NEL SENDAP Strategy 2024-2029 (North East Lincolnshire)
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Contents
Foreword
Introduction
Local Context
- Defining Alternative Provision and its current context in North East Lincolnshire:
Our Shared Vision and Ambition
Voices
This is what our children, young people, families, professionals say
A child/young person ’s journey through Alternative Provision
Themes
Current Alternative Provision and Existing Gaps
Strengthening inclusive practise with education settings
Current Special school places
The vision for Sendap places across North East Lincolnshire:
Early Help Offer
Friends, relationships and community
Achieving optimal health
The vision and ambition for Sendap Education provision in North East Lincolnshire
Graduated response
Our partnership pledge
Five key priority areas
How will we know if we are making a difference?
Links to other strategies and plans
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Contents
Foreword ................................................................................................................................................ 4
Introduction ............................................................................................................................................ 6
Local context ......................................................................................................................................... 8
Our Shared Vision and Ambition ........................................................................................................ 9
Voices ................................................................................................................................................... 10
A child/young persons ’s journey through AP: ............................................................................ 15
Current AP Provision and Existing Gaps ........................................................................................ 16
Specialist and alternative provision ................................................................................................. 16
Early Help and Family Hubs ............................................................................................................. 19
Friends, Relationships and Community .......................................................................................... 19
Reaching optimal health .................................................................................................................... 20
Our partnership pledge ...................................................................................................................... 23
Five key priority action areas to work towards achieving our shared vision ........................... 24
How will we know if we are making a difference? ......................................................................... 24
How we will monitor our progress .................................................................................................... 26
Links with other strategies/action plans .......................................................................................... 26
Our Jargon Buster .............................................................................................................................. 26
With thanks:
To the children and young people of North East Lincolnshire who contributed to the illustrations used in this strategy.
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Foreword North East Lincolnshire Sendap Strategy The right support, in the right place, at the right time We are delighted to present the North East Lincolnshire (Nel) Special Educational Needs and Disabilities and Alternative Provision (Sendap) Strategy. There is much to celebrate about the Nel Sendap services and system that supports children and young people with Special Educational Needs and Disabilities (SEND), and those requiring Alternative Provision (AP), from birth to 25 years old. In the context of our transformation journey, we are proud of our achievements to date, and we are proud of the fantastic staff, volunteers and settings across the partnership, and of their skills, knowledge and effective practice which enables them to help and support ‘Our Children Our Future’ and their families leading to better outcomes. However, we know from listening to children, young people and families, to professionals and to the community, that there are challenges and improvements that need to be made across our system, services and capacity. We need to work together in partnership, using all of our limited resources in the best way possible, to provide the best opportunities for every child and young person in Nel, inclusive of those with SEND. The workforce is our greatest asset, and we are committed to further developing a stable, strong, skilled, knowledgeable and effective workforce, and where we work collaboratively to create the conditions for them to be able to flourish. We also need to enable and empower Nel children, young people and families to ensure that, where possible, they are equipped to find resolutions for themselves. We need to improve our pathways so that Nel children, young people and families can access the right help and support, in the right place, at the right time to enable them to thrive. We are committed to earlier identification and to ensuring that more Nel children and young people with SEND or who need AP will fulfil their potential and have their long term outcomes improved. The Nel Sendap Strategy, which has been co-produced across the partnership, and with children, young people and families, articulates our five key priorities, principles and approach, which have been developed to take into account the plethora of views, insights and evidence from our data. The strategy is a live working document to ensure our activity is focussed in the right way and we would like to thank all that took part in consultations and development of our approach. The success of the Nel Sendap Strategy will be measured by the difference we make to the lived experiences and outcomes of our children and young people with SEND and their families. We are committed to working in the context of high support and high challenge, and along with our Nel Sendap Joint Commissioning and Nel Sendap Sufficiency Strategies, the delivery of the Nel Sendap Strategy will be
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overseen by our Nel Sendap Partnership to ensure partnership action is having a tangible impact, with more children, young people and families receiving the right help and support, in the right place, at the right time. Together we can make a difference, and we look forward to ‘being part of the positive’. Ann Marie Matson Helen Davis Director of Children’s Services Place Nurse Director North East Lincolnshire Council North and North East Lincolnshire Health and Care Partnerships
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Introduction This strategy has been developed through collaboration and engagement with children and young people with SEND and their families, children and families who experienced Alterative Provision (AP), and a wide range of professionals across the partnership. The recent review of AP completed by pupils, parents and school and AP leaders sought to explore the current landscape of AP across the borough. Our annual SEND survey and regular engagement with our Parents Carers Forum (Pcf) and Young Peoples Advisory Group (Ypag) are examples of different groups from which insights and findings along with other data have been used to inform this strategy, shaping how services and provision for children and young people with SEND those needing AP can be improved.
The significant increase in demand for services and support post-pandemic makes it more important than ever to cement the partnership approach to providing well-co- ordinated and timely services and pathways.
Ensuring that all of our children and young people in North East Lincolnshire (Nel) have an appropriate school place to attend in the area, is central to the plan, alongside the commitment to support all of our frontline practitioners and professionals both in education settings and across children’s services to have a better understanding of the needs of children in Nel and how best to support them.
Children and young people with SEND as they grow and develop need a range of support to help them succeed with:
Figure 1 – Preparing for adulthood
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Children, young people and their families need timely support during the four stages of AP :
• Pre-AP • Moving into AP • Thriving, belonging, and achieving in AP • Leaving AP
AP is where children and young people of compulsory school age can receive their education if they aren’t able to remain in their school some, or all of the time. This can be for health reasons, exclusion, or because they need some additional support beyond that which can reasonably be offered by their school as part of the graduated response.
The SEND & AP Green Paper “Right Support, Right Place, Right Time” March 2022 defines AP as: “Education arranged by local authorities for pupils who, because of exclusion, illness or other reasons, would not otherwise receive suitable education; education and support arranged by schools, including for pupils receiving targeted support in their mainstream school; pupils being directed by schools to off-site provision to improve their behaviour; and provision for pupils on a fixed period exclusion. When we reference state place-funded alternative provision, we mean alternative provision receiving £10,000 per place from a local authority or the Education and Skills Funding Agency, comprised of all Pupil Referral Units, alternative provision academies and alternative provision free schools.”
SEND & AP Green Paper “Right Support; Right Place; Right Time” March 2022– p.83
The Department for Education defines AP as: “Alternative Provision (AP) refers to suitable full-time education that is arranged for a pupil from the sixth school day (or earlier) of a suspension or the sixth school day (or earlier) after the first day of a permanent exclusion. In other circumstances, AP may refer to education arranged for pupils who are unable to attend mainstream or special school and who are not educated at home, whether for behavioural, health, or other reasons. AP includes Pupil Referral Units (PRUs), AP academies and free schools, and hospital schools, as well as a variety of independent, registered, unregistered and further education settings.”
Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England, including pupil movement Guidance for maintained schools, academies, and pupil referral units in England, July 2022
SEND & AP Improvement Plan “Right Support, Right Place, Right Time” March 2023 responds to the Green Paper, and sets out the roadmap for implementing a single, national system and achieving real change so that every child and young person can thrive.
The aim of this strategy is to:
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• ensure that all of our children and young people in Nel have an appropriate school place to attend in the area, an inclusive education with effective early intervention, supported by a skilled workforce able to access additional support when it is needed, following a clear graduated response • ensure high quality accessible local AP, including outreach programmes • provide a shared understanding of the graduated response about when AP may be appropriate • focus on development and maintenance of a responsibility-based model of AP in the borough
Local context Nel sits within the Humber and North Yorkshire sub region. Over 80% of Nel is rural, however 80% of the population reside within more urban areas. Home to the coastal town of Cleethorpes and historic fishing town of Grimsby, Nel is a popular choice for families to visit during the summer season. The main residing areas are Grimsby, Cleethorpes, and Immingham, all with differing demographics and needs.
Within our school aged settings, we have an average rolling pupil admission of 24,500, of which, 7,700 children and young people are classified as disadvantaged and in receipt of Free School Meals. Following Covid, locally there has been a 10% rise in the number of children receiving free school meals, with the pandemic having major impact on the education, safety and wellbeing of children and young people.
Over the last five years, Nel has had a significant increase in the number of children and young people receiving an Education, Health, and Care Plan (EHCP). Between 2020 and 2022 Nel saw a 20% increase in EHCPs per unit population, indicating the population now has higher needs. The overall number is lower than its statistical neighbours which could mean that further important increase is possible.
The types of provision children with SEND are attending, has remained stable over the last three years, with approximately 50% of children with EHCPs attending mainstream schools and 50% attending other specialist provisions.
Twice as many children aged 11-15 are in Independent non-maintained specialist settings compared to 2018. The 11 – 15 age group is driving the growth of the places required at key stage 3 and 4. Twice as many children with primary need Social Emotional and Mental Health (Semh) are in independent specialist settings compared to 2018.
Semh accounts for 22% of the primary need of children in mainstream provisions. The number of children whose primary need is Speech Language and Communication has grown by 22% since 2021.
Cases of Elective Home Education have risen locally from 141 in March 2020 to 370 by 1st September 2023, an increase of 164% over 3.5 years.
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In academic year 2022-23 there were 55 permanent exclusions and a total of 23 school years were lost to suspensions across Nel schools. 48% of all exclusions and suspensions were children who had SEND.
The health needs of children and young people in Nel are increasing in complexity, evidenced by a greater demand for support at both universal and specialist service levels. A review of the impact of COVID-19 on children and young people in Nel undertaken in 2021 indicated that settling back into childcare and education settings, separation anxiety, regression in speech and language and toileting were some of the main concerns. There has been an increase in referrals to the School Nursing Service for support relating to anxiety, poor sleep, behaviour, diet and weight, and toileting. The Speech and Language Service continues to see an increase in referrals and caseload numbers across all areas. The number of referrals rose by 10% in Q1 2023 compared to 2022, this represents a 39% increase when compared to pre-pandemic levels for the same time period. The service has reported a 308% increase in the mainstream EHCP caseload, 149% increase in the complex caseload (including Developmental Language Disorder, Cleft lip and palette, limited functional communication, selective mutism), and 178% in the family hub caseload (2–3-year-olds).
We are seeing greater complexity of needs in relation to social care requirements locally.
For further data and analysis please see our data pages here:
Local area Special Educational Needs and Disabilities report for North East Lincolnshire Council | Lg Inform
https://www.nelincsdata.net/wp- content/uploads/SEND_Strategies_Data_Summary_Final_v7.pdf
Our Shared Vision and Ambition In the context of our shared vision ‘Our Children, Our Future’, we have agreed that:
“Our ambition is for every young person in North East Lincolnshire with Special Educational Needs and Disabilities to be included in education and society; to develop their independence; and to achieve the outcomes that are
important to them to lead successful and fulfilling lives. To provide access to an alternative provision system that focusses on supporting children to remain
in or return to mainstream education’’
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Voices Below are some of the insights gathered that shaped this strategy.
This is what our families said
We asked parents on their opinions on inclusivity
We need to work with schools and parent to support children staying in mainstream where this is right for them
What are the reasons parents selected for lack of confidence
Lack of safe spaces/quiet
areas
Concerns over the capacity of
teaching assistants
Lack of communication by mainstream
schools
Inflexible behaviour policies at
school
Concerns over the capacity of
SENCOs
Rapid escalation to detention and
exclusion
niform strictness
Other
Was the rating that parents gave for their
confidence that mainstream schools can
provide ideal outcomes
for Cyp with SEND
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This is what our SEND partnership professionals said
Practitioners fed back on how we can improve services
An improved sensory space,
sensory circuits activities in
corridors
If there was uicker support from oung
inds atter and greater offer. any
children are turned down but are too complex for ompass o. hose that are
accepted, have a long wait for support.
ore support for home, improved
Early elp. Ensuring all staff are
using the school and A toolkits
consistently.
Deep Dive : ap in Service Offering issed opportunity to
utilise existing services
Increased funding for dedicated personnel and space Support, training and information
raining and information. ost of us have
learnt viaevery dayschool life which develops into experience. I feel the authority
is lacking in Se for the younger
generation. Increase funding to match the gap between
what comes in and how much we can support. We employ two staff to support
Se from a stretched school budget
Two key themes emerged:
We need to adapt our offering to better support C P with primary need Se and Asd
Practitioners fed back on how we can improve services
We could support C P with Se better through expanding our offering and increasing training
0 2 4 6 8 10 12
Lack/Limit of Inclusiv e Practice Within
School
Serv ices/Support Not Ef f ectiv e
No Ev idence of Graduated Response
Lack of engagement with Social
Serv ices
Missed opportunity to utilise existing
serv ices
Lack of Capacity
Lack of Parent Conf idence in
Mainstream Settings
Gap in Serv ice Of f ering
Number of cases
What themes contributed to the non ideal
outcomes
Based on practitioner feedback, we can support
these Cyp through:
of Cyp with the barrier of Gap in Service
Offering had the primary need Semh Over half
Semh
Deep Dive : ap in Service Offering issed opportunity to
utilise existing services
Dedicated space and personnel, through increased
funding: Practitioners asked for extra funding to meet this need, but specifically called out the desire for specially trained staff and more physical space to accommodate Cyp with Semh needs.
Support, information, and training: Complementary
to the above, practitioners asked for more support at home, improved Early Help and ensuring staff are using school/LA toolkits.
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My school s funding structure is incentivised to support inclusivity of
children and young people with SEND
My school s curriculum is well adapted for children or young people
with SEND
My school s physical space is well adapted for children or young
people with SEND
My school has flexible policies (i.e. flexible uniform, school meals) for
children or young people with SEND
My school s teachers and staff are well trained to support children or
young people with SEND
My school actively works with social care and health care services to
support children or young people with SEND
My school actively works with other services to support children or
young people with SEND (e.g. Charities)
My school explores all other options before considering suspension or
exclusion for children or young people with SEND
My school is welcoming to children or young people with SEND
My school actively teaches and encourages peer inclusion
Promoting inclusion for children and young people with SEND is a
priority for school leadership
My school actively devotes time to improving inclusivity for children and
young people with SEND
Agree Strongly Agree Disagree Strongly Disagree
oth schools and parents agreed on some key themes
Deep Dive : Lack of Parent
Confidence in ainstream
Although there is some agreement, there is a gap in what schools and parents believe We want to address this via culture and comms
We don t always have the physical
capacity to meet all the demands of the needs of children and thus I
feel we are not always able to
provide the best service
Schools thought they did not have flexible policies, which was a large reason parents did not have confidence in mainstream settings
in
S Rt
SENCO E
C SEN
C T
S
S
SEN
SEN 16
S
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2 An illustration of Grimsby Docks by a student from Cambridge Park Academy, Grimsby
1 A painting of a fishing trawler by a student from Scartho Junior School
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AP review - what children and young people (Pupils) have told us:
Parents/carers have told us:
Pre-AP:
“They didn’t do anything”
“They gave me a time-out card but
didn’t let me use it”
“I had a comfy spot…I would have liked
playdough”
Moving into AP:
“I was worried about the taxi at first but
then saw my friend in it”.
Thriving, belonging, and achieving in AP:
“I feel happy there”.
“I feel okay…I had some trouble which is why I don’t want to go on site. I love Mr L”.
Leaving AP:
“I know I will go to a new school, we talk
about it a lot”.
“I don’t know”
“I don’t want to go to mainstream
school”.
“There was no support. They phoned me up and said she’s got anger issues and they wanted to work with her, but two weeks later, they permanently excluded her”
“They did a couple of things
like a cool down room”
“There has never been a plan to
return to mainstream school”
“He’s been going to Pathway…He’s even attended GCSE exams and we thought he might not. The school communicates well,
and we have reviews every six weeks…I
think he is making progress”
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3 Illustration drawn by a student from Cambridge Park Academy, Grimsby
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A child/young person’s journey through AP: • Pre-AP: The review indicated a mixed picture in relation to support accessed before a request for AP was submitted. Some schools cited cost as an inhibitor to accessing specialist support, with others funding their own provision. Schools also cited lengthy waiting times for assessment, the pathway, and specialist mental health services as a barrier.
