Cumbria SEND Improvement Programme – Parent/Carer Survey 2019
Cumbria County Council
Final Report
January 2020
Measurement Evaluation Learning: Using evidence to shape better services Page 1
Contents Page
Contents Page Project details and acknowledgements ...... 3
Executive summary ...... 4
Introduction ...... 6
Parent/carer survey results ...... 8
Child/young person’s survey results ...... 35
Conclusions and recommendations ...... 42
Appendix A: Parent/carer survey ...... 46
Appendix B: Children’s questionnaire ...... 54
Appendix C: Additional analysis ...... 56
Measurement Evaluation Learning: Using evidence to shape better services Page 2 Project details and acknowledgements
Title Cumbria SEND Improvement Programme: Parent/Carer Survey
Client Cumbria County Council
Project number 19109
Author Sam Jones
Research Manager Tim Markham
M·E·L Research Ltd Somerset House, 37 Temple Street, Birmingham, B2 5DP Email: [email protected] Web: www.melresearch.co.uk Tel: 0121 604 4664
Measurement Evaluation Learning: Using evidence to shape better services Page 3 Executive summary
Measurement Evaluation Learning: Using evidence to shape better services Page 4
Measurement Evaluation Learning: Using evidence to shape better services Page 5 Introduction Background
Agencies in Cumbria have been working together to improve the quality and accessibility of services for children and young people with Special Educational Needs and/or Disabilities (SEND). Ofsted and the Care Quality Commission (CQC) carried out an inspection of these services in 2019 and identified a range of areas where improvements were needed1.
The first requirement by Ofsted/CQC was for the three lead agencies to produce a document called a Written Statement of Action (WSoA), which is a plan which sets out how the organisations will respond to the recommendations made in the inspection report. The WSoA includes a commitment to carry out a large scale postal/online survey of parent/carers of children and young adults (up to age 25) with SEND and have findings available by January 2020.
M·E·L Research were commissioned to undertake this survey. The aim of the survey was to explore parents’/carers’ experiences of SEND services and the SEND Improvement Programme, with a view to improving the understanding of the three agencies and setting baselines for future improvement work.
Methodology
We designed two questionnaires (Appendices A and B), one for parents/carers and one for children, who access SEND services in Cumbria. We primarily used a postal methodology, supplemented with an online link for that that wished to complete the survey online.
A survey pack was mailed to the parent/carer for all 3,426 children in Cumbria with an Education, Health and Care Plan (EHCP). Around 200 households have more than one child with an EHCP. In this instance, the appropriate number of questionnaire packs were sent to allow parents/carers to complete a questionnaire for each child. The survey pack included a questionnaire for the parent/carer and a questionnaire for the child.
An initial mailout of questionnaire packs were sent, followed by a reminder letter three weeks later, to those that had not responded. A text reminder was also sent by the County Council to all parents/carers to encourage participation. Fieldwork took place between 12th November and 31st December 2019.
1 Ofsted and Care Quality Commission (CQC) report available at: https://files.api.ofsted.gov.uk/v1/file/50079132
Measurement Evaluation Learning: Using evidence to shape better services Page 6 Response rates and statistical significance
A total of 539 parents/carers completed the survey, giving a response rate of 16%.
The achieved confidence interval gives an indication of the precision of results. With 539 parents/carers having completed the survey, this returns a confidence interval of ±3.9% for a 50% statistic at the 95% confidence level. This simply means that if 50% indicated they agreed with a certain aspect, the true figure could in reality lie within the range of 46.1% to 53.9% and that these results would be achieved 95 times out of 100. However, where base sizes are smaller the margin of error would be wider and so those results should be treated with greater caution.
For the children’s survey, a total of 369 completed questionnaires were returned, giving a response rate of 11%. These results are accurate to ± 4.8% at the 95% confidence level.
Table 1: Response rate and margins of error Responses Response rate Margin of error Parent/carer survey 539 16% ±3.9% Child survey 369 11% ±4.8%
* Based on a 95% confidence level Analysis and reporting
This report presents the findings from the two surveys. Firstly, we present the results of the parent/carer survey and then the results of the children’s/young person’s survey. Results are based on ‘valid’ responses and therefore where a respondent has selected ‘not applicable’ or left a question blank, these have been excluded from analysis for that question. The base size therefore shows the total number of respondents included in the analysis for each question. Where percentages do not sum to 100%, this is due to computer rounding. Multiple response questions show the percentage figure for each response code as a percentage of all respondents to the question and are not expected to total to 100% as more than one response to a question could be made.
To provide further insight into the results, we’ve carried out sub-group analysis by different demographics and a number of key variables (e.g. district and education provision). The results for these sub- groups have been presented only if they were statistically significant (at the 95% confidence level) and if the base sizes were 30 or more. Where there is a statistically significant difference between groups, this has been noted in the report as a “significant” difference. However, a significant difference may not necessarily mean that the difference is ‘important’.
Measurement Evaluation Learning: Using evidence to shape better services Page 7 Parent/carer survey results About you and your child or young adult
Firstly, respondents were asked which district they live in and the age of their child.
Table 2: District Base size: 538
Count % Allerdale 80 15% Barrow 80 15% Carlisle 102 19% Copeland 101 19% Eden 51 9% South Lakeland 124 23%
Figure 1: Age of child/young adult Base size: 536
Under 5 5%
5 to 10 32%
11 to 15 37%
16-19 19%
20-25 7%
Respondents were also asked their child’s primary area of need. The most common was Autistic Spectrum Disorder (45%). This was followed by Sever Learning Difficulty (13%), Speech, Language & Communication Needs (10%) and Social, Emotional and Mental Health (9%).
