NW SEND Regional Network News
If there are particular areas of work or themes that you would like support with, activities or events then do let us know. We would also welcome any good news you have to share, or challenges you’d like to work with others to find solutions for, in order that we can share the learning across the North West. We welcome contributions to network activities, requests for connections for support, information about forthcoming events for future editions of this newsletter and new additions to the newsletter circulation list. For any of these please contact Dr Cathy Hamer, NW SEND Regional Network lead, Email: CWH01@hotmail.co.uk. Tel: 0778 357 7284.
NW SEND Regional Lead, Oldham
NW SEND Regional Network events:
16.9.16 Children and Young People’s strategic social care leads and senior practitioners – St Thomas Centre, Ardwick Green North, Manchester M12 6FZ
There is one place for a Children’s Social Care rep and one place for an Adult’s Social Care rep per area. Could you please ensure that you discuss between the two services who should be the representative from each and email one completed booking to: SEND.Bookings@oldham.gov.uk
25.10.16 9.30 for 10 – 3.30 Early years and SEND
The Studio, 51 Lever Street, Manchester M1 1FN
Local authority and health leads for Early years SEND are invited to an action learning set led by Philippa Stobbs from the Council for Disabled Children. There are two places per local authority area. Places should be booked by email: SEND.Bookings@oldham.gov.uk
The Preparing for Adulthood Team are putting on two events (the same event twice) for schools and colleges in the Autumn term to support the development of the post-16 curriculum in line with the expectations of the Children and Families Act and the SEND Code of Practice. All young people from the age of 16 should be following employment focused study programmes and for those with EHC plans, the programmes should be personalised and informed by their aspirations and outcomes. These events will share good practice in the region and identify what else needs to be in place. The events will also provide an opportunity to strengthen partnership working. The dates and venues are:
17.10.16 9.30 – 4, Ribby Hall Village, Ribby Road, Wrea Green, Lancashire PR4 2PR
9.11.16 9.30 – 4, Partnership for Learning Training and Conference Centre, South Road, Speke, Liverpool L24 9PZ
To register for a place at either event please email: Linda.email@example.com
Other events in the North West
14.9.16 Children’s Rights and Brexit – Perspectives and Prospects.
University of Liverpool
21 & 22.9.16 Independent Support training – Legal and the Role of the Independent Supporter, Manchester
5 & 6.10.16 Bowel & bladder training workshop (about disabled children/teenagers)
Redbank House, Manchester
Further information: firstname.lastname@example.org
15.11.16, Autism, A hands on approach. The 13th Annual National Conference organised by Professionals & Parents in Partnership
Stepping Hill Hospital, Stockport
Further Details: Tanya Farley - 07966 399 709 or email: email@example.com
17.11.16, Kidz to Adultz North, Manchester
End of life care for infants, children and young people: planning and management: full guideline: Methods, evidence and recommendations
This draft National Institute for Health and Care Excellence guideline covers the planning and management of end of life care for infants, children and young people. It includes the physical, emotional, social and spiritual elements of end of life care, focusing on improving the child’s or young person’s quality of life and supporting their family.
Closing date: 12 August 2016
New health data security standards and consent/opt-out model
This consultation seeks views on the proposed data security standards and the consent/opt-outs model from health and care professionals and organisations and the public.
This follows the independent review of data security, consent and opt-outs by National Data Guardian Dame Fiona Caldicott. The review includes:
10 new data security standards
a method of testing compliance with these standards
a new consent model for data sharing in health and social care
Closing date: 7th September 2016
Focus On SEND
With funding from the DfE, Nasen has developed Focus On SEND, a package of free online continuous professional development (CPD) for all mainstream settings, from 0–25, across England. This CPD informs and helps develop best practice in meeting the needs of children and young people with SEND, and is designed around a process which encourages reflection and collaboration.
FREE ‘Train the Trainer’ events for teaching staff in primary, secondary and post 16 education: Teaching for Neurodiversity & Engaging learners with SEND.
Max 2 teaching or learning support staff from primary/secondary schools with additional places potentially available for larger post-16 education providers. NB commitment is required from both the education provider and attendees to cascade training to all colleagues and to complete evaluation questionnaires.
