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LISTEN TO MY VOICE Engagement Toolkit – Overview
This toolkit is to enable you to review what you provide to ensure that children, young people, young adults receiving SEND services effectively engage and feel confident and empowered to participate in the life of your service. You will find that this toolkit is formatted to support service providers, their parents, carers and guardians and children, young people and young adults to interpret the Listen to My Voice Quality Statements (p17 of LTMV Toolkit) in a meaningful way for them. Some of that has been done and is below. You will also find specific templates for you to use with your service users and their parents, carers or guardians as well as for your staff, volunteers, governors and trustees. You can use one or indeed all three. An Action Plan template is available to help you move forward with any improvements you identify (page 18) For parents and young people, it might be useful to review the statements with a small group of parents and a group of young people before you start to ensure that everyone is on board. Listen to my PARENTS, CARERS AND YOUNG SERVICE STAFF Somethings that you might Some places you Outcome for CYP Voice GUARDIANS PEOPLE, AND look at to evidence this: might find help. and Quality YOUNG VOLUNTEERS (These are examples that have been parents/carers/guar given by children, parents and services – Statements, ADULTS AND you may come up with your own as you dians: P17 CHILDREN plan your activities)
We involve all children We encourage our staff, carers, Children and We provide Quotes, photographs, statements Internet – Council for Young people, children and and young people in our parents and guardians to engage young people feel opportunities for and the arts are used to enable Disabled Children and others. their carers evidence that services regular with our setting in a variety of valued, respected parents, children and young people to communicate they are being listened to consultation, evaluation, ways including representation, and listened to. young people to take effectively. and their views are being monitoring and review advocacy and consultation. They get to take part in consultations and Listen To My Voice toolkit – taken into account. of activities through part in monitor, review and Speak to the children and (LISTEN) for links etc. (Insert LINK) encouraging the Parents are reassured that staff consultations, revise our service. We Parent/Children’s evaluation form Children and young people development of and volunteers are encouraged school councils, do this by developing (Written.) SENDIAS and their carers understand effective communication to develop effective ways to monitoring things effective communication why and how decisions are Visual children’s evaluation skills that enable communicate with their family. so they go well skills that enable Local Offer Web Site made which may seem to be children and young They feel valued, listened to and and suggesting children, young people Photographs of activities different to those wanted by people to feel valued, respected. change. and young adults to feel A children’s/young person’s forum them. listened to and valued, listened to and or council Children England Project respected. respected. Children and young people I like You said We did (Pants&tops) engage with their school/college/ser Boards assessments, reviews and vice Policy for engagement of parents plans. and for engagement of children and young people Excerpts from news letters DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
School Council minutes (Specific) Assessments evidence the effective recording of children and carers views, aspirations, needs. Staff used to working within the setting evidence greater understanding in ways of communication with the children / young adults. Induction training for staff Assessment comments Supervisions/observation Regular meetings for staff – for feedback on whole package provided – include parents. Service evaluations & inspection reports Instruction and information in a variety of formats Young People/parent interviews / SC Minutes Training Records / Supervision A needs analysis that The school takes account of the The service takes We base our activities Needs analysis available on request Partnership Officers – data Children and young adults includes explicitly the needs of all children based on account of what I and use our resources or is evidenced in plans (CYP Plan, who face significant young people and evidence and analysis of need. need but also on what is needed and Strategic plan, Minutes, Termly Local area teams challenges to learning are children in this cohort is what is needed by important to the Activity.) engaged in a way that is developed as part of our everyone else. children and young SEND / Inclusion appropriate to their service planning people we serve. Planning supports the JSNA/CYP communication and processes. The school/service Plan/ CYP Plans/ehc Assessment team developmental needs. knows what I need Links to the CYP Plan and Strategies. and helps me to Careers Children and young people EHC Plans achieve. . have opportunities for POET strategic engagement in Consultations and decision making their education, health and evidence that parents, children and care service including young people are engaged. council based services. Young people and children are engaged in the development of job roles and recruitment of adults working with this cohort. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