Measurement Evaluation Learning: Using evidence to shape better services Page 8 Figure 2: Primary area of need Base size: 531
Autistic Spectrum Disorder 45% Severe Learning Difficulty 13% Speech, Language & Communication Needs 10% Social, Emotional and Mental Health 9% Moderate Learning Difficulty 7% Profound and Multiple Learning Disabilities 3% Physical Disability 3% Hearing Impairment 3% Physical and Medical Difficulty 3% Other Difficulty/Disability 2% Specific Learning Difficulty 1% Currently under assessment 1% Visual Impairment 1%
In most cases (87%) respondents reported that their child had another area of significant need. Almost half (48%) of those with another significant need reported that their child/young adult had Speech, Language & Communication Needs, 40% stated Autistic Spectrum Disorder and 36% Social, Emotional and Mental Health needs.
Figure 3: Other areas of significant need Base size: 461
Speech, Language & Communication Needs 48% Autistic Spectrum Disorder 40% Social, Emotional and Mental Health 36% Moderate Learning Difficulty 23% Severe Learning Difficulty 20% Multi-Sensory Impairment 14% Other Difficulty/Disability 11% Physical Disability 11% Physical and Medical Difficulty 10% Specific Learning Difficulty 9% Profound and Multiple Learning Disabilities 7% Visual Impairment 7% Currently under assessment 6% Hearing Impairment 5%
Measurement Evaluation Learning: Using evidence to shape better services Page 9 For education provision, a quarter (25%) of parents/carers reported that their child attends a mainstream primary school and a similar proportion were at a mainstream secondary school (23%). Over a fifth (22%) attended a special school and 15% were in further education or at college.
Figure 4: Type of education provision attended Base size: 533
Mainstream Primary 25% Mainstream Secondary 23% Special Schools 22% Further Education/College 15% Other 8% Nursery and preschool 4% Alternative provision 3% Home Schooled 1% Out of County School 1%
Following this, respondents were asked if their child had experienced disruption in their education, such as exclusions or changes of school, in the last three years. Positively, around seven in ten (68%) had not experienced disruption in their child’s education, however, a third had (32%).
Figure 5: Has your child experienced disruption in their education in the last 3 years? Base size: 533
22%
Yes, definitely Yes, to some extent 11% No 68%
Sub-group analysis shows that there were significant variations by age group and education provision:
Children aged 11-15 were significantly more likely to have experienced disruption in their education in the last 3 years (42%) compared to those aged 5-10 (24%).
Measurement Evaluation Learning: Using evidence to shape better services Page 10 Children in mainstream secondary schools and special schools were significantly more likely to have experienced disruption in their education in the last 3 years (32% and 37% respectively) compared to those in mainstream primary schools (20%).
Figure 6: Experience of disruption in education in the last 3 years by age and education provision
Under 5 (n=26) 4% 5-10 (n=169) 24% 11-15 (n=196) 42% 16-19 (n=101) 36% 20-25 (n=38) 26%
Mainstream Primary (n=130) 20% Mainstream Secondary (n=120) 32% Special School (n=114) 37% Further Education/College (n=79) 30% Other (n=85) 48%
Measurement Evaluation Learning: Using evidence to shape better services Page 11 Your experience of SEND services in Cumbria
Parents/carers were asked which of the following service areas their child had accessed. Almost all (96%) had accessed education services, with three quarters (75%) also having accessed health services in Cumbria. Around half had also accessed social care services (47%) and emotional health and wellbeing services (52%).
Figure 7: Service areas accessed by child Base size: 538
Education 96%
Health 75%
Social Care 47%
Emotional Health and Wellbeing 52%
Sub-group analysis shows that there were significant variations by age group: Children aged 20-25 were significantly less likely to have accessed education services (80%) compared to those aged 5-19 (97-98%). However, they were significantly more likely to have accessed social care services (68% compared to 43-47%).
Table 3: Service areas accessed by age
Emotional Education Health Social Care Health and Wellbeing Under 5 (n=26) 92% 69% 42% 46% 5-10 (n=171) 98% 79% 43% 48% 11-15 (n=196) 98% 75% 47% 57% 16-19 (n=102) 97% 75% 46% 48% 20-25 (n=40) 80% 68% 68% 63%
Respondents were then asked to think about their experience of these service areas over the last three years. They were provided with eight statements and asked if they agreed or disagreed with each.
Measurement Evaluation Learning: Using evidence to shape better services Page 12 Education The majority of parents/carers were positive about their experience of education services. The highest level of agreement was with the statement ‘I am involved in setting targets/outcomes for my child’ (87%), followed by ‘mine and my child’s views are taken into account by the service’ (83%). Over three- quarters of parents/carers also agreed that the provision is currently meeting their child’s needs (78%), transport support is appropriate (77%) and that they are satisfied with the monitoring and assessment of their child’s provision (77%).
The lowest level of agreement was with children’s needs being properly identified by the service at the earliest opportunity, with a third (33%) of parents/carers disagreeing that this was the case.
Figure 8: Agreement with statements about experience of education services Base sizes: 318-482
I am involved in setting targets/outcomes for 87% 13% my child Mine and my child’s views are taken into 83% 17% account by the service The provision is currently meeting my child’s 78% 22% needs
Any support with transport is appropriate 77% 23%
I am satisfied with the monitoring and 77% 23% assessment of my child’s provision My child has been easily able to access 75% 25% provision in this area Different services and professionals work well 72% 28% together to support my child My child’s needs were properly identified by 67% 33% the service at the earliest opportunity
Agree Disagree
Sub-group analysis shows that there were significant variations by age group, sex of child and education provision: Parents/carers of children aged 16-19 were significantly less likely to agree than those with children aged 5-10 that: . Their child’s needs were properly identified by the service at the earliest opportunity (61% compared to 76%)
Measurement Evaluation Learning: Using evidence to shape better services Page 13 . They are satisfied with the monitoring and assessment of their child’s provision (69% compared to 83%) . Different services and professionals work well together to support their child (60% compare to 75%) . The provision is currently meeting their child’s needs (70% compared to 82%) Parents with sons were more likely to agree that they are involved in setting targets/outcomes for their child (89%) compared to parents with daughters (82%).
Parents/carers with children in a special school were significantly more likely to agree than those with children in all other education provisions that: . The provision is currently meeting their child’s needs . Any support with transport is appropriate
Parents/carers with children in further education or college were significantly less likely to agree than those with children in a mainstream secondary school that: . Their and their child’s views are taken into account by the service . They are involved in setting targets/outcomes for their child
Table 4: Agreement with statements about experience of education services by education provision
Further Mainstream Mainstream Special Education/ Other Primary Secondary Schools College (n=46-72) (n=53-123) (n=67-114) (n=94-108) (n=55-69) I am involved in setting 88% 91% 94% 77% 78% targets/outcomes for my child Mine and my child’s views are taken into account by the 86% 88% 86% 74% 71% service The provision is currently 78% 76% 91% 79% 61% meeting my child’s needs Any support with transport is 58% 69% 95% 82% 70% appropriate I am satisfied with the monitoring and assessment of 78% 78% 89% 71% 59% my child’s provision My child has been easily able to 80% 82% 79% 69% 55% access provision in this area Different services and professionals work well 72% 74% 81% 64% 60% together to support my child My child’s needs were properly identified by the service at the 73% 68% 75% 61% 51% earliest opportunity
Measurement Evaluation Learning: Using evidence to shape better services Page 14 Health Parents/carers were less positive about their experience of health services, in comparison to education services, though more respondents agreed with the statements than disagreed. The highest level of agreement was with the statement ‘mine and my child’s views are taken into account by the service’, with seven in ten (70%) agreeing.
The lower levels of agreement were with different services and professionals working together (56%) and appropriate support with transport (57%). Over four in ten (43-44%) disagreed with these statements.
Figure 9: Agreement with statements about experience of health services Base sizes: 167-354
Mine and my child’s views are taken into 70% 30% account by the service I am involved in setting targets/outcomes for 66% 34% my child My child has been easily able to access 64% 36% provision in this area The provision is currently meeting my child’s 62% 38% needs I am satisfied with the monitoring and 61% 39% assessment of my child’s provision My child’s needs were properly identified by 59% 41% the service at the earliest opportunity
Any support with transport is appropriate 57% 43%
Different services and professionals work well 56% 44% together to support my child
Agree Disagree
Sub-group analysis shows that there were significant variations by district, age group, sex of child and education provision: Parents/carers in South Lakeland were significantly less likely to agree than those living in Allerdale that: . They are involved in setting targets/outcomes for their child (53% compared to 79%) . They are satisfied with the monitoring and assessment of their child’s provision (49% compared to 70%)
Measurement Evaluation Learning: Using evidence to shape better services Page 15 . Different services and professionals work well together to support their child (47% compared to 67%) . The provision is currently meeting their child’s needs (54% compared to 76%) . Parents/carers of children aged 5-10 were significantly more likely to agree that their child has been easily able to access provision in this area (73%) compared to those with children aged 11-15 (56%). . Parents/carers of children aged 16-19 were significantly less likely to agree that different services and professionals work well together to support their child (39%) compared to those with children aged 5-15 (58-61%).
. Parents with daughters were more likely to agree that their child’s needs were properly identified by the service at the earliest opportunity (69%) compared to parents with sons (55%).
. Parents/carers of children in a special school were significantly more likely to agree that their child’s needs were properly identified by the service at the earliest opportunity (74%) compared to those with children in other education provisions (49-59%). . Parents/carers of children in a special school were significantly more likely to agree any support with transport is appropriate (72%) compared to those with children in a mainstream secondary school (46%).
Measurement Evaluation Learning: Using evidence to shape better services Page 16 Social Care Fewer parents/carers were positive about their experience of social care services, with less than half (43-47%) agreeing with four of the eight statements. The highest level of agreement was with the statement ‘mine and my child’s views are taken into account by the service’, with almost six in ten (59%) agreeing. This was followed by 56% who agreed that they are involved in setting targets/outcomes for their child.
Almost six in ten (57%) disagreed that their child has been easily able to access provision in this area and 53% were dissatisfied with the monitoring and assessment of their child’s provision. The same proportion disagreed that their child’s needs were properly identified at the earliest opportunity.
Figure 10: Agreement with statements about experience of social care services Base sizes: 123-219
Mine and my child’s views are taken into 59% 41% account by the service I am involved in setting targets/outcomes for 56% 44% my child
Any support with transport is appropriate 52% 48%
The provision is currently meeting my child’s 51% 49% needs I am satisfied with the monitoring and 47% 53% assessment of my child’s provision My child’s needs were properly identified by 47% 53% the service at the earliest opportunity Different services and professionals work well 47% 53% together to support my child My child has been easily able to access 43% 57% provision in this area
Agree Disagree
Measurement Evaluation Learning: Using evidence to shape better services Page 17 Emotional Health and Wellbeing Feedback from parents/carers on their experience of emotional health and wellbeing services was generally poor. While 57% agreed that they are involved in setting targets/outcomes for their child and 55% that their and their child’s views are taking into account by the service, more than half of all parents/carers disagreed with the remaining statements, than agreed.
The largest levels of disagreement were with the ease of accessing provision of these services (58%) and the needs of the child being properly identified at the earliest opportunity (58%).
Figure 11: Agreement with statements about experience of emotional health and wellbeing services Base sizes: 121-243
I am involved in setting targets/outcomes for 57% 43% my child Mine and my child’s views are taken into 55% 45% account by the service
Any support with transport is appropriate 48% 52%
The provision is currently meeting my child’s 48% 52% needs Different services and professionals work well 46% 54% together to support my child I am satisfied with the monitoring and 45% 55% assessment of my child’s provision My child’s needs were properly identified by 42% 58% the service at the earliest opportunity My child has been easily able to access 42% 58% provision in this area
Agree Disagree
Measurement Evaluation Learning: Using evidence to shape better services Page 18 Figure 12 below shows the level of agreement for each statement by the four service areas. Results show that parents/carers were more positive about their experiences of educational services, with agreement for all statements highest for this service area.
Looking at access to services, respondents were least positive about the ease of accessing social care and emotional health and wellbeing services. There were also low levels of agreement with children’s needs being properly identified at the earliest opportunity and different services and professional working well together to support children with SEND. This suggests there is room for improvement here across all four service areas.
