaborate closely with families, children and young people to identify needs and plan provision to ensure better outcomes for children and young people

• The inspection will:o Evaluate how well the Local Area is implementing these reforms

o Make recommendations to identify ways to further improve local processes to identify and meet needs.

Key elements of the reform agenda: • Early and accurate identification of SEND – one single category of SEND support• Four broad areas of need – behaviour replaced by social, emotional and mental health

needs• Statements replaced by a coordinated assessment:0-25 Education, Health and Care Plan

(joint working)• LAs must publish a LOCAL OFFER to provide a clear and transparent overview of local

processes and services available to support CYP with SEND and their families• Schools must publish an SEN Information Report• Proactive engagement with CYP and their families to identify needs and plan provision : co-

production, co-design, decision making• Focus on outcomes and preparation for adulthood• Personalised learning programmes

There will be a focus on:

• The leadership of provision for special educational needs and/or disabilities across the local area

• The impact of joint commissioning

• The local arrangements, including the local offer and how well leaders understand the local area

• How the local area uses the intelligence gathered from evaluation of its effectiveness to plan for and lead future improvement.

What will they be looking for?Starting Point:

Testing out accuracy of the local areas self evaluation to plan and lead future improvement.

Three key lines of enquiry:

o the effectiveness of the local area in identifying children and young people who have special educational needs and/or disabilities.

o the effectiveness of the local area in assessing and meeting the needs of children and young people who have special educational needs and/or disabilities.

o the effectiveness of the local area in improving outcomes for children and young people who have special educational needs and/or disabilities.

What is meant by outcomes?Includes:• Outcomes linked to health and care provision and not limited to academic

achievement• How well young people are prepared for transition to adulthood -preparedness for;

– Higher education and employment– Independent living– Participation in society – Being as healthy as possible

• Performance in meeting statutory deadlines such as assessments for Education, Health and Care Plans

• Perceptions of children and young people and their families on their experiences of local processes and the support they have received.

What is the Local Area?

“ the integration of educational provision and training provision with health care provision and social care provision”

(Children and Families Act 2014)

Includes:

Local Authority Clinical Commissioning

Groups(CCGs)

Schools Early Years Settings Further Education

Providers

NHS England for Specialist Services

Organisation

• Framework and handbook for the inspection published in May 2016

• All local areas will be inspected during a 5 year period

• The inspections will take place during term time.

• Inspections will be led by HMI Ofsted Inspector and a Children’s service inspector from the CQC (Care Quality Commission) and a trained inspector from a different local authority.

• Inspectors will spend five working days in the Local Area

Notification • Notification of a Local Area Inspection will be given five working

days before the inspection• The lead HMI will speak to the Local Area’s Nominated Officer, who

will liaise directly with the inspection team and arrange meetings and visits to key providers and services

• All providers will be formally notified the same day with details of arrangements to contribute views

• If your setting has been identified for a visit by the inspection team you will be contacted as soon as possible so that you can make appropriate arrangements

• The Inspectors will decide which educational settings will have a visit.

Gathering Evidence: Prior to the review

• Scrutiny of all published evidence which demonstrate impact of relation to local SEND provision including:

o Review of outcomes for children and young people with special educational needs and/or disabilities in national assessments

o Attendance and exclusion information

o Data relating to the identification of special educational needs at special educational needs support and education, health and care (EHC) plan levels

o Information about the destinations after leaving school, including about young people not in education, employment or training (NEET)

o Inspection reports for the local area, its services and providers

• The Local Offer web site: www.croydon.gov.uk/sendoffer

• Review of self evaluation report and supporting evidence shared by the Local Area

30

Purpose of local offer

Clear and accessible

information

Comprehensive

and up-to-date

Transparent about responsibilities and

decisions

Make provision more responsive to local

needs and aspirationsDirectly involve

CYP with SEND & families in

development and review

Joint planning with service

providers

Publish comments and LA’s action plan

Improve choice and transparency for

families.

Gathering Evidence: During the review

The inspection team will spend most of their time gathering first-hand evidence to inform evaluations of the work of the local area.

• During the inspection, inspectors will visit a range of providers including early year settings, maintained nurseries, schools and colleges

• Inspectors will also engage with children, young people and parents and carers.

Visits to schools and collegesThese visits are likely to include:

• Review of published school SEND policy, SEN Information Report and disability access planning

• Discussions with pupils and students and their parents and carers to gather their views about how effectively needs have been identified and met. In particular they will be looking to see how schools and colleges have actively involved them in this process

• Discussions with senior leadership, Governors, SENCOs, inclusion leads and other key staff to review their understanding and contribution to develop the local offer for pupils and students with SEND.

Visits to schools and colleges• Looking at links and partnerships with a range of external services to support children

and their families: Early Help, Outreach Support, EP service

• Arrangements in place to support transition from EY settings

• Scrutiny of a sample children and young people’s files and other relevant sources of information to test out how well the reform agenda has developed practice and whether this reflects the views of strengths and areas for improvement highlighted in the Local Area self evaluation report

Note: Inspectors will not undertake observations of teaching and learning. No evaluations will be made about the overall quality of school or college SEND provision.