4. Ring fencing and The service is flexible and There are Ring fencing and Planning notes, photos, cyp Funders We feel empowered and adapting activities to sometimes prioritises the needs activities that we adapting activities to views. Parent views confident and able ask for enable all young people of one child over those of others can do that we enable all young people Contract Mgr (clauses) change to enable us to take and children to take part to allow that child to take part. might not have and children to take part Supervision etc. part in activities in our is considered within our Staff and volunteers are able to been able to if is considered within our Person centred planning VCS and other local services setting. service, including identify barriers and changes had not service, including evidence allowing additional time opportunities to enable all been made. allowing additional time National support Children, young people and Young people’s feedback if it is required, to get it young people to engage in if it is required, to get it organisations their carer’s are aware of right for each child. activities. I can make right for each child. Parental feedback their risk indicators and that suggestions about (LTMV links) staff are seeking ways to what I want to Children and young people are engage with them learn and how I given plenty of time and a choice of effectively. am taught. communication methods during consultations and discussions about I understand their aspirations and needs. information that is There is evidence of inclusion of young given to me. people facing challenges to learning within the democratic processes within I can give my the service. views and opinions on what happens within my learning, health and care services. 5. Activities and skills of Staff focus on our children, Sometimes, staff Activities and skills of Tools used to identify changes in SEND svs. Children and young people workers are focused on believe in their abilities to go on training so workers are focused on confidence (Outcome Star?) engage with strategic empowerment and achieve and give them that they can learn empowerment and Local Offer webs ite planning within their resilience, to engender confidence to speak out. how to help me resilience, to engender CYP Engage in a variety of activities service, community and city. feelings of self-worth get better at feelings of self-worth within the setting. Access to websites and tools. and confidence in the speaking out and and confidence in the Interviews/evaluations with parents Exclusions are reduced. children/young people. dealing with stuff. children/young people. and cyp. Planning meeting chairs. Having a range of activities set out My EHC plan will in a room or pictures of different help deliver good things to see what the child wants outcomes for me to do or has a preference for. and make a difference to how Surveys made fun for children to get into. I learn. We include the energy Sometimes health, social Sometimes we We include the energy Joint events planned SEND Direct Participation in activities and and good will of other workers, support staff and find it hard to and good will of other consultation events service users to help others come to the school to speak to certain service users to help Shared consultation activity CDC increase. Young people, reach out to these work with the children and people. Our reach out to these Ex service users are encouraged to children and carers value the children and young young people. We feel service will let us children and young support current users. Local Offer setting. people who may find it that the services recognises that choose friends to people who may find it Transition processes are Young people trained as mentors / more difficult to and respect that some young support us and more difficult to Sendiass improved and service users DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017 communicate and take people and children will not help us take part. communicate and take Buddies. support each other during part. enable access to want to engage, but some will part. Partners contribute within the Children England transitions. training to enable staff say no because they do not feel There are people setting. Service is developing a and volunteers to able to say yes. involved in the ‘Friends as advocates’ develop our skills base service who really Having people in from a range of process. and to enable them to get me and listen different services that specialise in recognise the barriers to to me. different things to share ideas. There is a greater opportunities to engage Information and feedback from understanding of the that some children and services such as trainers, managers challenges that young adults young people face. and workshop participants. face as they transition from (Evidence that feedback is used in children’s to adult services. planning)Give them different ways to engage e.g. through activities, Reasons are identified for pictures or props. young people and children Evidence that activities are available for that disengage. those that do not wish to engage in consultations/reviews/assessments etc. We are able to identify Services are working together to Cool people like We are able to identify Partnership working (provide Reduced need for being accessible role models support children and young musicians, actors accessible role models transport) crossroads, action for asked the same questions for the children and people, parents, carers and and sports stars for the children and children, schools and colleges. again and again young people through guardians to engage. They use are able to come young people through effective community respected adults to support this. and talk to us effective community Qualified coaching staff – Costs are reduced through networking, building sometimes about networking, building consistency is key sharing of resources. good relationships with how it feels to be good relationships with Enhanced coaches – specific sports services and key different. services and key