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Developing Inclusive Practices Seminar Challenging Agendas: celebrating the work of the Regional SEN

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Challenging Agendas: celebrating the work of the Regional SEN Partnerships. Tuesday 7th June 2005 ... of different' agendas. Traditional funding arrangements ... – PowerPoint PPT presentation

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Title: Developing Inclusive Practices Seminar Challenging Agendas: celebrating the work of the Regional SEN


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Developing Inclusive PracticesSeminar
Challenging Agendas celebrating the work of
the Regional SEN PartnershipsTuesday 7th June
2005
3
Developing Inclusive Practices
  • Timetable
  • 1.30 Welcome
  • 1.35 Monitoring Out of Authority Provision
    (East)
  • 1.40 Out Authority Placement Data (South
    Central)
  • 1.50 Research using data (DfES)
  • 1.55 Meeting the full range of need (East
    Midlands)
  • 2.05 Special School Outreach (South West)
  • 2.15 In On IT (London)
  • 2.25 Facilitating Inclusion (North East)
  • 2.35 Questions
  • 2.45 - End

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Developing Inclusive Practices
  • Out of Authority Placements
  • Database of non maintained and independent
    provision
  • Forms A, B C, D
  • Monitoring process
  • annual visits / link person
  • National contract
  • Exceptional fee increase liaison
  • Roll out
  • SCRIP / SERSEN / East Midlands
  • Joint commissioning
  • LSC Pathfinder Project (Improving Choice)

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Analysis of Out of Authority Placements
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Impact on LAs
  • Asking for the data means it is gathered
  • compulsory fields
  • voluntary fields
  • gender, ethnicity, looked after status, disabled
    status
  • Allows comparisons to be made (benchmarking)
  • Enables analysis of trends over time, and
    therefore the effectiveness of strategy

8
National impact
  • Data used in various national reports
  • Looked after status

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Some highlights from 2005
  • Increase in average cost per place similar to
    2004 (10) driven by large increases in high cost
    placements
  • No evidence of any move towards pooled budgets
  • Proportion not looked after in 52 week
    residential placements has increased from 26 -
    32
  • Under representation of ethnic minorities

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Ethnicity
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NMISS and Local Authorities working together to
meet the full range of needs
  • SEN Regional Partnerships National Conference
  • Phil Christie (NoRSACA)

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EMSEN and NMISS
  • Termly meetings since July 2004
  • Meetings preceded by NMISS network
  • Linking to NASS Regional Strategy
  • Participation in working groups
  • Commissioning group
  • Continuing Professional Development Group
  • Special Schools network

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What has been achieved?
  • Information and better understanding
  • Networking and relationships
  • Database of potential areas of partnership
    working
  • What LEAs would like to see provided
  • What can be provided by NMSS

15
Challenges for the future
  • Consistency, continuity and commitment
  • Understanding of different agendas
  • Traditional funding arrangements

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NoRSACA
The Early Communication and Autism Partnership
A multi agency response to developments in early
intervention Nottinghamshire Early Support5
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Additional Partnership Developments
As a result of ECAP we have worked together on
the following initiatives
  • Training programme for staff in mainstream
    provision
  • Joint brochure of services
  • Joint Resource and Training Centre

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Outreach Support from Special Schools
  • Lyn Shea and Dorothy Hadleigh
  • SEN Regional Partnership SW
  • 7th June 2005

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Work undertaken
  • prompted by
  • inclusion agenda and future role of special
    schools
  • Removing Barriers to Inclusion
  • Report of the Special Schools Working Group 2004

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Work undertaken
  • To research current practice in developing
    outreach from special schools
  • To develop a self-evaluation framework to enable
    special schools to review their arrangements for
    outreach support

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Key findings
  • 70 of special schools were doing outreach work
  • not all fully in favour
  • wide variety of delivery
  • mostly short-term funding
  • some distrust of LEAs
  • very little evaluation
  • few formal agreements
  • little staff training
  • little evidence of strategic framework
  • partnerships with other agencies difficult

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Report / Self-evaluation Framework
  • Copies available from Lucy Donnelly
  • Tel 01823 365439
  • E-mail
  • lucy_donnelly_at_learning-southwest.org.uk
  • Website www.sw-special.co.uk

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Next steps Key Issues Identified by Outreach
Working Group
  • funding
  • strategic framework
  • evaluation
  • operational framework
  • staff training
  • partnerships

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London SEN Regional Partnership
  • IN ON IT an e-learning network for pupils with
    SEN who are without a school place

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IN ON IT
  • Managed learning environment provided through the
  • London Grid for Learning
  • Development supported by advisory group Local
  • authorities, BECTA, LGfL, NUT

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IN ON IT
  • Messages
  • Inclusion
  • On-line
  • IT
  • Interactive
  • Easy to read all levels

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Context
  • Pupils can be without a school place for a number
    of reasons
  • including
  • placement breakdown
  • suitable provision not identified at phase
    transfer
  • permanent exclusion
  • dispute between LEA and parents regarding
    suitability of provision
  • parental withdrawal of child from school
  • school phobia

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Multiple disadvantage
  • Learning needs
  • Limited no of hours tuition per week
  • Diminished breadth and depth of curriculum
  • Time out of school can result in loss of
    knowledge and skills
  • Can in turn lead to low self-esteem
  • Loss of peer group interaction

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Project aims
  • The project aims to
  • provide e-learning tools for teachers and
    learners
  • enrich the curriculum offer for pupils out of
    school
  • work towards embedding e-learning in services
    that support pupils with special educational
    needs
  • achieve economies of scale by providing a
    centralised London service hub
  • maximise networking between London LEAs and with
    other e-learning initiatives
  • plan for longer-term sustainability

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What IN ON IT is not
  • IN ON IT is not an alternative curriculum to the
    National Curriculum
  • IN ON IT is not designed as an alternative to
    school or provision in its own right
  • IN ON IT is not aimed at pupils whose main
    difficulty is disaffection

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The approach
  • An approach that
  • skills and empowers teachers to use and promote
    e-learning
  • harnesses the benefit of the range of electronic
    resources available
  • enriches the curriculum offer
  • provides stimulating educational experiences
  • takes account of and builds on prior learning and
    attainment
  • develops a regional resource that can be accessed
    by London teachers and learners

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Learning materials
  • Attractive design
  • Varied stimulating media
  • Activities that take account of different
    learning styles
  • Activities that promote discovery and learning
  • Activities that improve knowledge and skills
  • Learning modules broken down into 6 units
  • Clear structure for pupil and teacher template
  • Teachers notes provided

36
Scope of the project
  • The pilot project is designed to run over two
    years.
  • The development work is supported by a (fte)
    teacher consultant.
  • A pilot group of 5 LEAs have taken part in phase
    1
  • Enlargement of the project in 2005/6.
  • Each of the participating LEAs to identify two
    home-tuition teachers interested in taking part.
  • Up to four pupils from each authority from Key
    Stages 2 and 3.

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IN ON IT learning modules
  • Each module consists of 6 units
  • Clear learning objectives
  • Standard template
  • Planning sheet including detailed teachers notes
  • Planning Sheet
  • Learning objectives within the module
  • Learning sequence within each module
  • Teachers notes
  • VAK activities
  • Opportunities for developing thinking skills and
    key skills

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IN ON IT
  • Teachers handbook
  • Including
  • Information about the project
  • Professional development programme
  • Curriculum plan
  • IN ON IT Updates
  • Pupil file
  • How to sheets
  • Pupil drawstring bag

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  • Regional Consultation May - December 2000
  • Multi Agency
  • Multi-Level
  • What are the barriers to Inclusion?

47
  • Six barriers to Inclusion?
  • Definitions and Data
  • Inter-agency working
  • Future role of special education facilities
  • Raising standards and inclusion
  • Training
  • Regional Facilities

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  • Blueprint for Action (2001)
  • It was endorsed as the regional strategy for
    inclusion
  • It introduced a new name and
  • A new vision statement

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  • Strategic Plan 2003-2006
  • 3 key elements to present today.
  • Website www.fine-partnership.org.uk
  • Regional Training Brokerage
  • Regional Commissioning Unit

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Business Plan
  • 3 year plan
  • Focus and direction for development
  • Raising regional skill capacity
  • Consuming regional expertise
  • Utilising current CPD centres
  • Introducing national and international expertise.

58
Training Provision
  • Direct bought provision
  • Brokered work to practitioners
  • Partnership conferences
  • Partnership with Universities, Colleges
  • NVQ Accredited programmes
  • Shared expertise and practice

59
Successes
  • Secured Ofsted Licence to deliver SENIMS
  • 5,000 training places currently available
    regionally
  • Regional Newsletter 2,000 readership and
    increasing
  • Training evaluations 97.5 satisfaction rate
    Excellent/V Good

60
Successes
  • Development of Multi-agency training
  • Chair of the Regional Workforce Development Group
  • Use of Virtual Classrooms for sharing best
    practice
  • Reaching a wider market place which includes
    parents

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The Future
  • Extend the development of training provision
  • Increase places available
  • Development of training/consultancy services
  • Full event management
  • Inclusion Summer School
  • Self sustainability
  • Development of surplus income for further
    investment in regional skill development

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  • Regional Commissioning Unit
  • Funding agreed by 11 Local Areas for 2 years
  • Recruiting to the posts of co-ordinator and
    information manager
  • Use high quality regional data to develop an
    inclusive regional strategy and deliver positive
    outcomes for the regions most vulnerable
    children and young people
  • Underpinned by ongoing regional reference groups

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