Croydon SEND and Alternative Provision Local Area Strategy 2023-2026

Croydon SEND and Alternative Provision Local Area Strategy 2023-2026

Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP)

Croydon SEND Local Area Board

Introduction

This strategy outlines the main priorities for children and young people with Special Educational Needs and/or Disabilities (SEND) in Croydon from 2023 to 2026. The strategy is based on the voices of children, young people and their families and it emphasises co-production through collaboration.

The priorities were developed collaboratively by local area partners and approved by the SEND Forum and SEND Strategic Board. This strategy is supported by Croydon Council, the NHS Integrated Care Board (Icb), Croydon’s Voluntary Sector, Croydon Alternative provisions, Croydon Active Voices and Croydon Sendiass. Croydon Active Voices have supported the Croydon Local Area to hear the perspectives of Croydon parents and carers of children and young people with SEND.

Right Support, Right Place, Right Time

We, the SEND Local Area Board, are committed to supporting and delivering a quality and effective SEND system based upon feedback from our SEND Community, children, young people and families, SEND Partners,

our robust data that provides intelligence and information, our learning as we worked together to deliver our This strategy has been informed by a range of activities with children, young people, parents/carers and professionals working across the local area to gather input on the services and their experiences. The themes that underpin this strategy have been co-produced and we will continue to collaborate across a wide range of work streams and priority areas to assess, plan, implement and review all key deliverables set out in this strategy.

first SEND Strategy 2019-2022 and our rigorous SEND governance framework.

The SEND Local Area Strategy 2023-2026 will turn our collective ambitions to improve service delivery and outcomes for all children and young people with SEND or in alternative provision in Croydon into measurable

reality that makes a lasting difference in their outcomes.

Aims Principles

Integrate early identification and inclusive practices to promote better outcomes across all ages

Promote multi-agency collaboration to take full advantage of all resources available

We will achieve this by:

By providing:

Croydon aspires to provide excellent support and services tailored to the needs

▶Reflecting and improving key elements of effectively working ▶Early responsiveness and intervention where required

We will co-produce and provide

together

accessible and evidence-based interventions to embed inclusivity,

▶High quality teaching (strengthening the assess, plan, do, of all children and young people with Special Educational Needs and/ ▶Positive relationships between professionals, children and review practices across all educational settings) young people and families based on trust, transparency and shared responsibility

equity and promote participation

▶An integrated approach

or Disabilities (SEND) 0-25 at the

in all areas of life.

across the whole process

earliest opportunity.

▶A space where professionals can share information/resources ▶Flexible educational environments that support inclusive and work collaboratively towards effective and proportionate decision-making practices ▶Reassurance that the safety and wellbeing of individuals and

Be transparent, honest and accountable

families remains central to everything we do

By providing:

We will accomplish this by providing timely, high-quality integrated services that enable children and young people to thrive

Listen to and learn from our community

▶Open lines of communication that allow

We will continue to develop high

for productive collaboration between all stakeholders

quality local provisions to build

We will enhance our services and practices by:

▶A strong communication strategy

upon our excellent Local Offer.

in their own communities and celebrate their accomplishments.

▶Active listening ▶A technology-based portal that will facilitate partnership working ▶Being responsive and doing what matters ▶Incorporating ‘experts by experience’ into service and policy development

Croydon’s SEND Priorities 2023-26

What are the SEND priorities for Croydon residents for 2023-2026?

Children, young people and families,

Providing the support needed by children and young people with SEND during key life transitions

Early identification

▶Early support for children under 2 in nursery provision

and support

▶Increased children and young people’s provision

co-production and

▶More emphasis on the children and young people views (not labelling them

collaboration

and discharging them completely) ▶SEND activities and events outside of working hours ▶The process for applying for support should be straightforward, clear and not onerous ▶There needs to be a strategy to assist children and young people and parents

Partnership delivery of transparent robust and co-produced processes to

with Attention Deficit Hyperactivity Disorder (Adhd) upskilling staff to have a robust understanding of Adhd

Integrated commissioning and

Workforce development,

▶Regular emotional support to provide techniques to handle emotions and to

data forecasting across all phases

improve academic success

support and

deliver quality plans

▶Therapies for post 16 and Dyslexia support for all ages

well-being

▶More transition practitioners to support children and young people with SEND

Priority 1: Early identification and support

Early identification of SEND is crucial to support the needs of our Croydon students. We aim to achieve effective and sustainable interventions, accurate assessments and access to local early support.

