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

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

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)

 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

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

The table below sets out the agreed allocations of funding for 2016/17 that are made available to support individual children and young people:

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.

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%

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).

The population of the Districts special schools has changed (more complex needs).

An analysis and comparison with regional and national data shows us that:

LD SEMH SLCN SI PD Autism Other or NYA Bradford EHCPS 734 338 156 173 271 584 5 (actual number May 2015) Based on 2261 EHCPs overall Bradford EHCPS 749 409 176 162 278 637 13 (actual number May 2016) (31%) (17%) (7%) (6%) (11%) (26%) (0.5%) Based on 2424 EHCPs overall 2% 21% 13% 6% 2.5% 9% % of EHCP population overall increase increase increase decrease increase increase Bradford % 44.97% 18.15% 18.54% 4.46% 3.7% 4.9% 3.8% Yorkshire & 42.98% 15.54% 19.35% 3.74% 3.0% 7.6% 6.2% Humberside % National Average 41.3% 16.32% 19.55% 2.93% 2.9% 8.3% 6.6% Statistical Neighbour 1 42% 23.8% 23.8% 2.4% 2.1% 12.4% 1.5% (Rochdale) Statistical Neighbour 10 37.87% 14.06% 25.92% 3.88% 2.6% 10.5% 2.6% (Sheffield)

Source: Department for Education (DfE) statistical release special educational needs in England January 2016

The term LD includes Specific Learning Difficulties (SpLD), Moderate Learning Difficulties (MLD), Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties (SLD). The term SI includes Hearing Impaired (HI), Multi-Sensory Impaired (MSI) and Visually Impaired (VI).

Compared to the Yorkshire and Humberside average:  Our LD population is 1.99% higher  Our SEMH population is 2.61% higher  Our SLCN population is similar (0.81% lower)  Our sensory population is 0.72% higher  Our PD population is 0.7% higher  Our Autism population is 2.7% lower

Compared to the national average:  Our LD population is 3.67% higher  Our SEMH population is 1.83% higher  Our SLCN population is 1.01% lower  Our sensory population is 0.8% higher  Our PD population is 0.8% higher  Our Autism population is 3.4% lower

Compared to our closest statistical neighbour (Rochdale):  Our LD population is 2.97% lower  Our SEMH population is 5.65% lower  Our SLCN population is 5.26% higher  Our sensory population is 2.06% higher  Our PD population is 1.6% higher  Our Autism population is 7.5% lower

Compared to our 10th closest statistical neighbour (Sheffield):  Our LD population is 7.1% higher  Our SEMH population is 4.09% lower  Our SLCN population is 7.38% lower  Our sensory population is 0.58% lower  Our PD population is 1.1% higher  Our autism population is 5.6% lower

Please also note that in addition to the primary need data many children have a secondary need. For example a pupil with a primary need of Autism may also have a learning disability or a sensory impairment. An analysis of secondary need data has not been undertaken. Secondary need data is not consistently recorded by schools or moderated by the local authority. It would therefore not provide an effective analysis to take into consideration when planning services or provision development.

An analysis of children and young people with the most complex needs (those with education health and care plans EHCPs) shows us that there are children and young people with a range of primary needs who live widespread across the District although there are some areas with a higher concentration of numbers in the north west of the District (Keighley) and South/South East (Bradford).

Post code analysis of EHCPs SEN Planning and Project Team May 2016

The primary needs with the largest number of EHCPs are Autistic Spectrum Disorder (ASD), Severe Learning Difficulties (SLD) and Social Emotional and Mental Health (SEMH).

The post code areas of the District with the highest number of EHCPs are BD21, BD8, BD9 and BD4.

For the 3 largest groups of primary need the post code areas of the District with highest numbers of EHCPs are:

ASD SLD SEMH 1 BD21 BD8 BD4 2 BD22 BD9 BD18 3 BD2 BD3 BD10

School Support Population

Nationally:

 26.8% of pupils who are on SEN support are identified as having a moderate learning difficulty  20.9% of pupils who are on SEN support are identified as having speech, language and communication needs  17.3% of pupils who are on SEN support are identified as having social, emotional and mental health needs  15.6% of pupil who are on SEN support are identified as having specific learning difficulties

The four largest categories of need in Bradford’s school support population are the same. However the % proportions are different:

 Bradford’s MLD school support population is 10.7% higher than the national average.  Bradford’s SLCN school support population is 0.6% lower than the national average.  Bradford’s SEMH school support population is 2.3% higher than the national average.  Bradford’s SpLD school support population is 8.5% lower than the national average.

Outcomes for SEND pupils

Academic outcomes for SEND pupils in Bradford schools has fluctuated across the phases and key stages over the last 4 years. Data presented below shows the four year trend in the Early Years, Phonics and end of Key Stage 2, 4 and 5 outcomes for SEND pupils in 2016.

Early Years Foundation Stage – Good level of Development (GLD) SEND pupils in 2016

Outcomes for Early Years SEN Support pupils have risen in line with the national average over the last 4 years to be just below the national average in 2016. The trend for pupils with a statement/EHCP achieving GLD has fluctuated over the last 4 years. In 2016 this cohort did half as well as the comparative group nationally.

30% 26% 24% Bradford SEN 25% 21% 25% Support 22% 22%

20% 18%16% National SEN 15% Support %age 10% Bradford EHCP 4% 5% 4% 4% 0% National EHCP 0% 2% 2% 3% 1% 2013 2014 2015 2016

Phonics Year 1 - % of SEND pupils working at expected standard

In 2016 SEN Support pupils in Year 1 performed 1% above the national average increasing from 1% below in 2015. Pupils with statements/EHCP performed 50% below their comparative group nationally.

50% 46% 40% 42% 43% 45% Bradford SEN 40% 34% 39% Support 34% 30% National SEN Support 18% %age 16% 16% 20% Bradford EHCP 9% 17% 18% 18% 10% 14% National EHCP 0% 2013 2014 2015 2016

KS2 Reading, Writing and Maths - % of SEND pupils achieving expected standard or better in 2016

The gap to national for the SEND groups at the end of KS2 on the combined measure (reading, writing and maths) is not as wide as the gap between those with no SEND in Bradford and the national average, 2% respectively whilst the gap to national for no SEND is 7%. However there is a significant gap between SEND pupils and the no SEND group in Bradford and nationally; 50% gap for those with an EHCP and a 39% gap for pupils identified as SEN Support.

70% 62% 60% 55% 50% 40% 30% Bradford 16% 20% 14% National 10% 5% 7% 0% RWM EHCP RWM SEN RWM No Support SEND

KS2 pupils with SEND Support Value Added Progress scores When compared to the national average for similar groups, on the new value added progress score in 2016 SEND support pupils performed significantly above their comparative group, +1.1%. They were also slightly above in maths, +0.3% though, in line with KS2 reading performance across Bradford were -0.2% below.

VA scores 1

0 SEN Support National SEN SEN Support National SEN SEN Support National SEN Reading VA Supp Reading Writing VA Supp Writing Maths VA Supp-1.1 Maths -1 VA VA VA -0.8 -2 -1.5 -1.3 -1.3

-3 -2.4

KS2 pupils with EHCP value added progress scores

In contrast pupils with a statement/EHCP performed +0.3% above the national average for the same cohort in reading though -0.4% below for both writing and maths.