i.e. wheelchair basketball / indoor Joint service/funded agencies who may have agencies who may have curling projects are developed for skills and resources to What I say can and skills and resources to this cohort of cyp. YP schools activities – they devise share to support does make a share to support the timetables and service provides individual children or difference to my individual children or what they want. young people and by plans/reviews and young people and by listening to them about to services who listening to them about Working with partners to provide who they admire and ask me what I who they admire and reports on participants to enhance respect. Some of these think. respect. Some of these knowledge of what to expect on a services may come services may come session. together to help reduce together to help reduce (Bring in celeb coaches/mentors as cost or look at cost or look at per one of the case studies) project/funding project/funding opportunities. opportunities. Community leaders evidence good relationships with services. Newspaper reports, sponsorships, activities. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
Children and young Do your teachers This is about processes. Undertaking the development of a ‘ Pupil Passport’, a ‘This is Me’ EHCP or other Assessment. people are confident respect you and find and feel able to engage ways to make sure effectively in the life of you can give your Results from this element should be forwarded to [email protected] These questions can be answered in addition to the Toolkit below by the views on learning? services users and/or their parents/carers. school/college/service Do you enjoy taking part in consultation activities? Are there better ways we could ask your opinion? Do you feel comfortable giving your opinion to a group of adults? Do you feel your school council listens to the views of children with challenges to learning? How could they do better? Do you think your EHC plan will make a difference to your learning? Were you able to take part in the decision making? When your school ask for your opinion on things like trips, school dinners and activities, do they tell you what the result was of that consultation Do you think what you say makes a difference? Do people make sure that the information is given to you in a way that you found it easy to understand? DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
LISTEN TO MY VOICE ENGAGEMENT TOOLKIT TEMPLATE DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017 PARENTS, CARERS AND GUARDIANS.
Listen To My Voice – Quality Toolkit – Parents, Carers and Guardians of children who face challenges to learning are confident and feel they have a ‘voice’ in their children’s education and in the life of the school/college/service. Name of Service Names of those carrying out the review Contact details for service Contact details for lead lead reviewer
This tool is for you to use with the parents, carers or guardians of children and young people receiving SEND support within your service, be it a school, higher or further education setting, apprenticeship provider, alternative provision, health service or recreation. The quality indicators are taken from the Listen to My Voice resource, p17, and reworded by parents. There are other ways of putting the question within the children and young people’s toolkit and for the service internal review toolkit.
There are many examples of evidence, but you might want to work with parents and carers to identify those specific to your service. The parents you work with may want to include additional questions and re-word questions below. This is a tool that you can use as it is or change and make right for DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
your setting. Quality Indicator – You might identify evidence from the examples below: What we do well (The What we need to do better evidence we have is:) – and what action will we Parents say: take? (See Action Plan template in the Listen to My Voice Resource pg. 18) 1 We are Parent evaluation form (Written.) encouraged to Comments from other parents. engage with our Photographs of activities including parents/carers setting in a variety A parent’s council where challenges to learning are recognised and addressed. of ways including Policy for engagement of parents and for engagement of children and young people representation, Excerpts from news letters advocacy and Parent governors include parents of children accessing additional support in learning. consultation. Assessments evidence the effective recording of parent and carers views, aspirations, needs. . Staff are welcoming and treat parents and carers with respect as their child’s first educators. Supervisions/observations identify foster carers are included within the setting. Parent forum link to setting based group for parents of children on the SEND register. Parent mentors in place Service evaluations & inspection reports Instruction and information in a variety of formats
2 Parents, carers and Attendance valued at CHIN Meetings, guardians are Child voice is evident reassured that Text/email/face to face communication with key worker as required. staff and Doctors, social workers, teachers and others make eye contact and speak to parents volunteers are with respect. encouraged to Social Worker visits are regular and dates are not changed more than once. develop effective Supervision meetings ways to Unannounced visits communicate with Child is happy to attend setting their family. They Specific toys/equipment/activities for child’s specific needs On-going training and development / DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
feel valued, Support groups for parents listened to and Parents talk about the setting and the staff in positive language. respected. Progress seen between visits.
3 The service takes Needs analysis available on request or is evidenced in plans (CYP Plan, Strategic plan, account of the Minutes, Termly Activity.) needs of all Co – produced Planning supports the JSNA/CYP Plan/ CYP Plans/ehc children based on Links to the CYP Plan and Strategies. evidence and EHC Plans analysis of need. POET Consultations and decision making evidence that parents, children and young people are engaged. Young people and children are engaged in the development of job roles and recruitment of adults working with this cohort. Suitable recreation activities are available to suit the needs of all children.. The service takes account of the child’s need for ‘freedom’ so having play areas where there is only a single exit/entrance so that a child can explore safely and be suitably supervised. 4 The service is Support workers / parent volunteers comments flexible and Parent evaluations sometimes Care plans, EHCPs, Child’s records, minutes of CIN meetings, IRO, Commissioners. prioritises the (The same as above for GP surgeries and A&E) needs of one child Safe swing seats with harnesses and more nest swings so children can join in over those of ‘usual/normal’ childhood activities. others to allow Allowing children to not have to spend time queuing for rides but being able to wait elsewhere. that child to take Planning notes, photos, cyp views. Parent views part. Supervision etc. Person centred planning evidence Young people’s feedback Parental feedback Children and young people are given plenty of time and a choice of communication methods during consultations and discussions about their aspirations and needs. There is evidence of inclusion of young people facing challenges to learning within DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
the democratic processes within the service.
5 Staff and Red Book – Evidence of development, medical records,(that they are held and should volunteers are able not be shared with the group in this case) to identify barriers Adapted activities to fit child’s needs. and opportunities Wheelchair friendly activity, smaller groups, sensory considerations. Prior planning/visits, to enable all young Photo/diary evidence people to engage Up to date care plans in activities. Communication with carers – records UKU of child’s wishes, likes Understanding of triggers Medication 6 Staff focus on our Tools used to identify changes in confidence (Outcome Star?) children, believe in CYP Engage in a variety of activities within the setting. their abilities to Interviews/evaluations with parents and cyp. achieve and give Children/young people evidence confidence in speaking their mind positively. them confidence Having a range of activities set out in a room or pictures of different things to see to speak out. what the child wants to do or has a preference for. Surveys made fun for children to get into. 7 Sometimes health, Joint events planned Carers and school staff work together on targets and keep an social workers, eye on milestones. support staff and Social worker support others come to the School nurse/carer/social worker/teacher work together school to work Speech and language are considered with the children SENCO works with carers and young people. Good communication with support people Support groups for parents We feel that the Shared consultation activity services recognises Ex-service users are encouraged to support current users. that and respect Young people trained as mentors / Buddies. that some young Partners contribute within the setting. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
people and Having people in from a range of different services that specialise in different things children will not to share ideas. want to engage, Information and feedback from services such as trainers, managers and workshop participants. (Evidence that feedback is used in planning)Give them different ways to but some will say engage e.g. through activities, pictures or props. no because they Evidence that activities are available for those that do not wish to engage in do not feel able to consultations/reviews/assessments etc. say yes. 8 Services are Partnership working (provide transport) crossroads, action for children, schools and working together colleges. to support children Qualified coaching staff – consistency is key and young people, Enhanced coaches – specific sports i.e. wheelchair basketball / indoor curling •YP schools activities – they devise the timetables and service provides what they want. parents, carers and Working with partners to provide reports on participants to enhance knowledge of guardians to what to expect on a session. engage. They use (Bring in celeb coaches/mentors as per one of the case studies) respected adults Community leaders evidence good relationships with services. Newspaper reports, and ex-service sponsorships, activities. users to support this. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
LISTEN TO MY VOICE ENGAGEMENT TOOLKIT TEMPLATE
CHILDREN, YOUNG PEOPLE AND YOUNG ADULTS. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
Listen To My Voice – Quality Toolkit – Children, Young People and Young Adults Children and young people who face significant challenges to learning are confident and feel able to engage effectively in the life of the school/college/service. Name of Service Name of those carrying out the review Contact details for the Contact details for lead service lead reviewer
This tool is for you to use with the young adults, children and/or young people with additional learning needs or disabilities who use your service, be it a school, college, short break provision, alternative education provision, health service or recreation service. The quality indicators are taken from the Listen to My Voice resource and reworded by young people specifically for them. There are other statements for the Parent, Carer and Guardian’s toolkit and for the Service Internal Review toolkit. There are many examples of evidence, but you might want to work with your young service users to identify those specific to your service. This toolkit evidences good participation and engagement. It is not a full service review.