Priority 2: Providing the support needed by children Priority 3: Children, young people and families, and young people with SEND during key life transitions co-production and collaboration

All children and young people with SEND and their families need to have a positive experience of going through key transitions in their lives. We want children To develop an effective pathway to embed co-production into service development to ease and young people with SEND to develop the skills, knowledge and confidence to have choice and control at every stage and the support required to succeed. communication for children, young people, their families and professionals.

Priority 4: Partnership delivery of transparent robust Priority 5: Integrated commissioning and and co-produced processes to deliver quality plans data forecasting across all phases

To utilise skills and resources in the most effective way. Communication and collaboration to ensure the agreed provision meets the outcomes To understand the various needs of SEND populations so that we can predict and allocate resources required through commissioning and procurement. and has a positive impact on the child or young person and their family's life.

Deliverables Outcomes Measures of success

• Implement a locality-based model to promote and

encourage relationships with educational settings and Local Area professionals.

Children and young people and their families will participate in decision-making about their individual plans and support.

Statutory compliance is effective, ensuring that deadlines are met, and quality assessments are undertaken. Processes are child-centred and compliant with legal requirements. Parents who have a thorough awareness of the process and the criteria that underpin decisions report feeling more satisfied and confident. Good quality advice will inform EHC Plans, allowing for the development of robust outcomes that accurately identify needs.

• Publish an annual schedule of quarterly deep dive

audits to ensure that the SEND operations/ EHC Plan process are operating effectively in relation to compliance, quality and experience of the children and young people, their families and stakeholders.

• Implement a multi-agency approach to co-production

meetings and annual reviews.

• Update Croydon’s SEND decision making processes

and implement any changes required, as well as ensuring that children and young people and their families have a clear understanding on how decision are made across the Local Area.

• Build awareness and understanding of a Personal

Budget and financial assessments, including education, health and social care for students with an EHC Plan.

• Streamline the redress process to make it easier to

resolve disputes earlier.

Manage to resolve issues without the need to go to tribunal

Priority 6: Workforce development, support and wellbeing

Deliverables Outcomes Measures of success

To upskill the workforce so that they are prepared to meet the needs of children and young people and at the same time support them and balance workloads to ensure their wellbeing and job satisfaction. We need to build a strong, resilient and highly skilled workforce to meet the increasing demands for support.

• Commissioned therapies 0-25, including Speech and Children and young people receive the right help and Improved joint working across education, health and

Language Therapy (Salt), Occupational Therapy (Ot) support at the right time. social care for children and young people with complex and Physiotherapy (Pt). needs.

• Review system of funding bands and tariffs.

Deliverables Outcomes Measures of success

• Provide training and development for all practitioners Adaptive environment for effective practice and multi- Upskilled workforce across the sector. Reduction in

working with children and young people with agency to flourish, creating an Autism friendly borough. support needs from LA. SEND within educational settings to support early identification and access to provision at the right time - with the buy in from all agencies, particularly in the delivery of the local offer/ordinarily available provision.

• Update Croydon’s specialist care provision for children

and young people with complex needs and implement any changes required.

• Establish different approaches to SEND Transport

arrangements for children and young people with SEND.

• Continue to expand Croydon’s offer and effective

implementation of the Autism Education Trust training programme.

• Training on assessment and diagnosis pathways.
• Identify a designated social care officer (DSCO).
• Recruit and retain of staff to increase capacity and job Recruit and maintain specialist support staff.

satisfaction.

• Fully implement the information management system

to Synergy.

• Support council policy on employees’ mental health.

SEND Local Area Governance

Croydon has a robust high profile governance model, with a well-established structure and clear line of accountability.