Figure 12: Agreement with statements about experience by service areas
75% My child has been easily able to access provision 64% in this area 43% 42%
67% My child’s needs were properly identified by the 59% service at the earliest opportunity 47% 42%
83% Mine and my child’s views are taken into account 70% by the service 59% 55%
87% I am involved in setting targets/outcomes for my 66% child 56% 57%
77% I am satisfied with the monitoring and assessment 61% of my child’s provision 47% 45%
72% Different services and professionals work well 56% together to support my child 47% 46%
78% The provision is currently meeting my child’s 62% needs 51% 48%
77% 57% Any support with transport is appropriate 52% 48%
Education (n=318-482) Health (n=167-354) Social Care (n=123-219) Emotional Health and Wellbeing (n=121-243)
Measurement Evaluation Learning: Using evidence to shape better services Page 19 Respondents were also asked how well informed they felt about SEND services and the support available to both them and their child. Overall, a greater proportion felt informed (54%) as opposed to uninformed (46%). There is clear room for improvement, with only 17% feeling ‘very well informed’. Most concerning is the 15% who felt ‘not informed at all’ about the services and support available.
Figure 13: How informed parents/carers feel about the SEND services and support available Base size: 514
17% 37% 31% 15%
Very well informed Fairly well informed Not very well informed Not informed at all
Sub-group analysis shows that there were significant variations by district:
Parents/carers in Barrow were significantly more likely to feel informed about the SEND services and support available (65%) compared to those living in South Lakeland (48%).
Figure 14: How informed parents/carers feel by district
Barrow (n=74) 65% South Lakeland (n=119) 48% Allerdale (n=76) 50% Copeland (n=100) 50% Carlisle (n=96) 59% Eden (n=48) 52%
Measurement Evaluation Learning: Using evidence to shape better services Page 20 Preparation for adulthood (transition)
Parents/carers of children aged 12 to 25 were asked some additional questions about their child’s transition to adulthood. They were asked to think about their experience of the support their child received, or is receiving, to prepare them for adulthood.
Figure 15 below shows that around three in ten agreed that their child is being well supported to prepare for adulthood (32%) and that their child is able to access training and employment opportunities (31%). A quarter of parents/carers agreed that their child’s experience of transition has been positive (26%) and that they are well informed about the support available to help their child prepare for adulthood (25%).
However, there were high levels of disagreements for these statements. The highest level of disagreement was with how well-informed parents/carers felt about the support available (61%). Over half also expressed disagreement with their child’s experience of transitioning from children to adult services in Cumbria (54%) and with their child being able to access training and employment opportunities.
Figure 15: How informed parents/carers feel about the SEND services and support available Base sizes: 183-299
My child is being well supported to prepare for 32% 24% 44% adulthood
My child is able to access training and 31% 17% 52% employment opportunities
My child’s experience of transition between children’s and adults services in Cumbria has 26% 21% 54% been positive
I am well informed about the support available 25% 14% 61% to help my child prepare for adulthood
Agree Neither Agree / Disagree Disagree
Measurement Evaluation Learning: Using evidence to shape better services Page 21 What’s working well and what could be improved What’s working well Parents/carers were asked to think about their experiences of SEND services, and what they think currently works well. A total of 355 valid comments were left, which have been analysed and grouped into themes and presented in Table 5 below.
The most common themes focused on the education services and support received from and within schools, from teachers and Special Educational Needs Coordinators (SENCO’s). Respondents also made positive comments about support staff and social workers; however, some took the opportunity to express their dissatisfaction with SEND services.
Table 5: What’s working well Count % Education service/ school 111 31% General dissatisfaction / suggestions for improvement 92 26% Support staff/ social workers 77 22% Support received 36 10% Communication/ information 33 9% All of it/ generally satisfied 31 9% Other 21 6% EHCP meeting/ annual review 20 6% Collaboration/ joined-up working 18 5% Transport provision 12 3% SENDIAS 8 2% Direct payments 7 2% Health 6 2% Extra services (e.g. sports, youth club, book club etc.) 6 2% Early intervention 4 1% Respite 4 1%
“Being in supported education and having routine and structure helps my child.”
“My child has excellent support in school - supporting with his learning but also to be independent. He is fully included as much as possible with mainstream children / peers.”
“School annual reviews are great. School implementation of SEND is great. SENCO wonderful.”
Measurement Evaluation Learning: Using evidence to shape better services Page 22 What could be improved Parents/carers were then asked to think about what needs to be improved. A total of 355 valid comments were left, which have been analysed and grouped into themes and presented in Table 6 below.
The most common theme was about making services more accessible and timelier, such as the time it takes to process and review Education Health Care Plans (EHCPs). Other common themes focused on communication; communication between agencies/services and parents, and communication between professionals. Respondents also mentioned a need for better provision of information and support for parents outside of school and as children grow up.
Table 6: What could be improved Count % Access/ timeframe 106 30% Communication 83 23% More information/ clearer information 71 20% More support 67 19% Staff (employ more, training, workload) 62 17% Everything/ general dissatisfied comment 50 14% Actioning meetings, reviews, referrals etc. 38 11% Collaboration/ joined-up working 38 11% Other 36 10% Transition to adulthood 27 8% Nothing/ all good 23 6% Quality/ consistency of service/ transparency 21 6% Funding/ resources 15 4% CAMHS 9 3% Transport 6 2% More local provision 6 2%
Measurement Evaluation Learning: Using evidence to shape better services Page 23 “Communication between different departments and professionals. My son was assessed twice for his communication skills, because the results of the first assessment weren't shared with all the involved professionals. “
“There is a lack of communication of what services are available in the area, and the school are relied upon to provide this in some cases which is very limited.”
“Post-16 support and communication need to improve.”
“The time it takes to get reviewed EHCP after annual review is too long. Our last review was January 2019 it is now November and we do not have reviewed plan!”
Cumbria Parent Carer Forum
Cumbria Parent Carer Forum is a representative body for parents and carers of children with SEND in Cumbria. Awareness and membership are relatively low. Over a third (37%) of respondents were aware of the Forum and 40% of those were a member.
Figure 16: Awareness and membership of Cumbria Parent Carer Forum Base sizes: 539; 195 63%
37% 40% 39%
21%
Yes No Yes Not sure / can't No remember Prior to receiving this Are you a member of the Cumbria questionnaire, were you aware Parent Carer Forum? of the Cumbria Parent Carer Forum? Sub-group analysis shows that there were significant variations by education provision:
Parents/carers of children in special schools were significantly more likely to be aware of the Cumbria Parent Carer Forum (43%) than parents/carers with children in mainstream secondary schools (29%).
Measurement Evaluation Learning: Using evidence to shape better services Page 24 Figure 17: Awareness of Cumbria Parent Carer Forum by education provision
Mainstream Primary (n=131) 40%
Mainstream Secondary (n=120) 29%
Special School (n=115) 43%
Further Education/College (n=80) 34%
Other (n=87) 39%
Those that were aware of the Cumbria Parent Carer Forum were then asked how effective they felt the Forum was. Six in ten (60%) felt the Forum was effective at keeping parents/carers informed and five in ten (52%) felt it was an effective way to engage with parents/carers on key issues and to gather their views. Slightly less (45%) felt the Forum was effective at representing parents/carers in decision making, with 29% reporting that the Forum was ‘poor’ or ‘very poor’ at this.
Figure 18: Effectiveness of the Cumbria Parent Carer Forum Base sizes: 119-139
Keeping parents/carers informed 17% 44% 21% 14% 5%
Engaging with parents/carers on key issues and 16% 36% 26% 13% 10% gathering their views
Representing parents/carers in decision making 15% 30% 26% 16% 13% by the county council, NHS and others
Excellent Good Average Poor Very poor
Parents/carers were then asked to think about how the Cumbria Parent Carer Forum could be improved. A total of 80 valid comments were left, which have been analysed and grouped into themes and presented in Table 7 below.
Comments focused on a need for better or improved communication and advertising of the Forum, as well as making the Forum and the information it provides or generates more accessible and localised.
Measurement Evaluation Learning: Using evidence to shape better services Page 25 Table 7: How the Cumbria Parent Carer Forum could be improved Count % Increased awareness and promotion 27 34% Access (more localised approach) 24 30% Represent parents/ views 13 16% Other 12 15% Communication with parents 11 14% Increased transparency 9 11% Links with others (support groups, carers etc.) 9 11% Include Forum in decision-making/ act on feedback 7 9% More approachable 5 6% Accessible time (e.g. not during the day) 4 5% More/ paid staff 3 4% Disseminate information from meetings 2 3%
“More advertising / communication.”
“Feedback from parent / carers being listened to and any suggestion to better services should be taken into account.”
Make the information and feedback from meetings simpler and clearer to read and understand. Don't presume parents understand the terminology or legislation etc…”
Measurement Evaluation Learning: Using evidence to shape better services Page 26 Cumbria’s SEND Local Offer
Cumbria’s SEND Local Offer2 is a website that provides a wide range of information about SEND services in Cumbria. Just under three in ten (29%) respondents were aware of the Local Offer website. In terms of usage, the majority (65%) reported that they use it less often than monthly and 21% said they never use it. Just 1% of respondents use it weekly.
Figure 19: Awareness of the Cumbria Local Offer Figure 20: Frequency of using SEND Local Offer website website to find information Base size: 539 Base size: 155
71%
Weekly 1%
29% Monthly 12%
Less often 65%
Never 21% Yes No
Those that were aware of the SEND Local Offer website were then asked to rate different aspects of the site. For the ease of finding information, 31% felt it was ‘excellent’ or ‘good’ whilst a larger proportion reported it as ‘poor’ or ‘very poor’. Results for the quality/usefulness of the information available were similar with 31% feeling the site was ‘excellent’ or ‘good’ for this and 34% finding it ‘poor’ or ‘very poor’. However, a greater proportion found the range of information available ‘excellent’ or ‘good’ (34%) as opposed to ‘poor’ or ‘very poor’ (30%). Around a third (31-35%) felt all aspects were average.
2 www.cumbria.gov.uk/localoffer
Measurement Evaluation Learning: Using evidence to shape better services Page 27 Figure 21: Rating of the SEND Local Offer website Base sizes: 122-124
Range of information available 8% 26% 35% 17% 13%
Quality/usefulness of the information available 6% 26% 35% 19% 15%
Ease of finding information you need 10% 21% 31% 21% 17%
Excellent Good Average Poor Very poor
Parents/carers were then asked how the SEND Local Offer website could be improved. A total of 78 valid comments were left, which have been analysed and grouped into themes and presented in Table 8 below.
The most frequent suggestions for improvement were making sure the information is up to date (including points of contact and the contact details) and making the website more user-friendly and easier to navigate.
Table 8: How the Cumbria SEND Local Offer website could be improved Count % Functionality (e.g. ease of use and navigation) 38 49% Increased awareness and promotion 24 31% More information/ specific information 15 19% Up to date information 12 15% Other 11 14% Content (more personal, less jargon, more creative) 8 10% Contact details 7 9% Local / district specific information 3 4% Mobile app 2 3%
Measurement Evaluation Learning: Using evidence to shape better services Page 28 “Too vague. No direct points of contact in the guidance for when you need help or clarification. For example, "contact the local authority" or "contact the NHS" isn't good enough. Families should know exactly who they need to contact for help. The support directory is far from complete. There are many support groups and services available which aren't listed.”
“Please be easier to navigate. I don't use it because it is so hard to find out anything. Last week tried to find out about young carers in Barrow - drew a blank.”
“Hard to find what you're looking for. Wrong telephone numbers. Hard to know what to look for. Hard to find out how to access support.”
Measurement Evaluation Learning: Using evidence to shape better services Page 29 The Cumbria SEND Improvement Programme
Parents/carers were also asked for their views on the Ofsted/Care Quality Commission (CQC) inspection in March 2019 and the response of Cumbria County Council, NHS North Cumbria Clinical Commissioning Group and NHS Morecambe Bay Clinical Commissioning Group.
Four in ten (42%) parents/carers reported that they were aware of the inspection carried out in March 2019, prior to receiving the questionnaire.
Figure 22: Awareness of SEND services being inspected by Ofsted/CQC in March 2019 Base size: 539
58%
42%
Yes No
Those that were aware of the inspection were then asked how well informed they felt about how Cumbria is responding to the recommendations from the inspection. The majority (64%) felt uninformed with 29% feeling ‘not informed at all’. Just 36% felt informed.
Figure 23: How informed parents/carers feel about how Cumbria is responding to the recommendations Base size: 183
9% 27% 35% 29%
Very well informed Fairly well informed Not very well informed Not informed at all
All parents/carers were then asked to think about the agencies responsible for providing services for SEND children and young people (i.e. Cumbria County Council and the NHS) and asked their level of agreement with three statements.
Measurement Evaluation Learning: Using evidence to shape better services Page 30 44% of parents/carers agreed that they trust the agencies to do the right thing for children and young people with the same proportion agreeing that overall, the agencies have a good understanding of needs, strengths and weaknesses in relation to SEND provision in Cumbria. Slightly fewer (42%) agreed that they have confidence in the agencies.
Whilst more respondents agreed than disagreed, there were some high levels of disagreement with the statements, ranging from 32% to 35%. There were also high proportions of respondents reporting that they ‘neither agree nor disagree’.
Figure 24: Agreement with statements on the agencies responsible for providing SEND services Base sizes: 486-499
I trust these agencies to do the right thing for 11% 33% 24% 17% 15% children and young people
Overall, the agencies have a good understanding of needs, strengths and 9% 35% 23% 21% 12% weaknesses in relation to SEND provision in Cumbria
I have confidence in these agencies 9% 33% 23% 22% 14%
Strongly Agree Agree Neither Agree / Disagree Disagree Strongly disagree
Sub-group analysis shows that there were significant variations by district and age group:
Parents/carers in Carlisle were significantly more likely to agree that that they have confidence in the agencies (47%) compared to those living in Allerdale (32%).
. Parents/carers of children aged 5-10 were significantly more likely to agree that they have confidence in the agencies (49%) compared to those with children aged 11-15 (38%) and 20-25 (21%). . Parents/carers of children aged 20-25 were significantly less likely to agree that overall, the agencies have a good understanding of needs, strengths and weaknesses (18%) than those with children aged 5-19 (39-52%). . Parents/carers of children aged 20-25 were significantly less likely to agree that they trust the agencies to do the right thing (23%) compared to those with children aged 5-19 (41-49%).
Measurement Evaluation Learning: Using evidence to shape better services Page 31 Finally, parents/carers were asked what issues they would prioritise for improvement in relation to SEND services in Cumbria. A total of 309 valid comments were left, which have been analysed and grouped into themes and presented in Table 9 below.
Communication was another commonly mentioned theme, between services and parents and between services and agencies. Other common themes included early intervention and identification of needs, more information/promotion of the service available and easier access or support to access services. Increased funding and resources and improved collaboration/joined-up working between services were also mentioned.
Table 9: Issues parents/carers would prioritise for improvement Count % Early intervention/ quicker access to services 82 27% Communication with parents 66 21% More information/ promotion of services 57 18% Access to support 57 18% Increased/ better allocation of resources 48 16% Improved collaboration 45 15% Staff (employ more, training…) 36 12% Increased funding/ better allocation of funding 32 10% Transition to adulthood 25 8% Other 23 7% Transparency/ trust 16 5% General dissatisfaction/ bad experience 15 5% More child-centric 15 5% Communication between services/ agencies 14 5% Mental Health services (access, provision…) 14 5% More local provision 8 3% More accountability 4 1% Approachability 1 0%
Measurement Evaluation Learning: Using evidence to shape better services Page 32 “To be listened to, parents / carers are experts in their children’s needs, but get overlooked.”
“Earlier identification of need - therefore more support / training in primary schools.”
“Knowledge & understanding from professionals. Communication. Everybody working together to get the best outcomes.”
“Lack of resources: staff / funding is apparent with the provision being visibly cut over the years and meetings / communications / intercultural declining.”
Measurement Evaluation Learning: Using evidence to shape better services Page 33 Final comments
At the end of the survey parents/carers were given the opportunity to add any other comments on any issues raised in the questionnaire. A total of 145 valid comments were left, which have been analysed and grouped into themes and presented in Table 10 below.
Most respondents took this opportunity to comment on their personal experiences of SEND services, whilst some expressed appreciation with having the opportunity to share their views. However, some reiterated previous comments on how services could be improved.
Table 10: Issues parents/carers would prioritise for improvement Count % General dissatisfaction/ bad experience 55 38% Thanks/ generally positive comment 31 21% More funding/ resources/ support 31 21% Other 29 20% More information 17 12%
“Improvements: think about the individual child at all times. Increase number of staff to lower caseloads. C.O.P. training for all. Stop being passed off between education, health and social. Build schools that are for the inbetweener achievers. Have key workers to help parents through the maze of SEN and many, many more. More SENDIA's staff. Transition to adulthood needs sorting out - too much dependence on FE establishments.”
“More info about the SEND services.”
“Local service requires appropriate funding to stop the postcode lottery of service provision.”
Measurement Evaluation Learning: Using evidence to shape better services Page 34 Child/young person’s survey results
A supplementary survey was designed for children and young adults that receive SEND services in Cumbria, to give them an opportunity to tell us about the help and support they get.
Respondent profile
Firstly, respondents were asked which district they live in, how old they are and where they go to learn. The majority of respondents were learning in schools (74%) and therefore most were of school age (66% aged 5-15).
Table 11: District Base size: 367
Count % Allerdale 59 16% Barrow 62 17% Carlisle 61 17% Copeland 73 20% Eden 30 8% South Lakeland 80 22% Don't know/not sure 2 1%
Figure 25: Age Base size: 368
Under 5 3%
5-10 years old 29%
11-15 years old 37%
16-19 years old 23%
20-25 years old 8%
Figure 26: Place of study Base size: 355
School 74%
College 17%
At home 2%
Somewhere else 9%
Measurement Evaluation Learning: Using evidence to shape better services Page 35 Learning and school
The first section of the survey looked at the help and support children get in the place they go to learn. Positively, three quarters of respondents (75%) felt that the people who help them learn know what they need. Just 6% felt that they didn’t and 19% were unsure.
Figure 27: Do the people who help you learn know what you need? Base size: 362
75% 19% 6%
Yes Don’t know / not sure No
A similar proportion felt that the people who help them to learn listen to what they want (74%). However, a slightly larger proportion felt that they don’t listen (9%).
Figure 28: Do the people who help you learn listen to what you want? Base size: 359
74% 17% 9%
Yes Don’t know / not sure No
When asked if they are able to decide what they want to happen about school and learning, just under half (48%) agreed whilst 18% disagreed. A large proportion (34%) stated that they didn’t know or were unsure.
Figure 29: Do you help decide what you want to happen about school and learning? Base size: 354
48% 34% 18%
Yes Don’t know / not sure No
Measurement Evaluation Learning: Using evidence to shape better services Page 36 There were some significant differences amongst sub-groups for this set of questions:
. Children in Copeland were significantly more likely to feel that the people who help them learn know what they need (88%) compared to children living in Barrow (72%), South Lakeland (68%) and Carlisle (70%).
. Children aged 5-10 were significantly more likely to feel that the people who help them learn know what they need (85%) compared to those aged 11-15 (70%) and 16-19 (71%). . Children aged 5-10 were significantly more likely to feel that the people who help them to learn listen to what they want (83%) compared to those aged 11- 15 (66%). . Children aged 16-19 were significantly more likely to agree that they help decide what they want to happen about school and learning (57%) compared to those aged 11-15 (39%).
Measurement Evaluation Learning: Using evidence to shape better services Page 37 Staying healthy
The next section focused on the help and support children receive to stay healthy. Three quarters (75%) of respondents agreed that the people who help them to stay healthy know what they need. 19% were unsure and just 7% felt that they don’t know what they need.
Figure 30: Do the people who help you stay healthy know what you need? Base size: 351
75% 19% 7%
Yes Don’t know / not sure No
Seven in ten (70%) also felt that the people who help them to stay healthy listen to what they want. Around a quarter (23%) were unsure and 7% felt that they are not listened to by those helping them to stay healthy.
Figure 31: Do the people who help you stay healthy listen to what you want? Base size: 351
70% 23% 7%
Yes Don’t know / not sure No
When asked if they are able to decide what they want to happen to stay healthy, 56% agreed whilst 13% disagreed. Around a third (31%) stated that they didn’t know or were unsure.
Measurement Evaluation Learning: Using evidence to shape better services Page 38 Figure 32: Do you help decide what you want to happen to help you stay healthy? Base size: 350
56% 31% 13%
Yes Don’t know / not sure No
Transport
All children were then asked if they are happy with the transport they get to take them places. Over three quarters (77%) of respondents reported that they were happy with the transport they get with 10% stating they were not happy and 13% unsure.
Figure 33: Are you happy with the transport you get? Base size: 296
77% 13% 10%
Yes Don’t know / not sure No
Measurement Evaluation Learning: Using evidence to shape better services Page 39 How you find things out
Respondents were then asked if they were aware of the All of Us Forum and the SEND Local Offer website, to gain an understanding of how, or if, they get information on the services available to them.
Just 3% of respondents knew about the All of Us Forum, with the vast majority (80%) stating that they don’t know or were not sure. 17% did not know about it. Similarly, the vast majority (90%) were unaware of the SEND Local Offer website, with just one in ten (10%) aware of this facility.
Figure 34: Awareness of All of Us Forum and the SEND Local Offer website Base sizes: 347; 346
90% 80%
17% 10% 3%
Yes Don't know / No Yes No not sure Do you know about the Do you know about the All of Us Forum? SEND Local Offer website?
Any other comments
Respondents were also given the opportunity to tell us anything else about the help and support they get. A total of 67 valid comments were left, which have been analysed and grouped into themes and presented in Table 12 overleaf.
Some took this opportunity to share positive feedback about the support they receive or the provision(s) they receive, such as the school they attend. Others made suggestions on how services and provisions could be improved. Common themes included increased support from support staff or social workers and easier access to services.
Measurement Evaluation Learning: Using evidence to shape better services Page 40 Table 12: Additional comments Count % Lack of help/support 17 25% Generally satisfied 11 16% Good support 7 10% Lengthy processes/ waiting list 6 9% Don’t know/ listen to what I want 6 9% Other 5 7% Generally dissatisfied 4 6% No school / issues with placement 3 4% Additional support 3 4% Parents support me 3 4% Lack of communication 2 3% Help beyond school 2 3% Free transport and/or gym 2 3% Lack of trust 1 1% Longer play times 1 1%
“Since receiving a place at a special school my life has changed positively.”
“I like getting all the help I get because it makes me happy.”
“The help I get it is very poor sometimes I get it and I don’t, so I probably need more support.”
“Don't get any help or support apart from school, never been told about any help or support.”
Measurement Evaluation Learning: Using evidence to shape better services Page 41 Conclusions and recommendations
The findings from the parent/carer survey provide a useful understanding of the experiences those with SEND children have had, or are having, with services provided within the County. It also gives insight into the views of parents/carers on the recent Ofsted/Care Quality Commission (CQC) inspection.
Feedback from parents/carers
Experience of SEND services in Cumbria
Results from the survey showed that the vast majority of children had accessed education services in Cumbria, with most also having accessed health services. Around half had accessed social care services and emotional health and wellbeing services.
Respondents were most positive about their experience with education services; which is positive considering most had accessed these services. The majority of parents/carers expressed that they were involved in setting targets and outcomes for their child’s education and have their views taken into account by the service. Over three quarters also agreed that the provision is currently meeting their child’s needs. When asked what is working well with SEND services in Cumbria, education and support within schools was a common response. Results for the other service areas were less positive.
