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Bradford SEND Strategic Review 2016-2020

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Bradford SEND Strategic Review 2016-2020 Bradford SEND Strategic Review 2016-2020 Part 1: Ensuring the sufficiency of specialist places in the Bradford District for children and young people with special educational needs and disabilities (SEND) and Behaviour Part 2: Review of Teaching Support Services Current and Future Need 2016 - 2020 1 Contents 1 Introduction…………………………………………………………….. 3 2 Funding of special educational needs ……………………………... 5 3 Statutory assessment and compliance …………………………... 7 4 Benchmarking ………………………………………………………… 8 5 The Bradford SEND Context……………………………….………... 9 6 Demographic changes and local challenges ……………………… 22 7 Current specialist provision ………………………..………………... 25 8 Behaviour provision …………………………….…...……….………. 34 9 Teaching Support Services: Part 2 SEND Review……………… 38 10 Projected Need – SEND Forecasting …………………..………….. 43 11 Proposals including interim arrangements ………………………… 46 12 Financial implications ………………………………………………… 49 13 Local Offer and Joint Commissioning ……………………..……….. 51 14 Next Steps ………………………………...…………………………. 52 15 Conclusion/Recommendations ………………………………..…… 54 2 Introduction _______________________________________ There is clear and compelling rationale that underpins the strategic review of special educational needs and disabilities across the Bradford: We have a growing population of children and young people in Bradford and proportionally have a growing population of children and young people with SEND; The complexity of special needs in Bradford is increasing - as a result there is a need for more specialist places. Bradford is a highly inclusive local authority; only 1% of our school population are in Special Schools. Increasing the number of specialist places for SEND alongside a predicted population growth will still only result in around 1% of SEND pupils attending specialist provision. We are working in a challenging and changing landscape both financially and educationally. With this comes the opportunity to transform the way in specialist provision and support for SEND are delivered in Bradford. The Bradford District is on a journey to embed the new requirements arising from the Children and Families Act 2014. Personalisation is high on the agenda and in partnership with key stakeholders and partners the local authority has implemented a graduated approach to meet a range of educational needs. As an area we have been developing new ways of working to ensure that children and young people with special educational needs and disabilities (SEND) receive the right support at the right time to enable them to lead fulfilling lives and achieve their full potential as independently as possible. The 0-25 SEND Code of Practice places a statutory duty on all local authorities to keep under review the provision they make for pupils with SEND. This must be based on the regular review of current and future trends of pupil profiles. The SEN Planning and Project Team have responsibility for the analysis of data and information to inform service planning. The team works closely in partnership with the School Places Planning Team, Capital Development Team, schools and key partners in the preparation of data and the development of any new proposals. Several sources of data and data analysis reports are used to evidence the demographic changes to Bradford’s SEND population and inform the projections for future need: Joint Strategic Needs Assessment (JSNA) Education Organisation Plan Educational Advice notifications from health (EA1s) 11 year analysis of children and young people with EHCPs (January PLASC data) 3 Forecasting data for our projected places specialist provision for the District’s special schools and DSPs by primary need 2014/15 and 2015/16 in year admissions to special schools 2 year comparative analysis of children and young people with EHCPs by primary need, electoral ward and ethnicity Regional and national data sets for benchmarking Jenni Leary Angela Spencer-Brooke SEN Planning and Project Manager SEND & Behaviour Strategic Planning and Project Team, SEN Services Manager Education, Employment and Skills Education, Employment and Skills 4 Funding of special educational needs _______________________________________ The funding of special educational needs provision within the Bradford District follows national guidance on school funding policy. The cost of the first £10,000 of provision for an individual child is funded directly from the schools budget. If the cost of provision for an individual child is more than £10,000 this is funded by the local authority from the High Needs Block of the Dedicated Schools Grant (DSG). SEN Services will determine the amount of the additional funding for an individual child or young person during the statutory assessment process. This will be based upon evidence provided by parents/carers, the child or young person, the school and other education, health or social care professionals. The additional funding is allocated through an Education, Health and Care Plan. The SEN Panel uses the published SEN Guidance to