SEND SEND

Strategic board Finance board SEND SEND SEND Alternative Forum Children and young people shadow board provision board (AP)

How do we identify impact?

SEND Strategy Priority Delivery Groups Croydon’s SEND Local Area is committed to making progress towards the positive changes outlined in this strategy.

Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 Priority 6

▶Access accurate, easy read information in a timely manner We want to ensure that children and young people with ▶Build trusting relationships with those who work with them

SEND feel that they can: The SEND Strategic Board is chaired by the Director of Children’s ▶Feel confident and empowered to share their views, wishes and aspirations Services and the SEND Forum is chaired by the Director of Education.

▶Enjoy being with people that make them feel happy, safe, secure and understood.

The Local Area including Children’s Social Care, Health, families and school leaders are represented at all levels of the governance structure.

▶Feel supported to reach their goals ▶Know that their health and well-being will be a priority to all who work with them SEND and inclusion is also a feature within the School Improvement governance.

SEND Local Area Governance Meeting Schedule

SEND Strategic Board

Quarterly

SEND Forum

Monthly

Croydon SEND Local Area Transformation Activities

SEND Children and Young People Youth Voice Forum

Quarterly

SEND Strategy Priority Delivery Groups

Monthly

SEND Strategy Priority Delivery Group Thematic Meeting

Quarterly

SEND Community Meetings

Monthly

Local Area Deep Dive Audit

Quarterly

Learning and Development Workshops

Monthly

How we got here…

The Croydon Context In January 2022, a total of 3,556 children and young people living in Croydon had an EHC Plan, 109% more

than in 2010. This increase is larger than that of our statistical neighbours (who saw a 102% increase) and The January 2022 census indicates, of the 65,368 pupils in Croydon, 13% similar to London as a whole (who saw a 114% increase) at the same time. This data includes pupils living in (8,562) were receiving SEN support and 4% (2,604) had an EHC Plan. These Croydon attending out of borough settings. percentages are in line with our statistical neighbours, London and England.

In line with national trends, the increasing growth of the population with an EHC Plan has been most Please note: this data includes pupils living out of borough attending pronounced since 2015, coinciding with the SEND reforms of 2014 when EHC Plans were introduced. EHC Plans Croydon settings and does not include pupils living in Croydon have a lower threshold than the previous Statement of SEN and an extended age range up to the age of 25. attending out of borough settings.

2019/20 2020/21 2021/22

Headcount 65,718 64,964 65,368

EHCP (%) 3.7 3.9 4.0

SEN Support (%) 12.3 11.9 13.1

4%

13%

SEN Support (8,562) No SEN Support (54,202)

Pupils with an EHCP in Croydon schools Pupils receiving SEN Support in Croydon by phase 2019/20 to 2021/22 schools by phase 2019/20 to 2021/22

83%

EHC Plan (2,604) Number and proportion of Croydon children and young people with a Children with an EHCP by type of need Statement or EHC Plan (includes pupils living in Croydon and attending Latest data shows the number of EHCPs continue to increase. In January 2023, a total of 4091 children either a Croydon or out of borough setting) and young people living in Croydon had an EHCP, of which 73% are boys and 42% are aged between 11-16. The most common primary type of need is social, emotional and mental health (29%), followed by autistic 3% spectrum disorder (25%) and speech, language and communication needs (20%). Draft Education, Health and Care Plan Croydon

Health

Education

The Plan

Croydon Statistical Neighbours London England

Social Care

EHCP ages of children and young people Children with an EHCP by primary type of need (%) 2%

Health

Education

2000 Profound and multiple learning difficulties 1700 Specific learning difficulty

1%

The Plan

1%

Vision impairement 1% 1500 Hearing impairement 1268

1%

Social Care

1,847 1,947 2,044 2,074 2,217 2,491 2,693 2,999 3,161 3,394 3,556

1,704 1,773

2%

1.4%

1.4%

1.4% 1.5% 1.6% 1.6% 1.7% 2% 2.1% 2.4% 2.5% 2.7% 2.8%

Other Child’s name 1016 Severe learning difficulty Date of draft EHC plan:

