Camdens Strategy for C

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• Camdens Strategy for CYP
• With Learning Difficulties /or
• Disabilities
• Governors Briefing
• February 2008

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Delivering Camdens CYP Plan Improving
Outcomes for Children Young People with
Learning Difficulties and/or Disabilities

• Objectives
• To ensure that across the CYP Partnership we
  have
• A shared understanding of the context of the CYP
  Plan and ECM developments in relation to LDD
• A shared understanding of our strength and areas
  for development
• Start to develop shared priorities to improve
  outcomes for CYP with LDD
• Work together toJoin up the range of
  developments supporting this area of work
• OFSTED Terminology

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Delivering Camdens CYP Plan 2006-9
A Borough of Opportunity improving the life
chances and life choices of our CYP Clear link
to our over-arching priorities to Safeguard and
protect, and to raise standards in schools and
improve the levels of achievement of all our
children and young people.
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What should be different for all children in
Camden?

• Better outcomes across all 5 ECM areas
• Increased personalisation and improved choices
• Improved access to information, guidance and
  support to make informed choices
• Children and Young Peoples views, aspirations
  and ambitions inform service development
• Children and parents/carers, are actively
  involved in service design
• More timely prevention, intervention and
  enforcement
• A community of common interest making a
  difference locally improving the prosperity
  and life chances and choices for all children

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CYP with LDD - Definition

• All Camden children and young people with a
  learning difficulty and/or disability, including
  those on the SEN Code of Practice.
• All children and young people who have a
  disability, including those with a moderate or
  severe learning disability, a permanent or
  substantial physical disability or sensory
  impairment or a severe or chronic illness

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Inspection Feedback -LDD Strengths

• Early Intervention and preventative work to
  support CYP with complex needs
• Inter-agency work to assess, monitor and review
  health needs
• Support for progress made by CYP in Early Years,
  Special Schools, Hospital Schools and PRUs
• Promotion of social inclusion e.g low levels of
  exclusions
• Involvement of CYP in shaping, delivering and
  evaluation of services
• Transition between early years and mainstream
  schooling
• Transition to adult services

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Inspection Feedback - LDD Challenges

• High spend but access to Speech Language
  Therapy an issue
• Timely but inconsistent quality of statements
• Primary to secondary transition inconsistent
• Rates of progress school action/school action
  plus uneven performance between schools
• Need to quicken progress to broaden opportunities
  for learning for CYP with LDD 14 19
• Access to out of school activities for pupils
  with LDD in mainstream schools
• Making further progress in relation to levels of
  delegation and clarity of responsibilities and
  accountabilities

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Progress

• How well are CYP with LDD doing in your school?
• What information or support do you need as
  governors to be able to challenge and support
  your school to ensure all children progress?

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Use of Resources

• How effectively does your school use its
  delegated resources to support children with LDD?
• What information might you need to test your
  schools effectiveness in this area?

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SEN Funding (1)

• Key consultation issue is level of delegation
• Authority proposal 15 hours
• Outcome of consultation majority in favour of
  10.5 hours delegation
• Schools forum recommendation
• 10.5 hours in 2008/09
• higher level of delegation in 2009/10
• Endorsed by executive on 20 February

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SEN Funding (2)

• Continued pressure on SEN budgets
• 2008/09 Schools forum agreed breach of central
  expenditure limit
• Continued focus in LDD review on costs and
  provision of ASD provision

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Transition

• How does your school support the smooth
  transition for pupils with LDD at Foundation
  Stage  and at  Key Stages 2, 3 and 4?
• What additional support for parents of children
  with LDD do you provide to prepare for key
   transition points?
•  

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Participation Engagement

• How are CYP with LDD's views taken on board in
  your school?
• Do your CYP with LDD have the same access to
  extended school opportunities - if not what are
  the barriers?

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Buildings Facilities

• How should our "inclusive vision" influence our
  strategies for buildings improvements through BSF
  and the primary capital strategy?
•  How do we ensure extend school activities are
  open and inclusive?

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Post JAR Reflection

• Area for conspicuous care and leadership using
  example of Looked After Children
• Need a joined up response CSF, partnership
  covering universal ( schools), targeted and
  specialist provision
• Supporting cultural change ensuring we all have
  the right packages of support and services to
  impact positively on outcomes for CYP with LDD

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What are the barriers?

• Different views and assumptions in relation to
  needs and priorities
• Different ways of working, cultures and language
  mitigate against joined-up-ness
• Too great a focus on inputs services at the
  expense of outcomes for CYP
• Uncertainty around future budget allocation and
  identification of discrete budgets
• Criteria for eligibility unclear/not shared

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LDD Foundation stones for change

• A shared definition
• Understood needs analysis for the population and
  sub groups
• Agreed local priorities and planning
• Resources more closely aligned to needs and
  priorities
• Programme management

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Towards a strategy for CYP with LDD

• Finalise and circulate a high level inclusion/LDD
  strategy April
• Inform and ensure coherence
• the BSF submissions Primary Capital Strategy
• Reviews SALT, MAP delegation
• Service designs ISCWD SEN EPs
• Projects Gregory House Kentish Town HC