SEND Project Board 19 February 2013

Feedback from the pinpoint parent carer participation network meetings June 2012

Parent carer participation network

• Local networks: around 1200 participants, including 900+ who get our e-mailings; 400+ who are parent carers; 45 who are facilitating a parent support group; PPS; SCIP; schools; Children’s Centres; and so on

• 5 district networks: around 160 participants, including 80 parent carers

• One county-wide network ‘Partners in Commissioning’

Parent carer participation network

• network meetings: five termly meetings with a ‘hot topic’ focus, 70+ parents attend

• action groups: time-limited, e.g. Addenbrooke’s Action Group – which led to the introduction of a hospital passport; Continence Action Group

• agenda events: one-off topic-focused events e.g. behaviour workshops

Parent carer participation network meetings

The network meetings are an opportunity for partnership working:

• openness and transparency

• different balance of power

• shared ground rules

• self-confidence

• independent facilitation

• support

Parent carer participation network –

Summer 2012 ‘hot topic’

Cambridgeshire’s new Special Educational Needs and Disabilities (SEND) Strategy:

How will children and young people with SEND be supported in future?

How will children and young people with SEND be supported in

future?

• 14 key themes from the analysis of the consultation fed back to parents

• Parents asked to consider what actions they would like to see included to make themes happen in practice

• Parents’ comments have been translated into actions

1. Information on SEND should be easily accessible and available….in a variety of forms; a “one stop shop” (1 of 2)

• Information available via internet and email, but also in other ways (if parents not on internet)

• Information needs to be parent-focussed

• Good to have one place to access all information and be signposted there

o who would manage it?

o needs to be neutral, open and transparent

1. Information on SEND should be easily accessible and available….in a variety of forms; a “one stop shop” (2 of 2)

• Need information on

o funding and rights

o statutory assessment process

o support available by level of need

o SEND updates

o which schools are good

o PPS, CAF, pinpoint, etc.

o who to go to ask a specificquestion

2. Opportunities to access support networks and forums, welcome a chance to share their views• Opportunities need be accessible for all parents -

address ethnic, emotional, transport barriers

• Parents need to get the information from schools on how to access support networks and forums

• Parents need to know where to get support

• Online options need to be available

• Consultations should also be held with specific groups i.e. autism

• Listen and involve parents

• How can parents ensure that they caninfluence practice on the ground?

3. Treated as equal partners

• Listen to parents – they are the experts in their child

• Support parents to communicate effectively – do they have enough information to make decisions?

• Parents need to know their rights and entitlements

• Access to meetings and information – no secret panels or closed doors

• Mutual respect between parents and school

• Way for parents to hold school to account for equal partnership approach

4. Confidence in the regulation and accountability of systems (1 of 2)

• Being accountable

o Need to know the responsibility of academies in terms of pupils with SEND

o Who is responsible for school transport quality (not cost)?

o Accountability should apply to medical professions, schools, etc.

o Need to know who is repsonsible for what

o Needs to be organisations who help when services breach regulations

4. Confidence in the regulation and accountability of systems (2 of 2)

• Need openness and transparency

o share process and papers e.g. panels

o parents to approve / sign all reports

o be clear on what you can and can’t provide

• How do you get help?

o shouldn’t have to push to get what your child needs

o role of governors

o need an education ombudsman?

5. Consistency of service delivery….and a joined up integrated service…to have a Lead Professional (1 of 2)• Integrated service

o shared budgets

o timed action plans

o services made to talk to each other

o yearly review – Team around the Child

• Lead professional

o flexible appointment in terms of who it is

o needs to be independent and respected by otherprofessionals

5. Consistency of service delivery….and a joined up integrated service….to have a Lead Professional (2 of 2)

• Lead professional (cont.)

o to be an SEND specialist and a ‘one stop shop’ for advice and information

o need clarity on authority the Lead Professional will have

o to be consistent, especially during transitions

o to have enough time allocated to do the job

6. Child to have a ‘passport’

• Link to Single Plan

• One file with all information

o downloadable

o clear rules around access and information sharing; password protected

o parents can update and challenge comments

o one risk assessment, not several

• Parents and all professionals need to read it, use it and update it

• Involve children and young peoplein development

7. Schools and other professionals to have high expectations of children; seen in a holistic way• Need for non-academic support

o social development

o organisational skills

o emotional support

• Needs ways to measure non-academic progress and provide explanation for parents on progress targets

• Disability awareness and inclusion needs to happen in schools – training and resources needed

8. Children and young people with SEND should be actively encouraged to be involved in decision making• No-one is asking children with profound and

multiple learning disabilities (PMLD)

• Children and young people to be involved in developing the Single Plan / Passport

9. Skills and knowledge of children’s workforce continue to need to be improved and developed (1 of 3)• Type of staff needed

o specialist staff, match children to them

o quality not quantity – TA’s included

o qualified, specialist TA’s

o TA’s role needs to be respected

• Type of staff training

o accredited SENCo training to be passed on

o hidden disabilities

o modules on specific disabilities

9. Skills and knowledge of children’s workforce continue to need to be improved and developed (2 of 3)• Type of staff training (cont.)

o address cultural issues

o disability awareness and inclusion

o clear directions from specialists for TA’s

• Who should be trained

o all teachers – new and on-going

o also for lunchtime supervisors, TA’s, all staff including doctors, parents and other children

9. Skills and knowledge of children’s workforce continue to need to be improved and developed (3 of 3)• Local authority / school approach

o whole school approach

o consistent good practice across the county

• Other actions

o choice around inclusive education

o need diagnosis of dual needs

10. Greater clarity and transparency about the roles and responsibilities of professionals• Staff relationships

o professionals who respect each

o TA’s opinions to be taken into account

• Transparency – parents need to understand why things happen

11. Welcome move towards a Single Plan

• Services made to talk to each other

• Parents to have copies of all reports so they can share

• Parent involvement in development

o Parents want to be involved

o Will there be a focus group?

13. Good transition arrangements

• Consistency of lead professional

• Include every transition, e.g.

o from mainstream to special school

o transition at 15 – special schools

o Higher Education and Further Education too

14. Good system of communication

• Workshops to help parents communicate

• Can LA staff email parents directly?

• Provide more positive communication

Summary: how will children and young people with SEND be supported in the future? Key themes…1. Information on SEND to be easily accessible and available (40 comments)

9. Skills and knowledge of children’s workforce continue to need to be improved and developed (30)

2. Opportunities to access support, networks and forums (22)

4. Confidence in regulation and accountability of systems (22)

5. Consistency of service delivery and a joined up integrated service (19)

3. Parents treated as equal partners (18)

Summary: how will children and young people with SEND be supported in the future? Key messages….1. Information on SEND

• flexible and accessible (internet, email, phone, person)

• independent

• in one place

• parent focussed

9. Workforce

• specialist skills re: different disabilities

• training for a wide range of staff

• TA’s role important

• consistent practice across schoolsand the county

Summary: how will children and young people with SEND be supported in the future? Key messages….2. Opportunities to access support, networks and forums

• opportunities accessible for all parents

• need information (from schools) on where to get support and how to get involved

• different types of consultations e.g. topic specific, on-line, etc.

• Has involvement has made a difference?

4. Regulations and accountability

• who is accountable?

• openness and transparency

• how do you get help?

Summary: how will children and young people with SEND be supported in the future? Key messages….

5. Consistent and integrated service

• shared budgets, action plans and reviews

• lead professional to be consistent, respected and have time for the job

6. Equal partners

• parents know their child

• need access to information about their child, their rights, etc. to make decisions

• mutual respect

Next Steps

• Develop a SEND parent participation forum

o cohort of parents with different interests

o use focus groups for specific topics

o parents actively feeding back – online / email, telephone, meetings, etc.

o continuous engagement

• Use a joint and co-ordinated approach

• Follow good practice participation guidelines i.e. support parents to participate, reimburse expenses, etc.