VA scores 1

SEN Support National SEN SEN Support National SEN SEN Support National SEN -1 Reading VA Supp Reading Writing VA Supp Writing Maths VA Supp Maths VA VA VA

-3 -3.5 -2.9 -3.1 -4.0 -3.9 -5 -4.4

KS4 pupils with SEND support progress 8 scores

The national average for all pupils using the new Progress 8 measure was 0.03 in 2016. Our data shows us that our EHCP pupils performed better than the national average (+0.16) for the their group whilst SEN Support pupils were -0.25 below.

VA scores 1

0 SEN Support Progress National SEN Supp EHCP Progress 8 National SEN Supp 8 Progress 8 Progress 8 -0.38 -1 -0.63 -0.87 -1.03 -2

-3

KS4 EBACC – % SEND pupils achieving

The percentage of pupils with a statement/EHCP attaining the EBACC has fluctuated over the last 4 years whilst the national average for this group has remained stable. In 2016 as many pupils in Bradford achieved EBACC as the national average for this group. The number of SEN Support pupils attaining EBACC doubled in 2016 though remained 2% below the national average for the comparative group.

10% Bradford SEN 8% Support 6% 6% 6% 6% 5% National SEN Support %age 4% 4% Bradford EHCP 3% 2% 3%2% 2% 2% 1% 3% 2% 2% 2% National EHCP 0% 2013 2014 20150% 2016

KS5: % of SEND pupils in learning/NEET

Figures for 2016 show that 100% of pupils with EHCPs in Bradford special schools were participating in education with 0% NEET. Post 16 NEET is also low across Bradford (see page 33).

Special Schools In Learning Special Schools NEET

100% 90% 80%

70% 60% 50%

%age 40% 30% 20% 10% 0%

KS5: Achievement by primary need Data for 2016 shows that a high proportion of post-16 SEND pupils across almost all of the SEND areas of prime need participate and achieve more highly in technical qualifications. Students with a prime need of physical difficulty engage and attain the highest in academic qualification and those with autistic spectrum disorder overall favour applied general qualifications and on average achieve to merit standard.

55 Dist* 45 Dist*- Dist+ Dist*- Dist+ Dist+ Dist+ Dist+ Dist*- B- Dist+ Dist Dist 33 Dist+ Dist- 35 C C Dist- Merit+ C- C- Merit D+ 25 D D- 15 5 -5

Academic Applied General Tech Level

Absence from school – SEND pupils Bradford v National 2014/15 SEND pupils generally attend less well that non –SEN peers and below the national average in Bradford. SEN Support Pupils in specialist settings in Bradford attend school nearly 18% less time than their non-SEN peers with an average attendance of 76%. This is very slightly higher than the national average. Pupils with a statement/ EHCP attend the highest in Bradford primary schools (93.2%) though still 2.6% below their non- SEN peers in primary schools (95.8%).

30.0% 28.1% 25.0% 24.0% 23.8% 20.0%

15.0% 11.1% 9.0% 10.0% 8.0% 7.5% 6.8%7.8% 7.3% Primary 5.3% 5.2% 6.3% 5.5%6.4% 4.2% 3.8%4.9% 5.0% Secondary 0.0% Special

Demographic changes and local challenges ______

The Bradford Joint Strategic Needs Assessment (JSNA) is updated on an annual basis. This identifies considerable higher prevalence of some child disability and/or complex needs in Bradford compared to the national average, particularly in the south Asian population.

The Bradford District has experienced a significant increase in demand for SEND provision in the last 10 years. It is projected that the demand for SEND provision will continue to grow and that by 2018 additional specialist provision in the Bradford District will be required.

In the last 10 years Bradford has invested significant resources to develop specialist provision within the District to avoid the need to place young people out of District enabling them remain part of their local school community. It is acknowledged that there are exceptional cases where this is not possible.

The Bradford District Education Organisation Plan takes into account different factors when predicting school demand including fertility and birth rates, housing growth and inward/outward migration. Analysis of the Index of Deprivation and population estimates from the Office for National Statistics are also taken into account.

Projections for changes between 2014 and 2018 anticipate that the Districts primary school population will increase by 4.9% and the Districts secondary school population will increase by 10.4%. This makes an overall increase of 7.1%

In January 2005 the population in the Districts Schools and Nurseries was 79,589. In January 2015 the population was 90,292 an increase of 13.4%. The current population is 99,259.

Current hypotheses show that an increase in SEN will be 1.5 times the increase in population e.g. a 20% increase in the population represents a 30% increase in demand for specialist provision.

In 2005, it was determined that on the basis of the school population trend at the time, the District would require 760 special school places. The generic and communication and interaction schools were designed accordingly. This does not include children and young people with social emotional and behavioural needs.

The overall needs of the population were predicted to be 33% severe learning difficulties (SLD) 33% profound and multiple learning difficulties (PMLD) 33% on the autism spectrum (ASD).

By 2016 the population of the special schools has changed. The number of children with moderate learning difficulties has dropped significantly. The nature and complexity of the needs of the current children has increased. The number of children on the autism spectrum with other learning difficulties has increased. There have been similar increases for children with profound and multiple learning (PMLD) and physical difficulties (PD) with additional needs.

Pupils with PMLD and PD require additional floor space because of the equipment that is required to support them.

Two key factors have influenced special school populations;

(a) improvements in medical interventions which has significantly increased life expectancy for those children with life limiting conditions (b) the overall increase in the pupil population since 2005, particularly within the south Asian community and economically deprived areas.

Recent influencing factors/local challenges in relation to demand for special school places

 An increase in the number of referrals received for statutory assessment In 2013/14 the local authority received 350 requests for statutory assessment. In 2014/15 the local authority received 506 requests for statutory assessment. This represents a 47% increase. In 2015/16 the local authority received 666 requests for statutory assessment. Since 2013/14 this represents a 92% increase in the requests for statutory assessment. Approximately 20% of these requests resulted in a change of provision.

 An increase in the number of in-year admissions to special schools In 2015/16 83 children and young people required a change in provision to special school. For place projection purposes it is anticipated that this number will continue at similar levels for the next three years.

 The capacity of our schools to meet the needs of children and young people with special educational needs An 11 year analysis of the January PLASC data shows that overall the number of pupils with an education health and care plan and a primary need of severe learning difficulties is about the same overall. However there has been a change to where this group of children go to school. The proportion of children and young people who attend our mainstream schools has decreased significantly. The proportion of children and young people who attend our special schools has increased significantly. This is partly influenced by a growing number of children and young people who attend resourced provision as these provisions have been opened in recent years. This is relatively small in number overall. Another influence could be parental preference for specialist provision but these changes could also be linked to the capacity of our schools to meet a range of learning needs balancing the needs of all children and the pressure to improve standards alongside the level of resources that are delegated directly to schools.

A comparison of data relating to children and young people with severe learning difficulties who have an EHCP and the type of provision they attend over an 11 year period 2005 - 2016

Key

DSP Designated Specialist Provision ARC Additionally Resource Centres PRU Pupil Referral Unit Sp Special School M/S Mainstream School

Current Specialist SEND Provision ______

The Bradford District offers a range of educational provision including special schools, resourced provision in mainstream schools and the core offer from mainstream schools to meet the needs of children and young people with SEND.