determine the level of need for an individual child or young person. This guidance is used by all professionals to identify the support that a child or young person will receive. Some of this support may be provided by the school. Some of this support may be provided by the local authority. The level of funding is informed by individual need and the support required to meet that need are described within a 7 range model. If a child or young person’s needs are within Ranges 1-3 and the provision they require costs up to £10,000, this is funded through the schools own budget. This is known as school support. The local arrangements for funding the educational needs of children and young people with SEND will be kept under regular review to ensure they meet the requirements of changing local and national policy related to funding. Further details are available in Bradford’s Local Offer 5 The table below sets out the agreed allocations of funding for 2016/17 that are made available to support individual children and young people: 6 Statutory Assessment and Compliance The Children and Families Act 2014 and the subsequent SEND 0-25 Code of Practice places statutory duties on the local authority, schools, further education providers, clinical commissioning groups (CCGs) and health service providers in relation to the identification, assessment and placement of children and young people with SEND. The outcome of the statutory assessment process may result in the production of an education health and care plan (EHCP). There is a statutory requirement to complete each individual EHCP within 20 weeks. Across the Bradford District we are currently achieving a statutory compliance level of 34%. This is an increase from 27% reported in November 2015. Between 2014 and 2018 there is additional interim business for the local authority converting existing statements of special educational needs and Learning Disability Assessments into EHCPs (approximately 800 per year). A transition plan has been put into place which provides a framework for the timing of conversion reviews. The transition plan is published in the Local Offer and is reviewed on an annual basis. Approximately 1,500 conversions have been completed so far. A further 1,000 are due to take place during the remainder of 2016/17 and 2017/18. Requests for statutory assessment No of Referrals Agreed to Assess Compliance 2012/13 345 280 (81%) 73.21% (26 weeks) 2013/14 346 295 (85%) 76% (26 weeks) 2014/15 506 (46% increase) 405 (80%) 28% (20 weeks) (37% increase) 2015/16 596 (92% increase) 516 (85%) 37.12% (20 weeks) Please note that the figure quoted for 15/16 does not include those requests for assessment places. The total number of referrals received was 666. Since September 2016 150 Education Health and Care Plans have been issued with a statutory compliance rate of 25.3%. We recognise that there is still much work to be done to improve our performance. The local authority is working closely with key partners to identify specific areas for improvement and to agree an action plan to resolve any issues. This action plan forms part of our self-evaluation for the forthcoming SEND inspection. 7 Benchmarking Bradford Bradford Yorkshire & National (number of % Humberside Average pupils) % Out of District 78 3% of our N/A N/A Placements EHCP population Cross Border 109 4% of our N/A N/A Schools with an EHCP EHCP population Bradford pupil 103,773 N/A N/A N/A population Bradford school 99,296 N/A N/A N/A population Special School 1,061 42% of our N/A N/A places EHCP population EHCPs 2,126 2.1% of pupil 2.8% 2.8% (DfE statistical population release January 2016) School Support 14,189 14.2% 11.6% 11.6% The Department for Education (DfE) do not publish detailed data sets to show the proportion of children identified at school support who attend a school cross border. Our special school places equate to 1% of the Bradford school population 42% of our EHCP population attend a special school. Our EHCP % of the pupil population is 0.7% lower than the Yorkshire and Humberside average Our EHCP % of the pupil population is 0.7% lower than the national average Our school support % of the pupil population is 2.6% higher the Yorkshire and Humberside average Our school support % of the pupil population is 2.6% higher than the national average Our school support population has decreased by more than 5% in the last 5 years. This mirrors the regional and national picture. Nationally the number of pupils with special educational needs is reducing. This is due to a continuing decline in the number of pupils with special educational needs without a statement or education, health and care plan (now called school support). In Bradford the number of EHCPs is increasing and in November 2016 the percentage of the pupil population has increased to 2.59% 8 The Bradford SEND Context _______________________________________ The Bradford District has experienced a significant population increase in the last 10 years. In terms of special educational needs and disabilities (SEND) the largest areas of growth are in relation to Autism Spectrum Disorders (ASD) and Severe Learning Difficulties (SLD).
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