Extended Services and Special Schools Workshop London 29

Extended Services and Special Schools Workshop, London, 29 th April Output from ‘Addressing the Challenges’ exercise developing people, improving young lives

1. How can communication be enhanced between schools, families and providers? • • • • • 2 We asked – you said – we did One size doesn’t fit all. Use a variety of communication methods and persevere with positive communication which celebrates success of any extended service activity Family info service A point of contact with a friendly face for families Cluster to include wider community e. g. police, church, voluntary organisations, ESW, Housing association, PCT, General practitioners. PSAs and FSWs Keep your promises – do what you say you will Equality and balance Listen Never assume Plain English Empower families I. T. systems that ‘talk’ to each other. Strategic resourcing –> one stream Role of social worker Getting GPs on board – How? Brokerage School Forums Parent Workshops e. g. internet security Cluster social workers

2. How best can we deploy and develop the skills of the special school workforce? • • Skills/ interests/ hobbies audit of staff team Shared ES agenda and ownership if it Maximise strengths and areas for development Align student’s voice with ES agenda Student Voice: Key! Need to know how to do this accurately and effectively to meet needs and dreams and aspirations Reflective practice, celebrate success and review Training - shadowing, buddying up - internally, and within cluster – – 3 Training physical intervention skills – • • Inreach – outside agencies work within the school Ensure all special school staff have an entitlement to CPD – equal to mainstream colleagues Share ES with parents and wider communities Appropriate remuneration – Job spec, Hours, Role Partnership building Using special school workforce to influence/ develop mainstream, virtuous circle Not an extension of skills, more use of existing in extended context In order to work effectively in a special school, staff need all the KSU of mainstream colleagues +++! Employment law and practice keeping up with us! Need to be able to employ e. g. nurses, therapists and give them their professional standing and appropriate support

3. How best can special schools engage with, and benefit from, working in a cluster? • • • • 4 If special school sits in one cluster – does that penalise that cluster? They will/may have to subsidise provision Should special schools be open after 3. 30 pm or should all SEN learners access their own local provision within their own community? Extended service provision needs to be individualised/ personalised basis – plan per child/ family Have a voice within the cluster –> breaking down barriers Raising awareness Not take no for an answer Consistent funding A clear overt shared commitment to SEN and clear coordinator role Time – cluster co-ordinator makes links, arrangements, co-working Local (geographical) cluster a bit artificial Should special school have their own cluster. Cross-county/LA/area Benefits in both – Cross area – signposting sharing practice – Local – need local support Turn up to meetings -> become involved Promotes collaborative working Should they be included? (sp school)

4. What are the key processes which would help resolve the transport challenge? • • • • • • 5 Incorporate flexibility into strategy Find a good compromise between flexibility and finite budgets Recognisable landmarks for kids on the home-school bus journey Round trips for students accessing ES Sell the benefits of what the need may be whole myriad of issues Audit current practice with providers Research the feedback Ensure LT buy in at DCS level – have one strategy Know how many children need transport – identify need Employ administrative support to manage transport issues. Walking bus £ - Disadvantage subsidy Cluster minibus Safety High court judgement (statement) Special schools operating as geographic hub Sometimes the mountains are too big to drive the bus up Benefits Signposting parents to their entitlements Too burdensome on head teachers Education talking to transport and bus companies

5. What would make multi-agency working more effective in delivering ES within special schools? • • • • 6 Short/ medium/ long term planning Directories of services i. e. websites Developmental work with partners Parental support i. e. PSAs Signposting Engaging adult services Communication is essential! (at all times even holidays and weekends) Aligning strategic planning and resources across services for children/ YP Someone to co-ordinate and follow through Ensuring special schools are part of the cluster structure Someone to co-ordinate and follow through Collaboration between services around delivery and prevention Strategic drive(r) – Person centred planning and reviews, and developing with adult services (Devon) Creating the climate – Workforce development - skilling TAs with physio, speech therapy and OT support etc. Clear strategic plan – Clear roles and responsibilities – accountability and commissioning – How does data inform the commissioning of services Dedicated teams within schools one day a week

6. How do you best define ‘community’ to meet the delivery of the core offer? • Community is – – • • • Partnership working School community (lots of discussion) –> wider community (lots of discussion) Question – what is responsibility of the child’s local community when he/she is schooled elsewhere? And vice versa? Community of interests – very good idea. E. g. school specialisms: art, communications Community definition – – Community and interest e. g. drama, sport, urban, rural, regional – Geographical cluster as community – School as community – 7 Child’s family/ home community – • • • How does the special school support its own children and young people and also other ‘communities’ Cluster of special schools as community Child and family linked to special school and mainstream school Cluster to cluster communication, involving C&YP services, emergency services, volunteers etc Cluster co-ordinators provider conduit between two communities Employ cluster co-ordinator to serve special schools Adult college Include special school parents in their own local community parenting networks/ workshops

7. How do we overcome the ‘confidence gap’ in providers and mainstream schools so they might support service delivery? • • • • • 8 Best for all pupils (not just ‘my school’) Effective planning between schools and others School visits Induction days Flexible TA contracts – (all round year) Befriender role Where in the funding for voluntary sector? Provide core support team for consistency Involve PCT in partnership Allocate nurse to attend activities Trumpet/broadcast/publicise success -> Encourage parents to ‘recommend’ Schools and mainstream provider pool funding, PCT contributes, families and young people benefit Joint training -> skills share Encourage providers to come into school (with parents)… … School staff to work with providers … … (Suitably trained staff acting as link professionals)… …Develop shared approach to delivery for particular children Take time to build partnership to ensure effective delivery and shout it when works