After the Inspection• The inspection is not graded• A report will be published on the Ofsted and CQC web sites• The report will:

o Outline the evidence inspectors reviewedo Give a summary of key findings, including strengths and areas for further

improvement

• If any significant areas of concern are identified this may require a written statement of action to be submitted by the local authority to identify how concerns will be remedied.

Locally:• Feedback with key groups to look at the final report and plan actions as

required to support implementation of any recommendations .

Local Area Self Evaluation

Identification of SEND: % of Pupils Receiving SEND Support:

Identification of SEND: % of Pupils with SEN statements or EHC plans:

2013 2014 2015 2016

England 2.8% 2.8% 2.8%London 2.7% 2.7% 2.8%Croydon 2.5% 2.6% 2.8% 2.9%

SN. avg 2.9% 2.9% 3.0%

2013 2014 2015 2016

England 16.0% 15.1% 12.6%London 16.4% 15.5% 12.8%

Croydon 18.1% 16.2% 12.3% 11.8%

SN avg 17.8% 16.7% 13.8%

How well are schools identifying SEND?

SEN Support % Range

England 12.6 (2015)

London 12.8 (2015)

Croydon 11.8%

Nursery School 21.7% 6.8% - 57.9% (51.1)

Primary-Maintained 11.4% 3.5 %- 22.6% (19.1)

Primary- Academy 11.4% 3.6% - 34% (30.4)

Primary - All 11.5% 3.5% – 34% (30.5)

Secondary - Maintained 15.3% 6.9% - 29.7% (22.8)

Secondary -Academy 10.2% 4.5% - 23.1% (18.6)

Secondary - All 11.6% 4.5 % - 29.7% (25.2)

Attainment of Pupils with SEND: Headlines2015 SEN support ST. or EHC plan Non SEN

Croydon National Croydon National Croydon National

EYFS GLD 24% 24% 4% 69% 71%

Year 1 Phonics 49% 42% 17% 18% 81% 83%

KS1 Reading 68% 64% 25% 27% 95% 96%

KS1 Writing 59% 55% 22% 21% 92% 95%

KS1 Mathematics 73% 73% 28% 29% 97% 98%

KS2 RWM 41% 43% 16% 16% 78% 80%

KS2 Reading L4+ 64% 68% 31% 30% 87% 90%

KS2 Writing L4+ 54% 57% 20% 21% 93% 95%*

KS2 Mathematics L4+ 60% 64% 25% 26% 92% 94%

KS4 5+ A*-C Incl. E &M 30% 24% 11% 9% 66% 65%

KS4 5+ A*-G 91% 86% 39% 42% 98% 97%

Local Area Self Evaluation

What are the implications for School Improvement?

Why are there variations?

How does data reflect school level data?

Which schools are doing really well?

Audit of SENCO Role • Overview arrangements to support the SENCO role in each

school Judith Lunnon

Part 2 Social, Emotional and Mental Health Needs

Social, emotional and mental health needs

Developing a graduated response

Review of the national guidance.

Denise Dyer

Mental health - context.

• 5 to 10 year olds, 10% of boys and 5% of girls have a diagnosable mental health condition

• 11 to 16 year olds the prevalence is 13% for boys and 10% for girls. ( note diagnosable and not diagnosed)

Does this match the picture in your school?

(Annual Report of the Chief Medical Officer 2012, Our Children Deserve Better: Prevention Pays)

.

Parental Mental Health - National Statistics

• 1 in 4 people will experience some kind of mental health issue in the course of a year. Many of these will be parents.

• Estimates suggest that between 50% and 66% of parents with long term mental health issues live with one or more children (Mental Health Foundation

uk)

• Women are more likely to be treated for a mental health problem than men (29% compared with 17%)

(All data from the Mental Health Foundation uk)

Difficult events that may have an effect on pupils include:

• loss or separation – resulting from death, parental separation, divorce, hospitalisation, loss of friendships

• family conflict or breakdown that results in the child having to live elsewhere, being taken into care or adopted;

• life changes – such as the birth of a sibling, moving house or changing schools or during transition from primary to secondary school, or secondary school to sixth form;

• traumatic events such as abuse, domestic violence, bullying, violence, accidents, injuries or natural disaster.

Schools will often be able to support pupils at such times, intervening well before mental health problems develop(Mental Health and Behaviour in Schools 2015)

A Graduated response to emotional and Mental Health

Emotional and mental health

issues that may require

on-going support

Short term Emotional difficulties

severe or persistentemotional and mental health problems that

are significant barriers to learning

SEN support: requiringgraduated response from

school – may include Input from external professionals

that include CaMHS

Universal

• Whole school

approach to

EHWB

• Nurturing

School

• Staff training

and support

• Effective

policies

• PSHE and

mental health

awareness

vulnerable complex

MindEd is a free educational resource on children and young people’s mental health

Making the case for EHWB in schools

“It is widely recognised that a child’s emotional health and wellbeing influences their cognitive development and learning, as well as their physical and social health and their mental health in adulthood”

“children with greater wellbeing, lower levels of mental health problems and greater emotional attachment to school achieve higher grade scores, better examination results, better attendance and drop out less”.