Quality Indicator – You might identify evidence from the What We Do Well What ne need to do better – Children, Young People and examples below: (evidenced by): and what action will we Young Adults. take? (See Action Plan template in the Listen to My Voice Resource pg. 18) 1 Children and young people feel I like school/college/service statements valued, respected and listened Quotes, photographs, statements and the arts are used to to. They get to take part in enable young people to communicate effectively. consultations, school councils, Speak to the children and (LISTEN) monitoring things so they go Parent/Children’s evaluation form (Written.) well and suggesting change. Visual children’s evaluation Photographs of activities A children’s/young person’s forum or council I like school/college/service You said We did (Pants&tops) Boards Policy for engagement of parents and for engagement of DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
children and young people Excerpts from news letters School Council minutes (Specific) Assessments evidence the effective recording of children and carers views, aspirations, needs. Staff used to working within the setting evidence greater understanding in ways of communication with the children / young adults. Induction training for staff includes service users. Service evaluations & inspection reports Instruction and information in a variety of formats Young People/parent interviews / SC Minutes 2 The service takes account of Needs analysis available on request or is evidenced in what I need but also what is plans (CYP Plan, Strategic plan, Minutes, Termly Activity.) needed by everyone else. Links to the Stoke CYP Plan and Strategies. EHC Plans include chldren’s views clearly The school/service knows what I POET evaluation responses. need and helps me to achieve. . Consultations and decision making evidence that parents, children and young people are engaged. Staff talk to students/service users regularly about what I can make suggestions about their needs, wishes and aspirations are. what I want to learn and how I Pupil Passport/This is Me is regularly updated. am taught. Young people and children are engaged in the development of job roles and recruitment of adults working with this cohort. Young people evidence that they can make suggestions about what they want to learn and how they are taught. Young people evidence they can give their views on what happens within their health, learning and care services. 3 There are activities that we can Planning notes, photos, cyp views. Parent views I understand information do that we might not have been Supervision etc. that is given to me. able to if changes had not been Person centred planning evidence made. Children and young people are given plenty of time and a choice of communication methods during consultations and discussions about their aspirations and needs. There is evidence of inclusion of young people facing I understand information that is challenges to learning within the democratic processes DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
given to me. within the service. Increased participation on school trips and activities I can give my views and opinions Other services share their resources for particular children to help them meet their learning needs. on what happens within my I can statements. learning, health and care services. 4 Sometimes, staff go on training Children and young people understand the information My EHC plan will help deliver so that they can learn how to that is given to them. good outcomes for me and make a difference to how I learn. help me get better at speaking Tools are used to identify changes in confidence (Outcome Star?) out and dealing with stuff. CYP Engage in a variety of activities within the setting.
Interviews/evaluations with parents and cyp. My EHC plan will help deliver Having a range of activities set out in a room or pictures of good outcomes for me and different things to see what the child wants to do or has a make a difference to how I preference for. learn. Surveys made fun for children to get into. Staff evidence training they have been on. Young people on the school council from the SEND cohort. 5 Sometimes we find it hard to Joint events planned speak to certain people. Our Shared consultation activity service will let us choose friends Ex- service users are encouraged to support current users. to support us and help us take Young people trained as mentors / Buddies. part. Partners contribute within the setting. Having people in from a range of different services that There are people involved in the specialise in different things to share ideas. service who really get me and Information and feedback from services such as trainers, managers and workshop participants. (Evidence that listen to me. feedback is used in planning)Give them different ways to engage e.g. through activities, pictures or props. Evidence that activities are available for those that do not wish to engage in consultations/reviews/assessments etc. 6 Cool people like musicians, Partnership working (provide transport) crossroads, action actors and sports stars are able for children, schools and colleges. to come and talk to us Qualified coaching staff – consistency is key sometimes about how it feels to Enhanced coaches – specific sports i.e. wheelchair basketball / indoor curling be different. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
YP schools activities – they devise the timetables and service provides what they want. Working with partners to provide reports on participants to enhance knowledge of what to expect on a session. (Bring in celeb coaches/mentors as per one of the case studies) Community leaders evidence good relationships with services. Newspaper reports, sponsorships, activities. 7 What I say can and does make a POET difference to my plans/reviews EHCP Evaluation and to services who ask me Feedback to consultations what I think. Individual and group answers and evidence could be used here.