Special Schools

Bradford MDC maintains one specialist school for pupils with social, emotional and mental health difficulties (SEMH) and one specialist school for pupils with communication and interaction needs which may include Autistic Spectrum conditions (ASC).

The other six special schools are designated as generic schools, which broadly cover 3 areas of the District managing the varying needs of children who require a protected environment in a specially resourced school in order to make progress.

All of the Districts special schools are currently at maximum capacity.

Places

School Registered Funded Current Funded Phase Places Places Occupancy as Places at November 2016/17 2016 2017/18 District Wide High Park (C&I) 95 95 97 100 All Age

Oastlers (SEMH) 80 80 84 90 Secondary West Phoenix 80 78 71.8 78 Primary

Beechcliffe 100 103 114 120 Secondary South Delius 110 110 117 119 Primary

Chellow Heights 45 45 50 50 Primary (South)

Southfield 220 222 240 243 Secondary North Chellow Heights 120 135 141 145 Primary

Hazelbeck 120 125 133 133 Secondary Total Places 970 993 1047.8 1078

Designated Specialist Provision (DSPs) and Additionally Resourced Provision (ARCs)

School Registered Funded Current Funded Phase Places Places Occupancy Places 2016/17 As of Sept 2017/18 2016 North Crossflatts (ASC) 12 11 111 12 Primary Holy Family (ASC) 12 12 12 13 Secondary West Denholme (ASC) 8 6 6 8 Primary Haworth (ASC) 12 11 11 6 Primary Parkside (ASC) 12 13 13 13 Secondary East Carrwood (ASC) 12 3 3 0 Primary Bradford Academy 12 8 8 8 Secondary (ASC) Secondary Grange Technology (ASC + 24 22 22 23 Enhanced) Central Green Lane 10 11 11 13 Primary (SLCN) 6 3 3 6 Primary High Crags (SLCN) 10 4 4 4 Secondary Oasis Lister (SLCN) District Wide Learn & Play 16 16 16 16 Pre 5 Total Places 146 places 120 places 120 places 122 76 primary 61 Primary 61 Primary places 70 59 59 61 secondary Secondary Secondary primary 61 secondary

1 Please note that the DSP provision at Crossflatts, Bradford Academy and Grange Technology College all opened between 2011 and 2013. Admissions are managed so that the new provisions grow over a period of time. However, they are funded at a set number of places to ensure financial viability. 26

School Registered Funded Current Funded Phase Places Places Occupancy Places 2016/17 As of Nov 2017/18 2016 North Titus Salt 15 16 16 16 Secondary South Thornton 15 15 15 15 Secondary Grammar West Bradford 15 5 5 6 Secondary Forsters Total Places 45 places 36 places 36 places 37 places 45 secondary 36 secondary 36 37 secondary secondary

School Registered Funded Current Funded Phase Places Places Occupancy Places 2016/17 As of Nov 2017/18 2016 North Beckfoot 10 7 7 7 Secondary South Bradford 15 13 13 13 Secondary Academy Total Places 25 places 20 places 20 places 20 places 25 secondary 20 secondary 20 20 secondary secondary

School Registered Funded Current Funded Phase Places Places Occupancy Places 2016/17 As of Oct 2017/18 2016 Girlington 25 17 12 17 Primary (HI) Swain 55 (original 20 14 20 Primary House (HI) agreement 31.08.2010) Grove 14 9 12 12 Primary House (VI) Hanson (HI 65 55 40 55 Secondary & VI) Total 159 101 78 104 Places

Annex 1 includes a map of the existing special schools September 2016. Annex 2 includes a map of the existing DSPs and ARCs September 2016. Annex 3 includes a map of the existing behaviour centres September 2016.

Early Years

The Early Year intervention team has seen a significant increase in the numbers of referral for specialist assessment, teaching and provision. Provision for Early Years SEND children is distributed across special schools, Children Centre Plus (CC+) and places and in private and independent nurseries Data shows that there has been an underuse of CC+ specialist placements for early years children.

Place allocation in CC+

Number of actual part time CC+ places 0-3s/ available per setting 2-3s 3-5s St Edmund's CC+ 4 16 Woodroyd CC+ 4 12 Strong Close CC+ 4 16 Barkerend CC+ 4 12 Canterbury CC+ 4 16 Owlet/Hirst Wood CC+ 4 16

CC+ Occupancy April – end October 2016

Children Centre Plus April 16 May 16 June 16 July 16 September 16 Oct 16 3- 3- 3- 3- 3- 3- 0-3/2-3s 5s 0-3/2-3s 5s 0-3/2-3s 5s 0-3/2-3s 5s 0-3/2-3s 5s 0-3/2-3s 5s St Edmund's CC+ 4 16 4 16 4 16 4 16 2 12 2 12 Woodroyd CC+ 3 2 2 2 2 2 2 2 0 2 1 2 Strong Close CC+ 4 11 4 12 4 13 4 12 4 7 4 7 Barkerend CC+ 3 8 3 9 3 9 3 9 2 5 2 4 Canterbury CC+ 0 1 0 1 0 1 0 1 1 2 1 3 Owlet/Hirst Wood CC+ 0 1 0 1 0 1 0 1 0 0 0 0

Summary of Post 16 SEND Data (December 2016)

Post 16 SEND Population:

Post 16 Student numbers have remained stable over the 3 year data period 2014/15 (612), 2015/16 (589) and 2016/17 (613).

Around 58% of students with an assessment (SEN/LDA) attend FE institutions and around 42% attend school sixth forms. Again, this figure has remained stable over the 3 year data period.

SEND SEND SEND students with students with students with an assessment an assessment an assessment in FE in in FE in in FE in 2014/15 2015/16 2016/17 Name of provider academic year academic year academic year Askham Bryan College 4 6 - Aspire-Igen Ltd - - 10 Bradford College 113 117 143 Calderdale College 8 10 7 City of Sunderland College - - 1 Communication Specialist College Doncaster (ex Doncaster College for the Deaf) 2 2 2 Craven College 47 31 24 Education and Services for People with Autism - 1 1 Greenhead Sixth Form College - - 1 Harrogate College (subsidiary of Hull College Enterprises Ltd) - - 1 Henshaw's College 9 11 10 Huddersfield New College 1 2 2 Hull College - - - Kirklees College 2 - - Leeds City College (All Campuses) 52 53 58 New College Worcester 1 1 - NISAI Virtual Academy - 2 4 Pennine Camphill 1 1 2 RNC Hereford 3 1 - RNIB College Loughborough - 1 - Seashell Trust 1 1 1 Shipley College 106 106 89 Strathmore College - 1 1 Wakefield College 1 - - FE (non school) 351 57% 347 58% 357 6th Form Year 12 114 100 107 6th Form Year 13 80 90 87 6th Form Year 14 67 52 62 School Sector 261 43% 242 42% 256 All post 16 612 589 613

Breakdown of current need by Prime Need (PN) in FE (non-school) sector (2016-17)

Prime Need (PN) in post 16 non-school sector

ASD 72 21%

SLD 68 20%

BESD + SEMH 58 17% MLD 43 12% PD 39 11% HI 24 7% SLCN 19 5% VI 17 4% SPLD 6 2% Other 3 1% Sub-total 349

Awaiting diagnosis 8

Total students (2016-17) 357

Students with ASD are the largest group (72). It is also possible that there are students with undiagnosed ASD conditions in other PN groups, and in particular among those with BESD/SEMH (58). Students in both these groups are also more likely to be in Range band 4b or above and therefore attract higher rates of High Needs funding.

Outcomes Data is taken from 2015-16 destinations (IYSS/Connexions database). Going forward, further work is required to align current destination data with the national Preparing for Adulthood outcomes. Work in this area is underway through the FE Reference Group.

Academic Age

16 17 18 19 20 21 22 23 24

School: Year 12 106 53% 1 1% - 0% - 0% - 0% - 0% - 0% - 0% - 108 14%

School: Year 13 - 0% 86 49% - 0% - 0% - 0% - 0% - 0% - 0% - 86 11%

School: Year 14 - 0% - 0% 61 40% - 0% - 0% - 0% - 0% - 0% - 61 8%

Apprenticeships 2 1% 1 1% 1 1% - 0% - 0% - 0% - 0% - 0% - 4 1%

FE College 65 33% 67 38% 66 43% 67 57% 40 71% 21 64% 3 23% 1 20% 1 334 44% FE College Specialist 1 1% 1 1% 3 2% 5 4% 4 7% 4 12% - 0% 1 20% - 19 3%

In custody 1 1% - 0% - 0% - 0% - 0% - 0% - 0% - 0% - 1 0%

Employment 1 1% 7 4% 2 1% 2 2% 2 4% 2 6% - 0% - 0% - 16 2% Higher Education - 0% - 0% 8 5% 6 5% - 0% 2 6% - 0% - 0% - 16 2%

Lost contact 3 2% 5 3% 4 3% 7 6% 8 14% 3 9% 5 38% 2 40% 1 39 5%

Moved area 3 2% 1 1% 2 1% - 0% - 0% - 0% - 0% - 0% - 6 1%

NEET 11 6% 3 2% 2 1% 1 1% - 0% - 0% - 0% - 0% - 17 2% Not active NEET eg long term ill or pregnant 4 2% 3 2% 4 3% 7 6% 2 4% - 0% - 0% - 0% - 20 3% Social Care services 1 1% - 0% 1 1% 22 19% - 0% 1 3% 5 38% 1 20% - 32 4%

Volunteering 2 1% - 0% - 0% 1 1% - 0% - 0% - 0% - 0% - 3 0%

No. of students 200 175 154 118 56 33 13 5 2 756

LDA Conversion (Position at December 2016)

 150 Assessment conversions from Learning Difficulty Assessments (LDA) to EHCPs have been undertaken to date. Review paperwork has been submitted and draft or final EHCP have been issued.  16 conversion review meetings are due to take place in December. The LA will issue draft EHCPs when paperwork is received from the providers.  5 conversion review meetings will take place in January. These will not meet DfE deadline for conversions 31 Dec 2016 tough will be completed very shortly after.

Provision Type - FE (non-school) sector 2016/17

 Around 42% of students with an assessment are studying at Entry or pre-entry level  Around 26% of students are studying at level 1  Around 18% of students are studying at level 2  Around 14% of students are studying at level 3; of students studying at level 3 - o 46% of level 3 students have an identified PN of ASD o 22% have an identified PN of Physical Disabilities o 16% have an identified PN of BESD/SEMH 31

Entry Level courses A - incl. level/Applied SEN & Level 1: Level 2: Level 3: A level (Level Grand Row Labels ESOL GCSEs BTECintro/NVQ1 BTECfirst/NVQ2 BTECntl/ArtFndtn/NVQ3 3) Total Bradford College 61 1 15 16 17 1 111 Calderdale College 2 4 6 City of Sunderland College 1 1 Communication Specialist College Doncaster 1 1 Craven College 10 2 9 2 23 Education and Services for People with Autism 1 1 Greenhead Sixth Form College (Huddersfield) 1 1 Harrogate College 1 1 Huddersfield New College 2 2 Leeds City College (Keighley Campus) 19 14 5 3 41 Leeds City College (Other Campuses) 1 5 6 NISAI Virtual Academy 1 1 Pennine Camphill Community 2 2 Seashell Trust (Royal College Manchester) 1 1 Shipley College 13 36 11 7 67 Grand Total 111 1 70 46 34 3 265

Gaps in Provision (derived from Students with SEND who are NEET at December 2016)

There are two main NEET categories where young people who find it difficult to find appropriate learning provision (post 16) are likely to be placed: ‘Not active NEET – severe disability’ and ‘Not active NEET – ill’. This includes young people who experience barriers to learning due to anxiety and mental health related issues. At December 2016, of the 14 young people recorded in these 2 groups, 9 (64%) had an identified PN of ASD, BESD or SEMH.

NEET: Start NEET: NEET: NEET: Date Not Not Yet NEET: Ready Seeking Agreed Active Not Ready Ready for Jobs or (for NEET: Active Not Not for Job for Level Study Training learning for NEET: has Active Active or 2 Program or /partici Other Severe NEET: is NEET: is Grand Row Labels Training Training mes Courses pation) Reason Disability Ill Pregnant Total Autistic spectrum disorder (ASD) 2 1 3 6 Behaviour, emotional & social difficulty (BESD) 1 6 1 1 3 12 Moderate learning difficulty (MLD) 2 2 Physical disability (PD) 1 1 Severe learning difficulty (SLD) 1 1 1 1 1 5 Social, Emotional & Mental Health (SEMH) 1 1 2 2 1 2 9 Specific learning difficulty (SPLD) 1 1 Speech, language & communication needs (SLCN) 1 1 Grand Total 2 1 3 10 1 3 2 14 1 37

Behaviour Provision

Bradford’s EHCP SEMH Population

Bradford has a population of 2,424 children and young people with an EHCP, of these 409 are for Social, Emotional and Mental Health (SEMH) as their primary need (as of May 2016). In context this is 2.61% higher than the Yorkshire and Humberside average for SEMH. This is within the backdrop of a year on year increase of children and young people with long-term SEMH needs across the District.

Primary Support for Social, Emotional and Mental Health Needs Short-term Primary Provision

Across the District there are four off-site Centres that can offer places for up to 45 children from across the District. The short-term support, between 12-18 weeks, provided by the Centres aim to support mainstream inclusion and add to the assessment of children’s need. The Centres offer predominantly part-time places to enable children to keep a solid link to their on-roll school supported by their key worker who act as bridge between Centre and school. Referrals can be made for those children who meet the criteria at range three of Bradford’s Social, Emotional and Mental Health (SEMH) Guidance. This forms part of Bradford’s graduated response to meet the needs of the Districts’ children who present with a special educational need (SEN) for SEMH reasons. Referrals are considered by the Primary Panel made up of Headteachers supported by Local Authority Officers; these detail an increase in referrals indicating more need across the District at range three.

Academic Year Total No. of Number Placed referrals 2013/14 52 41 2014/15 58 41 2015/16 76 52

It should be noted that the discrepancy between referrals to those placed is due to panel considering extension to placement requests as well as new referrals. The Centres also provide education for permanently excluded from the sixth day until a new school is allocated. Data for the academic year 2015/2016 show that in total the Centres supported 68 children, with 62% of those leaving returning to their mainstream settings. Those that leave to specialist settings do so with their needs better assessed and with, or under assessment, for an EHCP. There are currently four children in the centres awaiting appropriate long-term special provision.