The range of neurodiversities
How different Specific Learning Difficulties (SpLDs) overlap
Identifying the signs of SpLDs
Teaching strategies to support learners with neurodiversity
How to pass knowledge learnt on to your colleagues
Tools to help identify and build SpLD profiles
Access to informative resources on neurodiversity and SpLDs
Information about how to signpost for further action
Knowledge and skills to help you and your team meet the requirements of the SEND
Code of Practice
For more information contact
Dyslexia Action: firstname.lastname@example.org
Helen Arkell: DfETraining@arkellcentre.org.uk
First SEND inspection outcome letters published
Ofsted and the CQC have published the first 2 reports from their new inspections of local areas’ services for children and young people with special educational needs and/or disabilities.
Briefing: Local offer
Local offer briefing: This briefing sets out the provision the local authority expects to be made available by schools, early years and post-16 providers. Council for Disabled Children.
There has been a significant focus on the co-production and accessibility aspects of the local offer, but an aspect that has had less attention is the requirement on the local authorities to set out what special educational provision and special training provision it expects schools and early years and post-16 providers to make available.
The purpose of this briefing is to:
focus attention on this aspect of the local offer
report some of the progress in implementing it
consider why it is important and to identify some of the key benefits of different approaches to meeting this requirement.
NEET statistics quarterly brief: January to March 2016
Statistics about 16- to 18-year-olds not in education, employment or training.
Youth custody data
Monthly statistics on the population in custody of children and young people within the secure estate.
Absence and exclusions statistics including SEN
Pupils with identified special educational needs (SEN) accounted for just over half of all permanent exclusions and fixed period exclusions
Pupils with SEN support had the highest permanent exclusion rate and were over 7 times more likely to receive a permanent exclusion than pupils with no SEN
Pupils with an Education, Health and Care (EHC) plan or with a statement of SEN had the highest fixed period exclusion rate and were almost 7 times more likely to receive a fixed period exclusion than pupils with no SEN
Pupils with identified special educational needs (SEN) accounted for 55% of permanent exclusions and 51% of fixed period exclusions in 2014/15. However, these figures are slightly lower than the equivalent figures in 2013/14 when SEN pupils accounted for 66% of all permanent exclusions and 60% of all fixed period exclusions
Special educational needs in England: January 2016
The proportion of children with SEN has fallen from 15.4% to 14.4%, continuing a trend of declining each year since 2010, when it stood at 21.1%. The decline this year is caused purely by a fall in the proportion of pupils on SEN support, from 12.6% to 11.6%. The proportion of pupils with statements/EHC plans has remained constant at 2.8%.
The proportion of pupils with statements/plans educated in state funded mainstream provision (Maintained nursery, state funded primary and state funded secondary schools) has fallen to 49.1%.
The breakdown of pupils by type of primary need has remained broadly similar to last year, with moderate learning difficulty the most common primary need identified for SEN support pupils, and autistic spectrum disorder the most common need for those on statements/EHC plans.
SEN remains most prevalent in travellers of Irish Heritage and gypsy Roma pupils.
Boys are still more likely to have SEN than girls.
Pupils with SEN remain more than twice as likely to be eligible for free school meals than pupils without SEN
Statistical First Release: early years: special educational needs
The publication contains data on the rates of two, three and four-year-olds in receipt of funded early education who are identified with special educational needs. Key findings are:
The total number of 2-year-olds in receipt of funded early education has increased in 2016 and the proportion with SEN has increased slightly from 2.6% to 3.0%. This was due to an increase in the percentage of children with SEN with a statement or EHC plan.
The number of 3- and 4-year-olds in receipt of funded early education has increased in 2016 however; the percentage with SEN has decreased slightly from 6.1% to 6.0%. This was due to a decrease in the percentage of children with SEN without a statement or EHC plan.
Children and young people’s health dataset:
A group of paediatricians working with parent carers and therapists from the multidisciplinary team and terminologists from the Health and Social Care Information Centre (HSCIC) have produced an agreed list of 296 terms, each of which describes a specific need and all of which are fully explained in an “Explanatory Glossary”.