Almost four in ten (38%) of those that had accessed health services felt the service was not meeting, or did not meet, their child’s needs and around half felt that social care and emotional health and wellbeing provisions weren’t. Ease of access to services and having children’s needs identified at the earliest opportunity also came out as areas with room for improvement, as well as having different services and professionals work together to support children with SEND. This was the case for all service areas, and these were also common themes in open-ended responses throughout the survey.
Looking at communication around services, overall, a greater proportion of parents/carers felt informed as opposed to uninformed, however, 15% felt ‘not informed at all’. Communication between agencies/services and parents was also expressed as an area for improvement by respondents.
Preparation for adulthood
A large proportion of parents/carers reported disagreement with their child being well supported to prepare for adulthood. Over half disagreed that their child is able to access training and employment opportunities and that the transition from children’s services to adult services had been positive.
Measurement Evaluation Learning: Using evidence to shape better services Page 42 There is a clear need for additional support for those transitioning to adulthood. Communication and information around the support available also needs to be improved, with just a quarter of parents/carers feeling well informed.
Resources available to parents/carers
Awareness of the Cumbria Parent Carer Forum and Cumbria Local Offer website was low. Just four in ten (40%) were a member of the Forum and usage of the Local Offer website was also infrequent with the majority reporting that they use it to find information less often than monthly; 21% never use it.
Those that were aware of the Forum were generally positive, finding it an effective way to keep parents/carers informed, to engage with parents/carers and represented them in decision making. Those that were aware of the Local Offer website were less positive, with most finding the range, quality and ease of finding information to be ‘average’. Improvement to these resources should focus on raising awareness of the website, easier access and up-to-date information.
The Cumbria SEND Improvement Programme
42% of respondents were aware of the inspection carried out in March 2019, prior to receiving the questionnaire. Of these, over six in ten felt unformed about how Cumbria is responding to the recommendations made. Further information or promotion of this may be needed.
Results from the survey also show that perceptions around the agencies responsible for providing services for SEND children and young people require improvement. Whilst around four in ten agreed that they trust them to do the right thing and that they have a good understanding of needs, strengths and weaknesses in relation to SEND provision, there were high levels of disagreement and ambivalence (neither agree not disagree). With just 42% agreeing that they have confidence in these agencies, work is needed to instil confidence.
Feedback from children/young people
The supplementary survey that was designed for children and young people providers useful insight into their experiences of the help and support they receive.
Results paint a positive picture on the support children and young people receive from those that help them learn and stay healthy. Most respondents felt that the people who help them learn and stay healthy know what they need and listen to what they want, with few disagreeing that this is the case. However, when asked if they are able to decide what they want to happen about school and learning and staying healthy, fewer children/young people agreed. As further engagement with children and
Measurement Evaluation Learning: Using evidence to shape better services Page 43 young people is planned for the coming months, it may be useful to explore the type or level of involvement they would like.
In relation to the resources available to children and young people that receive SEND services, work needs to be done to increase awareness. Very few were aware of the All of Us Forum and the SEND Local Offer website.
Measurement Evaluation Learning: Using evidence to shape better services Page 44 Appendices
Contents Page Appendix A: Parent/carer survey Appendix B: Children’s survey Appendix C: Additional analysis
Measurement Evaluation Learning: Using evidence to shape better services Page 45 Appendix A: Parent/carer survey
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Measurement Evaluation Learning: Using evidence to shape better services Page 53 Appendix B: Children’s questionnaire
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Measurement Evaluation Learning: Using evidence to shape better services Page 55 Appendix C: Additional analysis
Results from the parent/carers survey show that 45% of parents/carers identified Autism Spectrum Disorder (ASD) as their child’s primary area of need.
In order to understand any significant differences in responses, additional sub-group analysis has been carried out between two sub-groups; those with children whose primary area of need is Autism Spectrum Disorder (n=237) and those whose children have a different primary area of need (n=294).
Experience of SEND services in Cumbria Looking at experience of the four main types of SEND services, there were a number of significant differences between those whose children’s primary area of need is ASD and those whose children have a different primary area of need. These have been presented in Table 13 below.
Table 13: Differences in agreement with statements regarding SEND services Autism Other Spectrum primary area
Disorder of need (% agree) (% agree) Education Any support with transport is appropriate 72% 82% Health My child has been easily able to access provision in this area 57% 70% My child’s needs were properly identified by the service at the earliest 52% 66% opportunity Social Care My child has been easily able to access provision in this area 31% 53% Different services and professionals work well together to support my child 37% 55% The provision is currently meeting my child’s needs 41% 59% Any support with transport is appropriate 38% 62% Emotional Health and Wellbeing I am satisfied with the monitoring and assessment of my child’s provision 38% 53% Different services and professionals work well together to support my child 38% 54% Any support with transport is appropriate 36% 57%
Preparation for adulthood (transition) Parents/cares of children aged 12 to 25 whose primary area of need is ASD were more likely to disagree than those whose child has a different primary area of need that:
Measurement Evaluation Learning: Using evidence to shape better services Page 56 . They are well informed about the support available to help their child prepare for adulthood (70% compared to 55%) . That their child is being well supported to prepare for adulthood (52% compared to 39%).
Awareness of Cumbria Parent Carer Forum and Cumbria’s SEND Local Offer . Parents/cares whose child’s primary area of need is ASD were more likely to be aware of the Cumbria Parent Carer Forum (44% compared to 32%). . Parents/cares whose child’s primary area of need is ASD were more likely to be aware of Cumbria’s send Local Offer website (36% compared to 24%).
The Cumbria SEND Improvement Programme . Parents/cares of children whose primary area of need is ASD were less likely to agree that they have confidence in the agencies responsible for providing services for SEND children and young people (36%) than those whose child has a different primary area of need (46%). . Parents/cares of children whose primary area of need is ASD were more likely to disagree that they trust these agencies to do the right thing for children and young people (37%) than those whose child has a different primary area of need (27%).
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