Public health England 2015Promoting children and young people’s emotional health and wellbeing A whole school and college approach.

Whole school approach to supporting the EHWB of pupils and staff.

Public health England 2015Promoting children and young people’s emotional health and wellbeing A whole school and college approach.

DfE and the PSHE Association

• PSHE association materials ( commissioned by the DfE)

• Developing coping strategies

• Understand emotions and how to manage them

• Understand the emotions of others and supporting peers

• Know when and how to seek help for self of others

Schemes of work, lesson plans and resources freely available

https://www.pshe-association.org.uk/

Early intervention

“ Only medical professionals should make a formal diagnosis of a mental health condition. Schools, however, are well-placed to observe children day-to-day and identify those whose behaviour suggests that they may be suffering from a mental health problem or be at risk of developing one. This may include withdrawn pupils whose needs may otherwise go unrecognised” (Mental Health and Behaviour in Schools 2015)

• Effective use of data so that changes in pupils’ patterns of attainment, attendance or behaviour are noticed and can be acted upon; and • An effective pastoral system so that at least one member of staff (e.g. a form tutor or class teacher) knows every pupil well and can spot where bad or unusual behaviour may have a root cause that needs addressing.

Tools to support identification of needs

• SDQs – will support you to identify early – emotional, conduct, hyperactivity and peer difficulties. http://www.sdqinfo.com/

• Leuven Scale – observation tool – engagement and enjoyment scale (http://www.milton-keynes.gov.uk/children-young-people-families/professor-ferre-laevers)

• Boxall Profile - will support you to identify from a developmental point of view where there are gaps as well as diagnostically nature and degree of difficulties. Online version now available.

A Graduated response to Emotional and Mental Health

Emotional and mental health

issues that may require on-going

support

Short term Emotional difficulties

severe or persistentemotional and mental health problems that

are significant barriers to learning

SEN support: requiringgraduated response from school – part or full time

nurture groups, therapeutic support, counselling,

Theraplay groupsalongside Input from external

professionals including CaMHS

Short term Interventions at this stage prevent more serious mental health

problems developing in the future. E.gtargeted learning mentor support, ELSA

support, Drawing and Talking, LEGO BTE, Theraplay, counselling.

Universal

• Whole

school

approach to

EHWB

• Nurturing

School

• Staff

training and

support

• Effective

policies

• PSHE and

mental

health

awareness

What intervention and support do you have available in your school?

SEN support: what does your graduated response look like for pupils with

SEMH?What provision do you

have available?

Commissioning therapy – local guidance for schools Anne Moore

Counselling in schools – a blueprint for the future

“sets out the government expectations that over time we would see all schools providing access to counselling services”

Guidance makes clear that counselling should be part of a whole school approach to EHWB and supporting the needs of pupils with SEMH needs.

“ One of the benefits of school based counselling is that children and young people do not need a clinical diagnosis to access it. Presenting emotional or behavioural concerns, identified at an early stage, can be reasons to access counselling. This prevents problems escalating over time.”

Other useful resources

• http://www.bacp.co.uk/admin Toolkit for schools

Nurture Groups in CroydonSusan Moore and Denise Dyer

Have you had your copy?

https://www.croydon.gov.uk/education

The Croydon approachThe six principles of nurture

1. Children's learning is understood developmentally2. The classroom offers a safe base3. The importance of nurture for the development of

self-esteem.4. Language is a vital means of communication5. All behaviour is communication6. The importance of transition in children's lives

Ref: Lucas,S., Insley,K. and Buckland,G. (2006) Nurture Group Principles and Curriculum Guidelines Helping Children to Achieve, The Nurture Group Network.

Nurture Funding

• Matched Capital Funding available 2016-2017 and 2017-2018

• Criteria is based on the evidence of what makes an effective nurture group and commitment to use the space for nurture

• Funding can be to create a new space, refurbish or improve a space to create a nurture room / outdoor space.

• Email Nurture@Croydon.gov.uk

• Ayobunmi Olowolagba Schools Places Manager will arrange a visit to your school to advise on your project.

Case study Elmwood Infants

Support for nurture in Croydon

Croydon nurture network –termly

meetings to support nurture practitioners

3 day certificate course in nurture groups available locally

Matched funding for creating suitable

spaces – capital bids can be submitted

Beckmead behaviour team approach underpinned by

attachment theory and nurture.

Mindfulness in SchoolsTammy McCann (Programme Director)

Adam Pavitt (Managing Director)

The End - Thank you

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