3%

4%

1000 0% 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Physical disability

4%

Signature On Behalf of The Local Authority My Review Date By: Plan Number: Version 1 Sources: Moderate learning difficulty January 2022 – Department of Education: Statements 500 Speech, language and of SEN and EHC Plans in England (from SEN2) communication Mid-2010 to Mid-2020 Autism 107 Office for National Statistics:

9%

20%

25%

29% Population Estimates Social, emotional, mental health 0 Department for Education: 0-4 5-10 11-16 17-25 Children Services Statistical Neighbour Benchmarking Tool

0% 5% 10% 15% 20% 25% 30%

Croydon SEND Local Offer 0-25

Croydon Locality SEND Support

Additional Support

Assessment/EHCP

Special School

Independent

Croydon Locality SEND Support (Clss) was set up in September 2020 as a pilot project to ensure that Croydon mainstream schools had access to early identification and intervention for children and young people with Special Educational Needs and Disabilities (SEND).

- Advice/Training/

+ Resources

Placement

Placement

Resources - Erp

Least Complex

The initial pilot phase was successful, and the way of working was expanded to all mainstream schools in the Borough.

Since September 2020 Clss has supported around 3300 children and young people with SEND in Croydon mainstream schools including Informal support to 2300 children and young people and awarded resources to around 1000 Children and Young People.

Since its inception Clss has followed this model:

▶Early identification and response to needs.

Most Complex

▶Support, advice, training, shared expertise, access to resources, access to specialists.

Clss is now a key aspect of the Dedicated Schools Grant (Dsg) management plan in the formal “Safety Valve” agreement signed by Croydon Council and the Department for Education.

Mainstream Schools + Settings - Universal

Mainstream Enhanced

Alternative

Locality SEND Support (Lss)

▶ In each of the localities, the school Special Educational needs

Learning Provision

Provision

Coordinators (SENDCos) are empowered (with parental permission) to share case files of children/young people who are on their school’s SEND register with their local group of SENDCos.

Internal Offer

(Elp)

Full implementation of Clss is pivotal to ensuring compliance with the conditions set out in the agreement, which could result in the Department agreeing to pay to the authority an additional £10.96 million of Dsg.

▶This takes place at monthly SENDCo forum meetings chaired by the Area SEND Lead and overseen by a headteacher and the consultant lead. Professionals from the Croydon Education Psychology (Ep) service and Speech and Language Therapists (Salt) are also present.

As a result, the Council wishes to bring the service fully under the umbrella of the Children’s Services Department.

▶A range of other professionals are invited such as from the Inclusion and Safeguarding team, Children’s Social Care or the Virtual School.

Alternative Provision

Alternative Provision – An Early Intervention Offer

Since the start of academic year 2012-22, using a three-tier model for alternative provision, Croydon has been better able to address the following :

The Alternative Provision Specialist Taskforce (Apst) is allowing the Pupil Referral Unit (PRU) to act as a dynamic hub for mainstream secondary schools. It is re-writing the narrative for pupils with challenging behaviour and addressing their needs (including SEND) and allowing schools access to immediate assessment and therapeutic interventions.

The Intervention Programme

Springboard

Tier 1

This is the tuition service providing education to young people who are temporarily unable to attend their mainstream school for medical reasons. Young people are provided with a personalised educational package that may consist of a combination of individual tuition, online supported learning and small group tuition, leading to full-time education in an appropriate provision, for example: a return to their home school or specialist provision. The offer is enhanced by the DfE funded Alternative Provision Specialist Taskforce Pilot (Apst), which supports a co-located, multi-agency team of specialists: A Mental Health Lead, Speech and Language Team, Assistant Educational Psychologist, Family Worker, Youth Worker, Youth Justice Worker and Post-16 Transition Worker. This team supports a robust offer of assessment, targeted interventions and detailed reports to inform reintegration.

The PRU offers time-limited interventions to pupils who are struggling to manage their learning in a mainstream school setting and may additionally be at risk of permanent exclusion. The objectives of the programme are:

Targeted support in mainstream schools AP specialist early intervention and support to help at-risk pupils stay in mainstream school.

(Pilot extension to March 2025) ▶To provide opportunities for pupils to make social, emotional and academic progress within an appropriate environment, in preparation for returning to mainstream school;

Tier 2

Yos Worker

Time-limited Placements* Short-term placements in AP schools to assess and address pupil’s needs, with the expectation of returning to their mainstream school.

▶To work with mainstream secondary schools to support and sustain

Assistant Educational Psychologist

pupils within mainstream provision;

Family/ Youth

Worker

▶To provide opportunities for pupils to have time to develop the skills to thrive in a mainstream classroom;

Saffron Valley

Tier 3

▶To support schools to manage the support needs of pupils as part of

Collegiate AP Taskforce

their transition from the PRU back into mainstream education.

Transitional Placements* Placements in AP schools for pupils who need support to move on to a new mainstream school or sustained post-16 destination.

The length of stay is typically 12 weeks. Pupils on the Intervention Programme also benefit from the Apst.

Post-16

Coord Mental Health

Lead

During the first year of the pilot, 70 pupils received a range of interventions from the mental health team and 69 pupils made a successful return to mainstream schools.

*Tier 2 and Tier 3 via the Saffron Valley Intervention Programme.

Salt

Henry in Croydon Addington Valley Academy

The programme is for parents or carers of children Addington Valley Academy is a co-educational special school specialising aged 0 to 7 years old and is free to join. in autism and complex needs and addresses the social communication, cognitive, sensory and social, emotional, and behavioural needs of pupils It covers five themes across 8 weeks and provides everything aged 2 – 19. you need to help get your little one off to a great start.

The development of the new Orchard Hill Trust Special School – Addington Programmes are running online and face to face in local venues. Valley Academy has had a significant positive impact upon local placements with 120 Croydon pupils placed for September 2022.

Data: For more information, please contact Henry on 020 8156 6400 or email

2020/2021: 20 Year 7 placements croydon@henry.org.uk There are a team of specialist teachers, specialist assistants, therapists and support staff to enable delivery of teaching and learning in the classroom of 2021/2022: 80 placements Everyone wants the best for their children but with so much Or you can scan the Qr code to complete the enquiry form. a broad and balanced curriculum appropriate to the developmental needs conflicting advice it can be hard to know what to do for the 2022/2023: 120 placements – of children in relation to their age and phase of education. Each class will be best as a parent, especially in the early years. Reception-Post 16 managed by a class teacher, supported by one or two permanent teaching

assistants depending on class dynamics. 2023/2024: 150 placements planned Research shows that the key ingredients to ensuring babies

and young children have a healthy start in life are: ▶Parenting confidence ▶Physical activity for little ones The progress my son has made is ▶What children and families eat

phenomenal, we couldn’t be happier.

▶Family lifestyle habits

We feel very lucky that he is in this school.

W

▶Enjoying life as a family

Parent - February 2022

St Nicholas School Red Gates School

Red Gates is a special school for pupils between the ages of 2 and 11 years.

St Nicholas is a Primary Special School catering for children aged 4 – 11 years with Moderate Learning Difficulties, Speech and Communication Disorders and Autism. Some of our children also have complex needs.

▶All pupils have an education, health and care plan.

▶The school caters for pupils with moderate and severe learning The school has a maximum roll of 245 pupils. Children may be admitted from the age of 4 years up to the age of 10 years if places are available.

difficulties.

▶Many have a diagnosis of autism spectrum disorder.

The school currently has 26 classrooms and pupils are grouped in small classes of around 10 pupils. Each class has a teacher and 2 teaching assistants.

▶The school does not use any alternative provision.

Ofsted visited Red Gates on the 28th Feb and 1st March 2023 to complete an ungraded inspection. As a result, Red Gates remains Good, however, the inspectors report that there was enough evidence of improved performance to suggest that the school could be judged outstanding if they were to carry out a graded (section 5) inspection now. As a result, the school’s next inspection will be a graded inspection and take place within 12-24 months.

The school seeks to provide a friendly caring and safe environment in which all children can develop to their full potential by having equal access to quality educational opportunities and experiences.

St Nicholas was judged as ‘Good’ by Ofsted in 2017.

Together we recognise and embrace individuality and nurture learning within

in

a safe and empowering environment so that all can thrive and feel a sense of achievement, belonging and acceptance.

The Beckmead Trust

Priory School

Chaffinch Brook

Priory School is a Local Authority Maintained Community school for young people from 11 to 19 with moderate to severe learning difficulties, many are on the Autistic Spectrum.

Chaffinch Brook is a primary and secondary for pupils diagnosed with Autistic Spectrum disorder and associated mental health needs.

We were recognized as a Good school in all aspects of our provision at our last Ofsted Inspection in October 2017.

It is part of the Beckmead family of schools.

Chaffinch Brook is currently situated on two different sites in Croydon approximately 3 miles apart. Chaffinch Lower is for pupils in Key Stage 1 and 2, has 41 students on roll; Chaffinch Upper is our Key Stage 3 and 4 provision for 49 students. Both sites meet the needs of students with Autism and challenging behaviour.

All students at Priory School have an Education, Health and Care Plan (EHCP) which is used to personalise their learning. We passionately believe that all students should be entitled to access personalised learning and we are committed to ensure that this is what we provide for all.

We were recognised as “good” in all areas of our inspection (2017), when Ofsted made the following observation:

Beckmead College

Beckmead College provides vocational training for young people aged 14 to 19 with social, emotional and mental health (Semh) and Autism.

For young people aged 14 – 19 with social emotional and mental health difficulties and challenging behaviour.

You and your team have a vision for the

Y

students of 'brilliant lives' and a mission to provide 'a learning community that inspires and

s

and

100% of parents would recommend

end

empowers individuals to do amazing things.

Beckmead College to others

Bensham Manor School

St Giles School

Bensham Manor School is a special school for students 11 to 16 with a wide range of special needs who make provision for students who have Education, Health and Care Plans which include; autism, complex needs, speech, language and communication difficulties.

St Giles is a Croydon Local Authority Maintained Community School for pupils aged 2-19

with physical disabilities, complex medical needs, complex speech and language difficulties and associated learning difficulties, moderate(Mld), severe(Sld) and profound and multiple learning difficulties (Pmld).

Their aim is to recognise and respond to the individual needs of students and provide them with a relevant and challenging curriculum. There is a Post 16 provision on site. All students have an Education, Health and Care Plan (EHCP) which is reviewed annually. Bensham Manor School works hard to ensure students are successful and celebrate and recognise achievement and effort in all areas of the curriculum.

St Giles Nursery is part of the Croydon Local Offer for children with Special Educational Needs and Disabilities and has places for 12-part time or 6 full time nursery children aged over two with identified needs under the Croydon commissioning arrangements.

There is a Further Education Unit for pupils with Pmld aged 16-19.

The school’s key aims:

All pupils have an Education, Health and Care Plan (EHCP) or are transferring to one from a Statement of

▶Raise, monitor and celebrate the achievements and diversity of our students Special Educational Needs.

▶Develop excellent teaching to enhance learning We were recognised as a Good school at our last Ofsted inspection in December 2017. Bensham Manor School continues to be a good

B

At St Giles’ we are passionate about learning.

▶Facilitate an appropriate, well resourced, flexible, accredited and

school. There is enough evidence of improved

s

imaginative curriculum

Our school community includes and values

performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now. The school's

p

everyone, working together to achieve in a

▶Provide high quality care, guidance and support ensuring everybody matters, feels respected and has a voice

supportive, caring and professional way.

ol s

Our enthusiasm and positive energy make St Giles’ a truly happy and vibrant place to be.

next inspection will be a graded inspection.

n.

e.

Post-19 Pathways

The Pathways programme initially offered a 2 year 2:2 day programme for students aged 19-25 with severe and complex needs identified – 2 days based at Coulsdon College and 2 days based at Waddon Youth Centre.

The success of the placements resulted in further development of a range of pathways which now include: 2:2 original programme/3:1 (3 college:1 Waddon)/4 days – college based.

There is opportunity for progression and/or support into adult supported services as appropriate for each student.

SEND Strategy 2019-22

Good things are happening, the energy and enthusiasm have given us a glimpse of possibilities that previously we would not have considered.

.

Review and Feedback

Croydon SEND Residents Feedback

Our aim for 2019-22

Make lots of

new friends A five day package

Children with Special Educational Needs

In July 2022, we worked with our special schools and post 19 provision council members to help us understand how we have supported them so far and what can we do to support them further.

and/or Disabilities (SEND) will achieve independence and employment, whenever

To get a job and continue to

After school activities

possible in, or near their local community

so that they can live fulfilled lives and be

There were common themes that echoed throughout our conversations and minor but impactful changes that they would like to see.

attend college

active contributors to Croydon’s future. Croydon has high aspirations for children

dren

Be able to communicate

To get the right support when I go

and young people with SEND.

You said…

with others

to my school

Have access to software

that will help me learn

Joint Working and Co-production

You said…

What aspects have gone well?

▶For professionals involved with the student to attend annual review meetings.

▶Parent led groups.

▶Support for parents of children with additional needs.

▶SEND services are easier to contact at Croydon than before.

▶Early identification, support and access for primary schools.

▶Post 16 transfer, joined up work with Neet team and virtual school.

In addition to our visits, we have been working closely with our Croydon ▶SEND training/qualification to understand the needs schools, parents/carers and professionals working with children and young people with SEND to identify what has gone well throughout 2019 and support required for all children and young people supported by their services.

What could have gone better?

-2022 and what aspect of our SEND practices need to be improved.

▶Holistic approach putting the children and young people at ▶Better communication.

We completed this activity by collaborating via our SEND Governance and the centre of all planning.

by launching a SEND Local Area Survey that went live to the residents ▶Better joined up working between Health, Children and ▶Joint working with social services and education to ensure of Croydon on 8th July in 2022 and ended 31st October 2022.

Adolescent Mental Health (CAMHS) and SEND.

proper continuation after formal education so that young people with SEND do not get ‘lost’ with no support.

▶More positive relationships between parents and those In addition to this, we organised a series of SEND Consultation delivering SEND services.

Roadshows that took place in January and February 2023, where we reviewed the suggested priorities for 2023-2026.

▶Better access to help within schools, especially secondary schools who seem to work with the mantra of ‘they have to have an EHCP’ or they can’t do anymore for that student.

Improving Outcomes

Transitions

What could have gone better?

You said…

You said…

▶More funding, more awareness, and more empathy.

▶More social activities in the holidays, more support for working parents when school transport is cancelled.

What aspects have gone well?

What aspects have gone well?

▶Helping the SEND parent network.

What could have gone better?

▶Accessing support in mainstream settings has been diabolical.

▶Community pediatrician and occupational therapy ▶Special school are supportive and have meetings at the start service are supportive and responsive.

of each year with children and young people and their parent/ carer to ensure that the needs will be met and continue with close communication throughout the school year.

▶Clarity on what transitional programmes are offered.

▶Access to appropriate equipment and therapy support to nurseries when the child is below school age.

▶There is an attempt to write Smart outcomes ▶Communication across the board.

(but this is not always consistent).

▶Communication with the school, parents and Salt team ▶The SEND team seem more on the ball with EHCP writing ▶The process for complex cases requires a joint consistency with providing support to my child, not ‘hit and miss’ efforts and no feedback.

▶Special school support is excellent.

and issuing within deadlines.

working approach.

▶Receiving direct payments which is helpful.

▶Support with housing for young adults with SEND.

▶An effective centralised site of all activities available and advisory ▶There are pockets of excellence – ‘Walk with me support for those with additional needs.

▶Support hubs in schools to educate professionals programme and mentoring scheme’.

about practicalities, such as financial management.

▶Access to the right support at the right time.

▶More opportunities for sport and leisure and arts ▶Flexibility to respond to children and young people needs, and cultural activities.

especially for those with social, emotional, and mental health difficulties.

▶Do not cease EHCP’s before all outcomes have been met.

▶The council should not have disbanded the department to support young people getting into employment.