LISTEN TO MY VOICE ENGAGEMENT TOOLKIT TEMPLATE DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017 SERVICE PROVIDERS STAFF, VOLUNTEERS, TRUSTEES, GOVERNORS DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
Listen To My Voice – Quality Toolkit – Staff, Volunteers, Governors / Trustees of services who are working to ensure that Children and young people who face significant challenges to learning are confident and feel able to engage effectively in the life of the school/college/service. Name of Service Names of those carrying out the review Con Contact details for lead reviewer tact det ails for serv ice lea d
This tool is for you to use with your staff, volunteers and trustees where your service works with any young adults, children and/or young people with additional learning needs or disabilities; you might be school, college, short break provision, alternative education provision, health service or recreation service. The quality indicators are taken from the Listen To My Voice resource and reworded based on input by service providers during Voice and Quality workshops specifically for them. There are other statement for the Parent, Carer and Guardian’s toolkit and the children and young people’s version (green and hyperlink). There are many examples of evidence, but you might want to work with your management team and trustees to identify those specific to your service before you self-evaluate engagement practice. This toolkit evidences good participation and engagement. It is not a full service review. Quality Indicator – Children, You might identify evidence from the What We Do Well What ne need to do better – Young People and Young examples below: (evidenced by): and what action will we Adults. take? (See Action Plan DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
template in the Listen to My Voice Resource pg. 18) We base our activities and Needs analysis available on request or is evidenced in Partnership Officers – data Children and young adults who face significant challenges to learning are use our resources on what is plans (CYP Plan, Strategic plan, Minutes, Termly Activity.) Local area teams engaged in a way that is appropriate to needed and important to the their communication and Planning supports the JSNA/CYP Plan/CYP Plans/ehc children and young people we SEND/inclusion developmental needs. Links to the CYP Plan and Strategies. Children and young people have serve. Assessment team opportunities for strategic engagement EHC Plans in their education, health and care POET Careers service including council based services. Consultations and decision making evidence that parents, children and young people are engaged. Young people and children are engaged in the development of job roles and recruitment of adults working with this cohort. Ring fencing and adapting Planning notes, photos, cyp views. Parent views Funders We feel empowered and confident and able to ask for change to enable us to activities to enable all young Supervision etc. Contract Mgr (clauses) take part in activities in our setting. people and children to take Person centred planning evidence VCS and other local services Children, young people and their carer’s part is considered within our Young people’s feedback are aware of their risk indicators and service, including allowing Parental feedback National support organisations that staff are seeking ways to engage additional time if it is Children and young people are given plenty of with them effectively. required, to get it right for time and a choice of communication methods during (LTMV links) consultations and discussions about their aspirations each child. and needs. There is evidence of inclusion of young people facing challenges to learning within the democratic processes within the service. Activities and skills of works Tools used to identify changes in confidence (Outcome Children and young people engage with Star?) strategic planning within their service, are focused on community and city. empowerment and resilience, CYP Engage in a variety of activities within the setting. to engender feelings of self- Interviews/evaluations with parents and cyp. Exclusions are reduced. worth and confidence in the Having a range of activities set out in a room or pictures of different things to see what the child wants children/young people. to do or has a preference for. Surveys made fun for children to get into. We include the energy and Joint events planned SEND direct Participation in activities and consultation events increase. Young good will of other service Shared consultation activity CDC people, children and carers value the DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
users to help reach out to Ex-service users are encouraged to support current setting. users. Local Offer Transition processes are improved and these children and young service users support each other during people who may find it more Young people trained as mentors / Buddies. SENDIAS transitions. difficult to communicate and Partners contribute within the setting. Service is developing a ‘Friends as Children England advocates’ process. take part. Having people in from a range of different services that specialise in different things to share ideas. There is a greater understanding of the Information and feedback from services such as challenges that young adults face as trainers, managers and workshop participants. they transition from children’s to adult (Evidence that feedback is used in planning)Give them services. different ways to engage e.g. through activities, pictures or props. Reasons are identified for young people Evidence that activities are available for those that do and children that disengage. not wish to engage in consultations/reviews/assessments etc. We are able to identify Partnership working (provide transport) crossroads, Reduced need for being asked the same questions again and again accessible role models for the action for children, schools and colleges. children and young people Qualified coaching staff – consistency is key Costs are reduced through sharing of through effective community Enhanced coaches – specific sports i.e. wheelchair resources. basketball / indoor curling networking, building good Joint service/funded projects are YP schools activities – they devise the timetables and developed for this cohort of cyp. relationships with services service provides what they want. and key agencies who may Working with partners to provide reports on have skills and resources to participants to enhance knowledge of what to expect share to support individual on a session. children or young people and (Bring in celeb coaches/mentors as per one of the case studies) by listening to them about Community leaders evidence good relationships with who they admire and respect. services. Newspaper reports, sponsorships, activities. Some of these services may come together to help reduce cost or look at project/funding opportunities. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017 DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
LISTEN TO MY VOICE – QUALITY TOOLKIT – CHILDREN, YOUNG PEOPLE AND YOUNG ADULTS.
WATERMILL SPECICAL SCHOOL - COMPLETED PILOT
PILOT LISTEN TO MY VOICE – Quality Toolkit – Children, Young People and Young Adults Children and young people who face significant challenges to learning are confident and feel able to engage effectively in the life of the school/college/service Name of Service Names of those carrying out the Contact details for service lead Contact details for lead reviewer review Watermill Special School Mr J. May – Headteacher Sue Thomas DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
Sue Thomas and the School Council Children England. members
This was an active pilot and the questions were reviewed as part of the process. There were 16 individuals on the school council. Each had the opportunity to respond individually as well as part of the group for voting. This tool is for you to use with the young adults, children and/or young people with additional learning needs or disabilities who use your service, be it a school, college, short break provision, alternative education provision, health service or recreation service. The quality indicators are taken from the Listen to My Voice resource and reworded by young people specifically for them. There are other statements for the Parent, Carer and Guardian’s toolkit and for the Service Internal Review toolkit. There are many examples of evidence, but you might want to work with your young service users to identify those specific to your service. This toolkit evidences good participation and engagement. It is not a full service review. Quality Indicator – Children, Young You might identify evidence from What We Do Well ( Evidenced by): What we need to do better – and People and young Adults. the examples below: you don’t what action will we take? (See have to do everything, but it is your Action Plan template in the Listen choice what you look for in your to My Voice Resource pg. 18) school or service. Children and young people feel I like school/college/service Luke ‘I used to be naughty at my old school We don’t do recruitment at the moment. Perhaps throwing chairs and tables and knives. But we should look into putting that back in place. valued, respected and listened to. statements: here I try and be good so I can stay.’ They get to take part in Quotes, photographs, statements and the School council minutes go on the web site. Niall ‘Our School Council is like a Parliament, arts are used to enable young people to consultations, school councils, we put in ideas and help to make the rules.’ communicate effectively. monitoring things so they go well Speak to the children and (LISTEN) We were able to make suggestions such as and suggesting change. Parent/Children’s evaluation form (Written.) were jackets needed. And now we don’t have to wear jackets. –P Visual children’s evaluation Photographs of activities I like school/college/service Everyone said they liked the school. A children’s/young person’s forum or council You said We did (Pants&tops) Boards Niall told the assembly about the school council purpose relating it to Parliament. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
Policy for engagement of parents and for engagement of children and young people Excerpts from news letters School Council minutes (Specific) Assessments evidence the effective recording of children and carers views, aspirations, needs. Staff used to working within the setting evidence greater understanding in ways of communication with the children / young adults. Induction training for staff includes service users. Service evaluations & inspection reports Instruction and information in a variety of formats Young People/parent interviews / SC Minutes ‘We have options and activities we can The service takes account of what I Needs analysis available on request or is choose from’. (There was a discussion then evidenced in plans (CYP Plan, Strategic plan, need but also what is needed by about how to make these better and the need Minutes, Termly Activity.) everyone else. for additional transport.) Links to the Stoke CYP Plan and Strategies. The teacher who was present who led on the EHC Plans include chldren’s views clearly The school/service knows what I running group was openly willing to restart that POET evaluation responses. activity if enough young people wanted it need and helps me to Consultations and decision making evidence ‘We talk about our learning and how we want that parents, children and young people are to learn.’ Katy I can make suggestions about what I engaged. want to learn and how I am taught. Staff talk to students/service users regularly Achieve. about what their needs, wishes and aspirations are. Pupil Passport/This is Me is regularly updated. Young people and children are engaged in the development of job roles and recruitment of adults working with this cohort. Young people evidence that they can make suggestions about what they want to learn and how they are taught. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017
Young people evidence they can give their views on what happens within their health, learning and care services. There are lots of things that go on that change There are activities that we can do Planning notes, photos, cyp views. Parent I understand information that is given to me. because of us. that we might not have been able views to if changes had not been made. Supervision etc. Outside play. The fences are going to be Person centred planning evidence higher because we keep losing balls. Children and young people are given plenty The young people suggested another trip and of time and a choice of communication a dressing up day (Which could be used to I understand information that is methods during consultations and help raise money for activities.) given to me. discussions about their aspirations and needs. Yes we can – every hand went up from the 16 yp I can give my views and opinions on There is evidence of inclusion of young people facing challenges to learning within what happens within my learning, the democratic processes within the service. health and care services. Increased participation on school trips and activities Other services share their resources for particular children to help them meet their learning needs. I can statements. Staff have inset days. Sometimes, staff go on training so Children and young people understand the My EHC plan will help deliver good outcomes (Watermill staff have attended LTMV training) that they can learn how to help me information that is given to them. for me and make a difference to how I learn. get better at speaking out and Tools are used to identify changes in ‘We like the teacher at this school council. confidence (Outcome Star?) She is lovely. ‘ (Paris) dealing with stuff. CYP Engage in a variety of activities within ‘Planning makes it better’ Sam the setting. My EHC plan will help deliver good Interviews/evaluations with parents and cyp. outcomes for me and make a Having a range of activities set out in a room difference to how I learn. or pictures of different things to see what the child wants to do or has a preference for. Surveys made fun for children to get into. Staff evidence training they have been on. Young people on the school council from the SEND cohort. Sometimes we find it hard to speak Joint events planned Every child/young person raised their hands to agree with this statement. to certain people. Our service will Shared consultation activity let us choose friends to support us Ex-service users are encouraged to support One young man would like a visitor to the school who had no arms and legs. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017 and help us take part. current users. Young people trained as mentors / Buddies. ‘We help each other’ There are people involved in the Partners contribute within the setting. service who really get me and listen Having people in from a range of different Sue talked a little about sometimes they might services that specialise in different things to find it hard to talk to a particular teacher or member of staff about important stuff. They all to me. share ideas. agreed that they would be able to find Information and feedback from services such someone different to talk to in the school and as trainers, managers and workshop that would be ok. participants. (Evidence that feedback is used in planning)Give them different ways to engage e.g. through activities, pictures or props. Evidence that activities are available for those that do not wish to engage in consultations/reviews/assessments etc. Yes – a list of visitors that had been there over Cool people like musicians, actors Partnership working (provide transport) the last year including a ‘Real Life Princess crossroads, action for children, schools and and sports stars are able to come came to see us’Teguan colleges. and talk to us sometimes about Qualified coaching staff – consistency is key There are buses that the school borrows from how it feels to be different. the other school. Enhanced coaches – specific sports i.e. Lots of coverage in the press. wheelchair basketball / indoor curling Partnership working encouraged. YP schools activities – they devise the timetables and service provides what they want. Working with partners to provide reports on participants to enhance knowledge of what to expect on a session. (Bring in celeb coaches/mentors as per one of the case studies) Community leaders evidence good relationships with services. Newspaper reports, sponsorships, activities. We get asked lots of stuff – Luke. What I say can and does make a POET Feedback in regular assemblies difference to my plans/reviews and EHCP Evaluation Each child gets opportunities to say what they to services who ask me what I think. Feedback to consultations want to do and how they want to learn. Individual and group answers and evidence could be used here. DRAFT DOCUMENT DO NOT CIRCULATE SUE THOMAS FEBRUARY 2017