• Moving into AP: There was a consensus within the review that waiting times had become too long to access AP, particularly for Key Stage 3 places, and led to a perverse incentive to permanently exclude pupils. Communication was also cited as a barrier.
• Moving out of AP: Local AP providers have shared that for many of the pupils accessing their support, improvement is needed in taking proactive support to achieve the overarching aim, for a young person to return to their home school. Schools also shared the need for greater transparency about the planning for an exit strategy and plans for return to mainstream education.
Current AP Provision and Existing aps From the review of AP a number of common themes were evident:
• A lack of timely AP was leading to a perverse incentive to permanently exclude pupils.
• The increase in permanent exclusions and the need to ensure Day 6 was offered, impacted on the capacity to offer preventative placements in AP.
• A lack of sufficiency and flexibility with the current commissioned model.
• Waiting times for statutory assessment impacted the children who needed timely support
• The need for a clear and distinct outreach offer to both prevent permanent exclusions and offer professional development for the mainstream workforce.
Specialist and alternative provision Children and young people whose needs fall below current special school and AP settings It is vital that all children are able to receive the right support at the right time in order to access the most appropriate provision matched to their needs. For some children this will require an Education, Health and Care Plan to implement that provision, for many more of our children and young people this will be through universal and targeted support in their mainstream school. Supporting children to access a mainstream offer with enhanced provision for a specific need, or phase of their education, can better prepare children overall for the demands of a curriculum. The Local Authority are
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committed to working with all partners to expand the range of SEND provision available locally. Nel has only two special Academies in the borough, who cater for very distinct needs and age ranges and they currently have no capacity. Increasingly there are cohorts of children and young people where there is no appropriate designated school for them to attend such as:
• Children and young people who have autism and/or social communication needs (diagnosed or otherwise) and are academically able. • Children and young people who have SEND but are also academically able – working at age-related expectations (Are), above Are or below Are due to difficulties in accessing learning or gaps in education (not those with a recognised Learning Difficulty (Ld)). • Children and young people who experience high levels of anxiety. • Children and young people who experience a high level of fixed-term suspensions. • Children and young people who have a range of complex mental health needs. • Children and young people who are on part time timetables in a mainstream or specialist provision as it is unable to meet the full range of needs of the child effectively. • Children and young people who are educated at home due to there being no suitable specialist provision for them to attend. • Children and young people who may be going through a medical procedure or treatment and need bespoke access to education for a period of time. • Children and young people who are in mainstream awaiting a place in a more specialist provision. • Children and young people who are on Education Other Than at School (EOTAS) packages due to lack of suitable specialist provision available. • Children and young people attending specialist settings, who could be supported to attend a mainstream setting more effectively. • Children and young people who need access to a registered exam centre in order to undertake qualifications. • Children and young people where families decline the current day 6 offer following a permanent exclusion. • Children and young people who are allocated a place through the Fair Access Protocol and don’t attend. AP is currently spilt into primary and secondary phases, with an overall total of 186 LA commissioned places which is currently sufficient to meet identified need.
It is accepted that children and young people’s life chances are enhanced, where they have access to a broad and balanced curriculum that provides appropriate and accredited qualifications. As of October 23, North East Lincolnshire only has one specialist resource based 12-place provision attached to a primary school and one 16- place provision for secondary school aged young people. It doesn’t have any other
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SEN specialist resource provisions attached to mainstream schools built or commissioned. The current outreach offer for children and young people requiring formal education is limited and commissioned on an ad hoc needs basis, rather than in a planned and pro- active way. In March 2023, North East Lincolnshire was announced as one of 33 Local Authorities nationally who had been successful in their bid for a Free Special School funded centrally by the Department for Education (DfE). The bid identified the need for a 150 place special school for children with a primary need of Social, Emotional and Mental Health (Semh), aged 9-19. North East Lincolnshire Council is also building two new primary schools within which resource specialist provision (Rsp) for 12-places in each will be built. Several Academies have expressed an interest in developing Rsp within their sites. These are being explored. Whilst these projects will go some way to address the needs of the children and young people with SEND in Nel this does not meet the growing demand identified and we are continuing to work with Trusts, mainstream schools and providers to work together to meet as identified in our Sendap Sufficiency strategy.
4 An illustration of a dogwalker and a paddleboarder, created by a pupil from Scartho Junior School, Grimsby
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Early elp and Family ubs In Nel we want all families to be able to access the advice, guidance and support they need locally, in a way that feels accessible to them.
Our Family Hubs provide welcoming spaces where all families can come to access a range of services such as:
• Health services • Stay and Play sessions • Early Learning activities • Parenting support • Training and family learning
We aim to be as friendly and open to any family who wants to drop-in; and will listen to family’s voices to adapt what we offer as much as possible.
The hubs staff can also connect families to any additional support they need such as:
• One to one discussions when children and families need support • Parenting support programmes • Debt advice and support • Special educational needs support • Couples relationship advice and support
Friends, Relationships and Community
Children and young people with disabilities are automatically defined as ‘children in need’.
Children and young people with disabilities are defined as those children and young people, aged 0-18 years of age, whose daily lives are substantially affected by one or more of the following:
• A hearing impairment • A visual impairment • A learning disability • A physical disability • A chronic/life threatening physical illness • A communication disorder (including autism)
There are increasingly a number of children and young people with specific needs, who require regular access to short breaks and respite opportunities
Nel are committed improving their offer to include:
• Education and recreational activities that are accessible for all
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• Targeted and specialist provision for children and young people with moderate to severe need young people • Overnight offer for specific families who have a child with complex care needs • Joint commissioned health and care provision for children • Ensuring supportive transitions as children and young people grow and develop
Reaching optimal health We recognise the importance of good health on outcomes for children and young people and know from feedback that there is confusion and frustration regarding referral pathways and waiting times for assessment and treatment in Nel. The Local Area Partnership is committed to:
• Improving access to appropriate health services and advice at the right level and right time through accessible, easily understood, graduated response pathways. • Developing an effective early notification system to enable health professionals to notify the Local Authority when a child aged 0-5 is identified as having (or likely to have) special educational needs or a disability. • Reducing waiting times for specialist assessment including speech and language, neurodevelopmental, and developmental delay pathways. • Ensuring we keep families and professionals updated with progress and that we are open and honest when there are challenges or delays. • Working jointly with children’s social care colleagues to develop joint packages of care for those children and young people with the most complex needs. • Supporting young people to develop their independence in relation to staying healthy through improved awareness of Annual Health Checks for young people with learning/intellectual disability.
5 A drawing of a sunrise over the Humber Estuary by a pupil from Scartho Junior School, Grimsby
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The approach for Sendap Education provision in North East Lincolnshire
The diagrams below in figures 2 and 3 show our approach to support delivery of our vision and ambition.
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Figure 3- he raduated Response
Mainstream
schools
Targetted interventions
Mainstream
schools
Working with partners to deliver
provision
Mainstream
school
Resource specialist
turnaround provision for children with
EHCPs (80% mainstream) Mainstream
school
Resource specialist
provision for children with EHCPs 50/50 and
up to 80% Rsp
Alternative
provision
12-14 week assessment place /triage placement
Alternative
Provision turnaround
placement
Pupil Referral Units / longer term alternative
provision placements
Specialist setting
Cambridge Park
Humberston Park
Tbc Semh
Independent specialist setting
(In and outside of
Nel)
EOTAS (EHCP)
packages and Bespoke packages
of Care
B tt V SEN
S I
tti
S 2023-J 2025
Q F
C G , S , N Vigo C Hs,
N , S Lt T –
20 x E – E H , Csc, E , S
q
L , E H C
R
R
@
T G R ’
R
tti
Leo (
tti
)
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Our partnership pledge We are committed to working in partnership with others, talking, listening and working together to shape and deliver our priorities through co-production. We commit to working together to maximise the benefits for families. Everyone plays an important role in supporting children with SEND and their families. We recognise that early conversations support intervention at the earliest point that a child and their family might need help. We will work in a relational way, building relationships based on honesty, transparency and trust. We will work together to prevent harm and to give children the best start in life. Where possible, we will aim to provide support for children and young people with SEND, and their families, without the requirement for a diagnosis or a statutory EHCP. We will be family-led, placing children and families at the heart of all decision-making, listening carefully to the voices of children and families, being responsive to individual needs, wishes and feelings.