Each identified need in the Glossary has its own SNOMED CT (Systematized Nomenclature of Medicine – Clinical Terms) code. SNOMED CT is the preferred coding system for the NHS and, unlike other code systems, can describe situations such as family issues, housing issues, access to leisure issues, and technology dependencies – in addition to health conditions.
How does the dataset work in practice? When the paediatrician sees the child and family in clinic they may want to consider using a consultation facilitation tool, such as the ‘traffic light tool’, to capture the concerns of families and where possible the concerns of the child themselves. This makes the consultation much more efficient and makes sure the issues that matter most to families are fully addressed.
At the end of the consultation, the paediatrician completes a data entry template in the electronic medical record, capturing all of the needs that are relevant to that particular child and family. Once recorded in the electronic medical record, data can flow behind the scenes to the organisation’s data repository, where a range of analyses can be done and reports produced. This includes the now mandated monthly report to the Health and Social Care Information Centre (HSCIC), as part of the Children and Young People’s Health Services dataset. Reports will then be produced, including regular reports for CCGs and also for NHS Improvement. In time, data reporting will be linked to tariff setting for services.
The system allows the complexity of needs in relation to a disabled child or young person and their family to be clearly articulated and quantified. This information will be invaluable for planning and designing services that are better able to meet these needs. Once population needs are visible, there is a baseline against which to measure the impact of interventions and record outcomes.
Different local areas will be at different stages of the journey towards robust, electronic data collection and reporting. It is up to commissioners, clinicians, managers and IT teams together in local areas to discuss these issues and to recognise their collective responsibility to accurately assess and record the multi-faceted needs of all disabled children and young people if they are to be afforded the best possible opportunities to achieve the best outcomes, which matter to them.
The paediatric neurodisability outpatient diagnosis description subset is available at:
Believing in Better: How Aspirations and Academic Self-concept Shape Young People’s Outcomes.
Sammons, P., Toth, K. and Sylva, K. (2016).. London: The Sutton Trust [online].
Desistance and young people
This report examines the effectiveness of practice in Youth Offending Teams, looking at the main themes which desistance research has identified as being important in supporting children and young people’s routes away from offending.
The report relates to findings from interviews undertaken with young people who had not reoffended for 12 months after the end of their community or custodial sentence and with those who had, to see what they thought worked or did not work for them. Interviews were also undertaken with parents/carers and key workers and case records were checked.
In recent years, YOT workloads have reduced, as has their funding and often their continuity of staff. Those changes as well as the relative lack of youth research may have affected how far YOTs have applied themselves to youth desistance. Inspectors found some case managers had an excellent grounding and understanding of desistance theory, but most staff were unclear about how key approaches could be applied. However, one positive and sustained relationship with a youth worker can make all the difference in helping young people leave crime behind, says Dame Glenys Stacey, HM Chief Inspector of Probation.
Paving the way: Keeping in touch with home
The Challenging Behaviour Foundation and Mencap have published a new report based on research with families whose children are in residential placements. The report is the first time guidance has been issued on how residential settings should ensure parents can keep in touch with the thousands of children and young people with a learning disability who often live hundreds of miles from home
Safeguarding disabled children in England. How Local Safeguarding Children Boards are delivering against Ofsted requirements to protect disabled children: findings from a national survey
National Working Group on Safeguarding Disabled Children
Existing research shows that disabled children are three to four times more likely to be abused and neglected than non-disabled children and are more likely to experience multiple types and occurrences of abuse. This survey of 36 of the 146 LSCBs in England found that despite examples of good practice, there is an inconsistent approach to the safeguarding of disabled children across LSCBs. The report highlights 4 key issues: A significant number of respondent LSCBs had not prioritised disabled children in the current or previous 2 years; Many respondent LSCBs are not systematically gathering and evaluating information on disabled children; Less than half of respondent LSCBs had implemented measures to ensure that thresholds for child protection were understood and applied; Survey responses indicate that overall there is a lack of strategic, preventative approaches to safeguarding disabled children. Among the report’s recommendations is for local authorities, the police and the health service to have arrangements in place that ensure the equal safeguarding and protection of disabled children and for future statutory guidance to identify measures that should be taken. It also calls for disabled children to be recognised as a key risk group and for LSCBs to ensure that there is an effective range of provision and support in the local area in order to safeguard them. The report also suggests that the DfE, the Home Office and Ofsted must ensure that key local partners are recognising and meeting the safeguarding and protection needs of disabled children and are effectively implementing statutory guidance.