Pupils in centres 15/16 Totals Age 2015 - 2014- Total pupils supported over Range 2016 2015 year 68 R 1 1 Leavers 1 2 2 47 2 7 8 Mainstream Primary School 29 3 7 9 Mainstream Secondary 2 Primary PRU 11 4 16 15 Secondary PRU/Oastler Y6-7 4 5 21 10 Other (Specialist/PBC/OLA) 1 6 14 7 % returning to mainstream 61.70% 68 52

Long-term Primary Provision

Bradford has one long term specialist primary provision, Park Primary Pupil Referral Unit (PPPRU) which is located in West Bowling. It provides places, from 2015/16, for up to 50 children from across the District increasing from 42 places in the previous year and from 36 places the year before that. Designated a PRU, Park Primary actually runs as a special school because the children accessing this provision predominantly have an EHCP for SEMH and, in the majority, remain long term in this provision.

As the only long term provision within the District, the table below sets out which locality the children are travelling from.

No. of Pupils in Bradford plus OLA travelling to Park Primary 15/16 Bradford Keighley, Out of Local Bingley & Ilkley Authority No. of Pupils 37 16 3

There is a huge gap in long term SEMH provision detailed by the numbers of pupils travelling across the District to PPPRU from the Keighley, Bingley and Ilkley areas. Hidden within this is the transport cost to the Authority for the Keighley children accessing Park PRU which is estimated to be in the region of £80,000 this year. Not least the impact of this long journey time on the child.

Secondary Support for SEMH Needs Short-term Secondary Provision

The Junction is a maximum of 30 school day provision for referred or permanently excluded young people. The Authority has responsibility for making provision for permanently excluded young people from the sixth day. Although the number of permanent exclusions has declined since the formation of the BACs in 2007, until a significant rise in 2015/16, the demand for places in the Junction continues as they take in young people waiting for a place in Central PRU.

2008/09 2009/10 2010/11 2011/12 2012/13 1013/14 2014/15 2015/16 P.Ex 29 26 19 18 11 6 5 26 Junction 82 68 68 58 67 53 44 43

In addition The Junction is used to help establish whether mainstream is likely to be successful for a student with identified issues who has arrived from out of Authority or to

35 make time limited provision following a fixed term exclusion, to avoid a permanent exclusion, whilst the next course of action is agreed. The secondary phase has access to Central PRU located in two sites, Aire View based in Shipley and Jesse Street at Lidget Green. Each site offers places for up to 25 young people from across the District. The short-term support for 10 weeks aims to support inclusion and add to the assessment of young peoples’ needs. Referrals are made to Central PRU for support for these young people via the Behaviour and Achievement Collaborative (BACs) for those children who, like within the primary phase, meet the criteria at range three of Bradford’s SEMH Guidance. There is a waiting list of pupils requiring the support of Central PRU.

2014/15 2015/16 Pupils supported in Central 204 169 PRU over year Average week attendance 9.6 9.3 Pupils in Central PRU for 17 9 between 14-30 Weeks

Long Term Secondary Provision

There are currently three long term specialist or alternative provisions for SEMH totalling 304 places. Oastler and Ellar Carr are schools/settings for young people with an EHCP or under assessment with information detailing long term, complex needs as set out in the Bradford’s SEMH Range Guidance at range 5 or above. Both Oastler and Ellar Carr are full and being consulted by the Authority for places over their number. There is a particular issue with the number of long-term KS3 places available within the Authority as demand is outstripping capacity. District PRU are a KS4 provision and may have young people with an EHCP, but predominantly provide alternative provision to schools for young people via the BACs referral route.

Provision Overview to Support SEMH needs in Bradford

Places and Type Funded Current Phase (Short or Long term) Places Occupancy 2016/17 Dec 2016 North Silver Birch Hub (located within Long Lee 10 Short term 10 8 Primary Primary school)

East Phoenix Centre (located at Carrwood Primary 15 Short term 15 6 Primary School) + 5 *SEN long term 5 4 (*Allocated by SEN) Primary Central Willow (located within Heaton Primary School) 10 Short term 10 7 Primary Horizons Centre (located within Holybrook

Primary School) 10 Short term 10 7 Primary District Wide Park Primary PRU 50 long term places 50 47 Primary

50 Short term places Central PRU (Aire View and Jesse Street) 50 50 Secondary 45 long term places 45 52 Ellar Carr (KS3&4) 90 long term places Secondary 90 85 160 long term places *160 131 Secondary Oastler Special School (KS,3, 4, 5) 49 49 37 Secondary Bradford District PRU (KS4) *in the event that the total number of Secondary Secondary High Needs Block (HNB) places exceeds 394, District PRU places are reduced.

OLA/Independent 45 Primary short-term Total 449 397 55 Primary Long-term NB this does Total Places 50 Secondary Short- Primary 100 not include term current Secondary 394 consultations 344 Secondary Long- to settings term (approx. 35)

Part 2: Teaching Support Services ______

All schools are responsible for providing a broad, balanced curriculum for all pupils including pupils with SEND. Parents and carers are key partners in developing support for children and young people with disabilities. Schools must work with both parents/carers and children/young people to develop appropriate outcomes for their personalised plans. On- going training and development is provided to embed the principles of personalisation and person centred planning in all support for children and young people with SEND. This together with the graduated approach makes the curriculum accessible to children and young people with SEND.

The Council’s partnership with schools is well established and specialist teams provide advice and support at whole-school, group and individual levels. The Bradford District has developed a 7 range funding model which is underpinned by SEN guidance. This sets out the educational offer that will be made available to children and young people with SEND

2012/13 2013/14 2014/15 2015/16 Current caseload Early 409 535 652 703 510 Intervention (103) (136) (187) (187) (Dec 16) Team (177) (of which are Portage referrals) Autism 141 109 216 342 331 to date Team

Cognition & N/A N/A 507 494 284 to date Learning Team Hearing 126 130 111 101 370 active Impaired 315 from Team schools Visually 152 72 71 124 285 active Impaired 30 still in Team referral stage Behaviour 258 190 253 252 270 Team

There are two figures quoted for the Early Intervention Team. The top figure represents the total number of referrals received by the early intervention team and portage team combined. The lower figure represents the number of children referred for Portage Home Teaching. A new system for recording referrals in the Cognition and Learning Team was put into place in 2014/15. Data is not available prior to this date.

Overall Budget for TSS is £6.58m in 2016-17

The funding for the specialist teaching teams is taken from the High Needs Block. This 38 comprises: • Behaviour Service - £1.05m (£427k de-delegated) • Sensory Service - £3.68m • Learning Support Service - £1.4m, which is allocated across the 3 TSS teams below:  Cognition and learning - £680k  Autism - £492k  Physical and Medical - £200k • Early Years Intervention Team - £450k ( and additional £200Kis allocated to Early Year Intervention Grant (EYIG) £240K Equality and Access officers) The SEND overall budget also includes Educational Psychology (£1.2m) and SEN Core Services (£1.28m)

Total for the SEND Services : £9.06m (£9.5m including Early Years element)

It is forecasted that in 2017/18 there will be significant pressure on the DSG and the HNB for SEND funding to meet a £7m shortfall in funding and in response to the outcome of the National Funding Formula consultation. The current pressures are also in part due to:

• Additional specialist placements to meet the current demand; • Out of Authority placements which are more expensive to fund; • Overspend on home tuition/medical needs budget; • Growth in placements for non-statemented pupils in specialist provisions.

Review of The Teaching Support Services – Autumn 2016

Headteachers and Senior School Leaders have met twice with The Deputy Director of Education and Senior LA Officers, Employment and Skills over the course of the Autumn term 2016 to discuss how the LA moves to a SEND service design that reflects a self- improving, sector-led approach to providing support, advice, training and consultancy to schools to support the full spectrum of special educational needs.

Core Principles of the Review • Work in partnership with schools and settings to improve outcomes for SEND pupils in Bradford Schools • Ensure sufficiency, efficiency and effectiveness • Ensure LA meets it’s statutory duties with regard to SEND • Co-produce plans with schools, pupils and parents • Build capacity in the system to respond to need. • Develop a sector led, self-improving model for SEND specialist support.

TSA: Teaching Schools Alliance NLE: National Leader of Education NLG: National Leader of Governance SLE: Specialist Leader of Education MAT: Multi-academy Trust

SOAR

A solution-focused exercise to help to shape the vision for SEND services for the future based on current strengths was undertaken. The SOAR, Strengths, Opportunities, Aspirations and Results are collated below and represent the views of those that attended the review meetings.

Strengths Opportunities . Assessment processes and inter-relationships . To improve SEN services in mainstream and . Individual in central teams but dependant…! Training special schools but patchy. . Streamline systems . SENCos statutory compliant – willingness and . Ensuring parents and families are engaged commitment to meet needs . To improve support of training to schools . Student and family relationships individuals, parents carers . High quality provision . Provision meets demand . High quality inclusion: ARCS / Schools / provisions. . Remain compliant . Outward looking group . Collective responsibility as services are pushed out . Expertise in services into mainstream and specialist settings . Specialist sub teams . Greater communications celebration and . Timely interventions signposting. . Knowledge . Better holding to account for resources and how . Strong collaboration across LA used . Intention to ‘do it’ . To improve referred process . Willingness from services . Improve school to school support . SENCos are a real asset across the district . Responsive timescales . Specific experts in disciplines are ‘hard to replace’ . Connecting support inputs to case management . Trading by services is already effective . Change agenda is set . LA ‘range model’ is a good basis for development . Review pathway process and improve systems . To re-train existing skilled staff to address further need . Move to sector-led model . To develop outreach work from e.g. Behaviour centres . Meet needs of children as we know them to be . Part-time other models of provision . Develop bespoke training that fits the district . Greater inter-agency collaboration. Aspirations Results . To have wide range of support including: . A joint up collaborative and successful system - High quality support and advice . Needs are identified early and effective provision in - Highly trained and motivated staff place to meet the needs of students and their - More joined up support provision e.g. Health, families to reduce need for intervention where Education, Social Services provided and provide and provide high quality life . To have a cost effective and successful range of opportunities provision that is collaborative and accountable in . Good and better outcomes for SEND meeting the needs of all SEN . World class service . Better timelines for referral action . EHCPs at 100% . Trading of services in a more dynamic environment . Students in right setting with support specialist centres/hubs to be based in schools . Timely! where the children are . Identified service around sub-set needs . Transformational impact or resource utility . More flexible and accessible services . 0-25 provision map linking all services to one plan . Services ‘more than’ meets needs around families . Great outcomes in education, health and care . Early ID and swift processing . Appropriate outcomes . Local areas to hold provision . Whole family services . Closer to home . Accountability of resource holders for quality and . Joint approaches with services collaborating outcomes. . Responsive sector-led system with high quality services.

Draft Model for Teaching Support Services

The model below is the outcome of the work undertaken by the group and is currently a draft pending comments from those who took part. Discussion and consultation around budget and implementation commenced in January 2017 and a new model of delivery is expected to be ready to be shared with stakeholders by the end of March 2017. The new model is intended to build on the consultation with the groups and align closely with other work being undertaken across services within Bradford focusing on early intervention.

Complex Generic Specialist Specialist Teaching Services MAT (Hubs) SEN Assessment Academy Special Schools Services Free TSAs Maintained NLEs/SLEs

Self-evaluation – Self-Review – Commissioned Support/Review – Advice – Consultancy - Training - Assessment - Provision

Projected Need – SEND Forecasting ______

All available data shows there will be an on-going need to provide specialist provision at both primary and secondary level for children and young people with special educational needs throughout the Bradford District.

Projections have been applied to the existing population of the District’s resourced provisions and special schools. This provides an indication of the future demand for places. By 2018 this shows that additional places will be required to support children and young people with special educational needs.

The identification of autism spectrum conditions continues to increase. More clinics have been established to enable the diagnosis of ASD earlier. Support documents from the Joint Assessment Clinic show there is likely to be an increase in demand for autism provision. Health professionals inform the local authority of young children with additional needs. An analysis of these notifications shows that children and young people identified with speech language and communication needs are the largest cohort of notifications received. A significant number of these are likely to receive a diagnosis of autism.

The distribution of special educational needs is widespread across the District. The projected population increases are applied to the current known special educational needs population. In addition other local data such as the Joint Strategic Needs Assessment (JSNA) is considered such as the prevalence of complex health and disability in the local district. The early identification of young children and the outcome of statutory assessment has identified an increase in numbers for some areas of need.

This provides an indication of the future demand for places. By 2019 this shows that additional places will be required to support children and young people with special educational needs.

Overall capacity 2015 v 2018

Provision Primary Seconda All Age 2015 Primary Seconda All Age 2018 Differenc type ry Totals ry Totals e Special 311 461 96 868 336 532 109 977 -109 Schools DSPs 38 118 0 156 50 132 0 182 -26 ARCs 50 61 0 111 58 66 0 124 -13 Total 399 640 96 1135 442 728 106 1276 -141

As reported to the Schools Forum in May 2015. This information is reviewed and updated on an annual basis. The updated 2016 figures and 2019 forecasting data will be available by the end of December 2016.

The additional places required in the Districts resourced provision have been provided by the opening of a new primary DSP in January 2016 (Haworth Primary) – 12 places – for children and young people with communication and interaction needs and a new secondary DSP in January 2016 (Bradford Forsters) – 15 places – for children and young people with severe learning difficulties.

In addition to the projected population growth of the Districts special schools there are usually a number of children and young people who transfer to a special school from other provision (whether resourced provision and/or mainstream schools). In 2015/16 this applied to 83 children and young people. It is anticipated that this number will remain similar on an annual basis. Therefore over a 3 year period this would create a demand for a further 249 places in addition to the numbers estimated above for general population growth.

Overall – the required increase from 2016 to 2019 for special school places is projected to be of 360 places from 109 population growth and 249 changes in provision.

Additional special school provision is required in the region of 360 places

Requirements for the new provision

Travel to and from any proposed locations needs careful consideration to minimise the amount of travel time for pupils.

Each of the new schools would need to offer provision to a range of special educational needs including Autistic Spectrum Conditions, Severe Learning Difficulties, Profound and Multiple Learning Difficulties (generic offer).

In terms of population growth the largest area of need are Autistic Spectrum Disorder, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.

60% of the in-year admissions to special schools were for secondary aged children and young people. 40% of the in-year admissions to primary schools were for primary aged children and young people.

There are children and young people with all categorys of need who live in all areas of the District. However as outlined earlier in this position paper there are some areas of the District that have larger numbers of special educational needs and disability than others. (Please refer to the Bradford SEND Context)

The 360 places relate to the generic special school offer and do not include provision for children and young people with moderate learning difficulties or SEMH needs.

Proposals to Address Identified Primary Need for Behaviour Provision

With current demand for long-term places already outstripping the 50 places in Park Primary PRU available for 2016/17 the Authority is in consultation with school partners to review ways of expanding provision across the District to meet this demand. We currently have an offer to support expansion by six at Park Primary. In the short term we are in consultation for more immediate long-term places in the Keighley area for six places as an annex to the Keighley Behaviour Centre.

Keighley partners have made a proposal for an enhanced DSP for SEMH needs for up to 10 children with EHCP’s, again subject to consultation, buildings and funding agreements.

Proposals to address identified Secondary need for Behaviour Provision

The Authority is in consultation with an alternative provider (TLG) to offer 6 additional KS3 places which would be overseen by Ellar Carr. In addition there is a plan to expand Ellar Carr by 16 places subject to buildings and funding being agreed.

As part of the plan for a graduated response over a three year period to meet the expanding long term SEMH needs within the District, the Local Authority has made an expression of interest to the DFE for commissioning a 72 place Free School. This proposal would include 12 residential places. This Free School proposal would be for young people aged from 10 to 19 years and is an integral part of the strategy to bring Bradford children, educated out of the district, back into Bradford as these OLA places are currently costing the Authority over £2.4 million.

Proposals including interim arrangements ______

During the next three years it is projected that up to 360 specialist places will be required. This equates to 120 places in 16/17, 120 places in 17/18 and 120 places in 18/19. These projections reflect predicted population growth (36 places a year) and an allocation of places for children and young people who are likely to require a change in provision that will be identified during the statutory assessment process (83 a year based on 15/16 figures).

Long term the local authority anticipates that a free school (s) will be established in the Bradford District. It will take up to 3 years to put plans into place for a new special free school (s). In partnership with the Regional Schools Commissioner (RSC) and Department for Education (DfE) this timeline includes seeking the necessary approvals to open new provision, securing capital funding and allowing time for actual building/refurbishment. Therefore the earliest proposed opening date for a new school would be September 2019.

Long term provision

There are a number of ways to approach the model of delivery to achieve the required number of places:

 A 360 place special school to serve the whole of the Bradford District  Two 180 place special schools one to serve the Keighley area and one to serve the south of the Bradford District  Three 120 place special schools that would each serve a section of the District (details to be determined)  Four 100 place special schools that would each serve a section of the District(details to be determined)

A number of expressions of interest from interested bidders have been submitted to the Regional Schools Commissioner (New Schools Network) for consideration. Announcements are expected in the Spring Term 2017 to confirm which expressions of interest will be invited to submit more detailed applications.

The LA has supported interested bidders through providing data of current need and data predicting future needs by locality, prime needs and age to enable the most appropriate provision to meet the needs of Bradford children and young people to be specified.

Interim arrangements

In the meantime the District’s special schools have reached full capacity. The local authority undertake the appropriate actions to quickly put in place interim arrangements which will provide the additional places required between now and 2019 when a potential new school could open.

There is no capital available specifically for the development of SEN provision. The local authority would like to maximise the use of available accommodation in the District by establishing a partnership arrangement with existing special schools. It is envisaged that the pupils will be on the roll of the special school. The special school will receive additional funding for the places. The special school will employ the additional staff. The staff and pupils could be located at a building with available space and would operate as a satellite provision. It is anticipated that the interim arrangements will cease at the point that new free school (s) are open to pupils. 46

The options for available accommodation which are fit for purpose are limited. In discussion with officers from SEN Services, the capital development team, the school places planning team and other council staff a number of options are being explored as potential locations for satellite provision.

Both additional capital and revenue funding will be required to support any interim arrangements.

There are some constraints on the sites of the existing special schools in terms of available land to provide additional classrooms though solutions have been identified.

At this stage it is anticipated that the interim arrangements will be provided by:

 Existing special schools reviewing the use of space within their current accommodation/campus arrangements  Existing special schools increasing their existing accommodation through either permanent build or temporary classrooms  Review of use of DSP and behaviour provision to ensure efficient use of places and funding  Expansion of existing resourced provision where need is evident  Development of new resourced provision in localities where there is currently not access  A review of ARC provision and the delivery of sensory services  Existing special schools developing satellite provision in partnership with mainstream schools who have available accommodation for a short period of time  Review of Early Years placements and provision to ensure CC+, special school EY placements and Portage Home Teaching is used effectively  Review of Post-16 provision and explore how gaps can be filled within the LA to create more opportunities for extended learning and work for SEN young people.

The Education Funding Agency has confirmed that local authorities should use the basic needs funding allocation to develop specialist provision. Work is underway to develop specific proposals and a timeline for the phased opening of the interim arrangements. We hope to be able to share these with a wider group of stakeholders in the New Year.

In partnership with the asset management team to identify potential sites for that have capacity for development discussions are underway with schools to develop specific proposals.

Previous discussions:

A discussion was held with 10 mainstream schools who host resourced provision that is designated for children and young people with communication and interaction needs. At that time this group had no clear view as to the preferred model for future specialist provision. It was acknowledged during these discussions that the DSP model is successful for some children and not for others.

A discussion with the District Achievement Partnership confirmed a shared view that new school would be the preferred options given that all of the existing special schools are full.

Special school Headteachers and Deputy Headteachers asked that in addition to new specialist provision for autism that the local authority gives consideration to the growing number of children in special schools with profound and multiple learning difficulties who have significant life limiting conditions.

Further actions to secure better outcomes for SEND children and young people

Alongside the creation of new specialist places and a review of provision and support for SEND we are striving to improve the outcomes for all children and young people identified with special educational needs and disabilities across the Bradford Distict. In addition to the proposals outlined in this paper we intend to:

 Work with our school partners in TSAs and MATs to promote best practice in support and provision for SEND.  Collaborate with our TSAs to expand the number of NLEs and SLEs with SEND expertise to further promote the sector-led school improvement agenda.  Work with our external partners to look for opportunities to jointly commission support for SEND using evidence based practice and to ensure that all the resources that are available to support children and young people with SEND are maximised.  Continue to co-produce our plans with families, carers, children and young people so that we design services that fulfil their expectations and aspirations.  Review the SEND Range Guidance with our school partners to ensure that Quality First Teaching is at the heart of SEND provision.  Work with our education partners to ensure that delegated and top-up funding is used effectively and efficiently to provide differentiated, evidence-based interventions that have measurable impact on outcomes.  Review the process and pathways for requesting and processing statutory assessments so that it is more rigorous and robust.  Introduce ‘My Support Plan’ to support school to plan effectively to meet the needs of children and young people identified with more complex SEND.  Collaborate and share our vision and progress with partners at a conference in the summer term 2017, entitled: ‘All Bradford’s Children’.

Financial Implications

An indicative cost of providing new specialist provision is set out below. Please note that actual costs will be informed by the needs of individual children and young people.

Cost of developing interim arrangements to be managed by existing schools 2016-2019 Year Number of places Amount 2016/17 (Year 1) 120 places @ £10,000 £1,200,000 120 places @ £7,380 £ 885,600 (Range 4d) £2,085,600 2017/18 (Year 2) 120 places @ £10,000 £1,200,000 120 places @ £7,380 £ 885,600 (Range 4d) £2,085,600 2018/19 (Year 3) 120 places @ £10,000 £1,200,000 120 places @ £7,380 £ 885,600 (Range 4d) £2,085,600 3 year cost 360 places £6,256,800 implications

It is anticipated that the interim arrangements will cease at the point that new free school(s) are open to pupils. Therefore the place and place plus element of the funding will transfer to the new free school (s).

Impact of not creating additional specialist places in the Bradford District

Our special schools are currently full. If additional specialist places are not developed in the Bradford District during the next three years any children and young people who require a special school place will remain in mainstream schools and will be funded through the agreed 7 range funding model.

The alternative is that they will be placed in specialist provision out of the District. The current cost of out of district placements varies between £50k and £100k per pupil. Actual costs are dependent on individual pupil need. The annual cost of providing out of district placements for 120 children could range between £6 million and £12 million a year, which replicated over a 3 year period would equate to £18 million to £36 million (between 3 and 6 times more than the cost of providing interim places in the Bradford District.

Placements out of district or in the independent and non-maintained sector are usually only considered for a small number of children and young people who require very specialist provision. Usually their needs cannot be met in the local provision and it would not be cost effective to develop unique provision for individual pupils.

The schools forum has agreed to fund an additional 120 places in specialist provision from January 2017 onwards. This will cover the number of places it is anticipated will be required for generic specialist provision in 2016/17.

Initial Planned Places to be funded from the High Needs Block 2017/18

.A return to the Education Funding Agency, for further education settings and academies, was submitted mid-November on the basis of planned numbers. In total, including the provision for additional places currently unallocated, the planned DSG is anticipated to be 49 required to finance 2,379 places in Bradford-located settings for the 2017/18 academic year. This represents an increase of 359 places on the original planned number for the 2016/17 academic year. The 2017/18 planned High Needs Block Budget includes the following places not yet allocated to settings:

 120 SEND places April 2017 – August 2017 (the 1st tranche, agreed by the Schools Forum 21 September 2016)  240 SEND places September 2017 – March 2018  In the range of 20 SEMH places April 2017 – August 2017  In the range of 40 SEMH places September 2017- March 2018

These places are the only real growth in capacity above the current numbers in provisions (these unallocatedplaces explain 260 of the 359 additional 2017/18 academic year places; the remaining 99 are already largely filled or committed).

In addition, the number and cost of placements in out of authority, independent and non- maintained settings are increasing. We estimate that an additional £1.43m of provision is needed in the High Needs Block in 2017/18 than was provided for in the original 2016/17 planned budget. £0.53m of this is simply to meet the anticipated cost of the current number of placements.

It is anticipated that there may be minor refurbishment costs to school premises to support the interim arrangements. At this stage these costs are unknown but it is anticipated that these costs can be covered from the basic needs allocation held by the local authority capital development team. The local authority will be seeking confirmation from the Department for Education (DfE) that they will reimburse the local authority for these costs prior to this funding being spent.

The cost of providing a temporary classroom to accommodate up to 30 pupils ranges from £120k to £200k depending on the specialist facilities that are required on top of the standard classroom and toilet facilities.

Recent building schemes at some of the existing special schools have cost in the region of £200 - £300k to provide permanent accommodation for a small group of pupils with very complex needs. Providing permanent accommodation offers a long term solution rather than lost money on the hire of temporary buildings.

In addition to the interim arrangements it is anticipated that it will be necessary to consider increasing the accommodation at existing special school sites. A feasibility study of existing school sites is being undertaken to confirm the available options and identify actual costs for these proposals.

Local Offer and Joint Commissioning

The Children and Families Act (2014) placed a new requirement on all local authorities to publish a Local Offer. The Local Offer must provide information on services across education, health and social care for children and young people who are aged 0-25 years and have special educational needs and/or disabilities (SEND). The Local Offer includes local provision and provision outside of the area that is likely to be used including regional and national specialist provision.

The purpose of the Local Offer is to provide clear, comprehensive and accessible information about the available services and how families can access it. The aim is to make provision more responsive to local needs and aspirations by directly involving disabled children and young people and those with special educational needs, their parents/carers and service providers in its development and review.

The development and review of the Local Offer has been strongly influenced by the views of parents, carers, children and young people during the last 2 years, all of whom have given a continued level of commitment to this area of work, even during the school holidays.

The Local Offer makes it easier for families to find information, provides clarity for families about the services that are available, enables families to identify any gaps in provision and provides an evidence base for improving services in the future.

The local authority is continuing to develop effective partnerships with key organisations across the District during the development and review of the Local Offer.

Bradford MDC is also a member of the West Yorkshire Local Offer Network and is working closely with other local authorities in the region to share information and good practice.

The Local Offer will continue to review the resources that are available to families in the District and through the Local Offer we will continue to give careful consideration to the feedback received to inform the joint commissioning of services across Education, Health and Social Care.

Next Steps

The agreed areas of work that will be covered by the SEND Review are:

 Future model of delivery for generic specialist provision  Future model of delivery for resourced provision (DSP model to include designation of resourced provision and admissions guidance)  Future model of delivery for SEMH provision  Future model of delivery for teaching support services

The SEND Review is underpinned by a clear communication strategy to ensure that a wide group of stakeholders are able to contribute to the future commissioning of services.

Stakeholders include:

 Partners (health and social care)  Childrens and adults services  Parents/carers  Children and young people  Free School Agenda – interested parties  DfE/EFA/RSC  Early years settings/schools/colleges

The local authority has convened a number of focus groups to contribute to the discussions and the development of proposals. Membership has included:

 Primary and Secondary Headteachers (special, mainstream and resourced provision representatives)  Specialist teachers from the teaching support services  Other education professionals/officers

The development of proposals will continue to report to the SEND and Behaviour Strategic Partnership as required. Specific proposals will be subject to consultation and statutory processes in accordance with DfE guidelines.

An indicative timeline for the development and implementation of the SEND Review is:

Activity Timeline Focus groups consider data on pupil populations June – July 2016 Development of position paper August – December 2016 Focus Groups develop recommendations on future September 2016 onwards model of delivery Planned dates and agenda items for the focus group meetings need to be organised and shared with interested stakeholders. Communication with a wide group of stakeholders on January 2017 future model of delivery Development of action plan/specific phased proposals February 2017 Implementation of action plan including reports to March 2017 onwards Executive, Schools Forum and Directorate Management Team, Trade Unions, liaison with legal services as appropriate Proposed implementation dates for  Part 1 o Interim arrangements January 2017 onwards o Proposed Behaviour provision Spring Term 2017 o Proposed generic specialist SEND provision Spring Term 2017 o Proposed model for resourced provision (DSPs and ARCs) Spring Term 2017  Part 2 o Future commissioning model for March 2018 teaching support services

Recommendations

It is recommended that the Local Authority continues to work with key partners to develop specific proposals for implementation during 2017 and beyond.

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Inside Back Cover

Further copies are available from: Rahila Nazir SEN Team Support and Project Officer

SEND & Behaviour Services Education, Employment and Skills

Tel: 01274 439636

Email: [email protected]

5th Floor, Margaret McMillan Tower, Princes Way, Bradford, BD1 1NN