6 A drawing of Cleethorpes Pier and Grimsby Dock Tower by a student from William Barcroft Junior School, Grimsby
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Five key priority action areas to work towards achieving our shared vision Following our insights gained from families, children, young people, professionals and the community along with our data analysis, the following five priorities have been identified:
1. raduated response to additional needs through partnership working and workforce development - Work across the Sendap partnership to improve parental confidence in meeting children with Sendap needs in mainstream early years settings, schools and colleges.
2. School places - Increase the range and number of high needs places available for children with EHCPs across Nel, reducing the overall demand for Independent Non-Maintained Special School Places and personalised packages of support. Provide timely, flexible and sufficient AP places.
3. Improve joint commissioning of pathways and awareness of services across education, health and care to ensure that access appropriate assessment and provision. Improvement of timely and flexible AP packages of support and clear and distinct outreach offer to both prevent permanent exclusions and offer professional development for the mainstream workforce.
4. Transition – improve further the links and pathways between teams who support children as they move into adulthood to ensure a smoother transition into services and provision.
5. Short breaks and respite offer - jointly commission choice for families of targeted and specialist provision and increase availability
ow will we know if we are making a difference By 2029:
➢ Fewer children will be attending an education setting out of area ➢ Fewer suspensions ➢ Fewer permanent exclusions of children with SEND ➢ Stabilisation of children requiring an EHCP ➢ Increased % turnaround of processing Education Health and Care Plan Referral
(EHCARs) at 20 weeks
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➢ More families reporting that they are receiving effective support at the right time ➢ Improved pathways, governance and finance agreements for joint commissioning at an individual level. ➢ Attendance improved ➢ Measured improvement of effectiveness of joint commissioning and contract
management for services across Sendap via the joint commissioning working group
7 A painting of Fitties beach, Cleethorpes, by a student from Middlethorpe Primary Academy, Cleethorpes
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ow we will monitor our progress There will be quarterly progress reports to our Sendap Partnership Board which is made of parents/carers and multi-agency representatives. It is accountable to the Health and Wellbeing Board, and reports to the Children and Young People’s Strategic Partnership Board. There will be regular discussions and feedback with different groups such as our Pcf, Ypag, Schools Forum and different agencies decision makers as per our co production approach.
Our action plan will be reviewed and refreshed each year.
Links with other strategies/action plans The Sendap strategy is the overarching strategy across a wide range of areas across the partnership and shouldn’t be read in isolation.
The strategy is set in the context of the ongoing transformation agenda across our Children’s Services.
Further detail on some of the agreed priorities, plans and strategies are:
Education and Inclusion strategy and action plan
Sendap Sufficiency strategy 2024/29
Sendap Joint Commissioning strategy 2024/29
Short breaks and respite offer
Delivering Better Value in SEND
Preparation for Adulthood framework
Health and Wellbeing Strategy
Attendance duties Summary table of responsibilities for school attendance (publishing.service.gov.uk) These can be found on our Local Offer Page here Nelc SEND Local Offer | North East Lincolnshire Special Educational Needs & Disability (nelincs.gov.uk)
Our Jargon uster Our jargon buster can be found here
Nelc SEND Local Offer | Jargon Buster - Nelc SEND Local Offer (nelincs.gov.uk)
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Why this page, not just a PDF? The original is a PDF - fine to read, but a poor fit for assistive technology: heading structure is often inconsistent or absent, text doesn't reflow for zoom or a narrow screen, and screen readers can struggle with multi-column layouts and scanned pages. This page is the same content rebuilt as plain, semantic HTML - real headings, text that reflows, nothing a screen reader or zoom tool trips over.
Republished from North East Lincolnshire Council under the Open Government Licence v3.0. View the original PDF.