Protecting vulnerable children and families: information sharing
This report shares findings and presents recommendations on how to overcome barriers to effective multi-agency working and information sharing.
Putting Children First – delivering out vision for excellent children’s social care
Post-16 skills plan and independent report on technical education
Joint inspections of local area special educational needs or disabilities (or both) provision
Framework and guidance for inspecting residential holiday schemes for disabled children.
These were updated in June 2016. The judgement on partnership has been removed. Areas that inspectors will always report on have been added.
Health book for people with Down’s Syndrome, Down’s Syndrome Association
There is a short film showing members of one of a Having a Voice groups talk about how they keep healthy and use their Health Books. A Health Book, which can be downloaded, can be taken to annual health checks.
Transition to adulthood
Yorkshire and Humber clinical networks have developed a toolkit for providers and guidance for commissioners to improve care and outcomes for children, young people and their families. Children and young people across the region were involved in development of the resource.
The toolkit includes national and local guidance, along with guidelines and standards developed by clinicians, commissioners and service managers in the health, social care, local authority and voluntary sectors.
Easy read communication standards
The Royal College of Speech and Language Therapist’s ‘Five Good Communication Standards’ are now available in an easy read format. The standards outline the reasonable adjustments to communication that individuals with learning disability and/or autism should expect in specialist hospital and residential settings. They aim to help people to know what good communication looks like, whether good communication is happening and what resources are out there to help facilitate this. Both the original and early read versions of the standards are available at:
Information and resources to support SEND
SEND Gateway at www.sendgateway.org.uk/
E-safety resources for young deaf people (11-16 years)
As deaf children may miss out on informal learning, such as playground talk about internet and social media use, and often have lower literacy levels than other children their age, they might need extra help to use the internet safely, especially as information on privacy and safety features can be difficult to understand.
The ‘Be Safe and Smart Online’ materials consist of lesson plans for secondary school teachers on the subjects of safe social networking, cyberbullying and sexting, as well as a helpful webpage for parents and an information flyer for young people.
Digital solutions for FE
Resources for promoting accessibility and inclusion:
Reading and writing wheel of apps
Augmentative and alternative communication wheel of apps
Autism spectrum disorders wheel of apps
A short video for teachers and SENCOS and a handy booklet for staff to share about the impact of mild hearing loss and how to support children with a mild hearing loss are available at
Other National Deaf Children’s Society resources are available at
Where next for inclusion? From rhetoric to reality
Focus: Inspection issues in the North West
Focus: Ofsted’s specialists - apprenticeships
These videos are part of a series from Ofsted's national leads, focusing on their specialisms and key issues in these areas. This month there are four new videos featuring Janet Rodgers, Ofsted's National Lead for Apprenticeships, talking about:
Eye Tests Made Easy – Greater Manchester Primary Eyecare
A new service has been launched in Greater Manchester to help people with learning disabilities get the right eye care. People with learning disabilities are 10 times more likely than others to have serious sight problems. Despite this, many people are still not getting the right eye care.
The free NHS-funded ‘Eye tests made easy service’ is for people who will find it hard to have a standard eye test and has reasonable adjustments such as a longer appointment and the use of an easy read reporting form. The benefits of good eye care include reducing preventable sight loss and improving vision with glasses. Poor vision can also cause behaviour which challenges and this service therefore supports the aims of Transforming Care.
Links to other newsletters:
bild Continuing Care newsletter:
bild Epilepsy Network newsletter:
bild: GP’s Network newsletter:
Challenging Behaviour Foundation newsletter:
Council for Disabled Children – Summer digest:
Learning Disability England newsletter:
National Autistic Society - Autism and Intellectual Disability in Criminal Justice Newsletter:
NNPCF and CaF Joint Bulletin:
Preparing for adulthood - Summer e-bulletin:
Special World newsletter: