"My Life, My Rights": Rotherham SEND Strategy 2024-2029
Rotherham SEND Strategy: 2024-2029
Rotherham p Metropolitan » Borough Council
South Yorkshire
Integrated Care Board
Contents Page
|. My Life, My Rights 2. Working Together 3. Rotherham Focus
4. Voice Of Children, Young People And Families
5. What Young People Told Us They Want
7. SEND Action Plan Reporting And Governance April 2024
. Glossary Of Terms
I. My Life, My Rights
This Strategy, “My Life, My Rights”, sets our vision for children and young people with Special Educational Needs and Disabilities (SEND) in Rotherham. It will drive forward the improvements that have already started across the local area and help all services in education, health, and social care to work together to make the required changes so that children and young people in Rotherham (o(eial (com uatoRVcINYA o=simolUl Kao) anocn
All children and young people in Rotherham deserve a high-quality education, with the health, care, and educational support that they need to flourish. The Rotherham local area is a complex system, but our collective workforce and the partnerships we hold with our
children, young people and parent representatives are our strengths.
Cllr Victoria Cusworth
Cabinet Member for Children and Young People
Nicola Curley Director of Children’s Services
We have been listening to children, young people and their families and finding out what needs to change. Some parts of the system in Rotherham are working well and the experience of families is good. However, this is not the same for all children, young people and families, and there are a number of areas that we would like
to improve.
We know that we can change and improve, and we are committed to deliver our vision for children and young people with SEND in Rotherham; the pledge and plans set out within this strategy will enable us to do that. We would like to recognise and personally thank all the young people pictured and featured throughout
this strategy.
Claire Smith
Jayne Fitzgerald
Rotherham Parent Carer Forum Sy Integrated Care Board,
Rotherham Place
Rotherham is just as ambitious for children and young people with SEND as for every other child.
Equity We will ensure children and young people can access the high-quality support, services, and provision that they need to live a good life.
We will raise the bar and raise standards so that everyone receives the very highest quality support and care.
We will ensure there is good and outstanding provision for all children and young people, within or close to their local community.
Ambition
We will have high ambitions for every child and young person to develop to the full, starting in the earliest years and continuing throughout their life.
We will provide choice and opportunity throughout every stage of life, but most notably at the end of formal education so that there are meaningful choices for living and employment for every young person.
We will view education as an important pathway and part of a young person’s journey, not the end destination.
Inclusion
We will challenge non-inclusive practice, policy or behaviour and remove barriers so that opportunities are equally accessible to all children, young people and their families.
We will position SEND at the heart of leadership so that education, health, and care meet the ever-changing needs of local communities.
We will improve the Early Help offer so that families are aware of an access the universal and targeted support available.
This strategy is a partnership strategy because in Rotherham we We recognise that when these values are integrated into practice
recognise that for children and young people to achieve their then trust is developed and progress in achieving outcomes potential then all services need to work together with parents, carers, for children and young people is made. Without trust systems, children, and young people being equal partners and their voices partnerships, organisations and families cannot work together heard at all levels when planning and developing a SEND Strategy. effectively and meaningful partnership work cannot be achieved.
This strategy was developed following engagement facilitated by the Council for Disabled Children and is informed by the voices of children, young people, and families, summarised by Rotherham Parent Carer Forum in section 4.
We will deliver this strategy using a workstream approach involving all key partners. The workstreams will report directly to the SEND Partnership Board on a termly basis. The SEND Partnership Board will collectively monitor and measure the impact of this strategy and actions using a qualitative and quantitative data dashboard developed around the Outcomes Framework. These plans will be made clear to children, young people, and their families with SEND in Rotherham through regular communication.
In Rotherham we have developed Four Cornerstones which we believe are essential for ensuring that good practice in working with children, young people, parents, and carers is achieved these are:
Welcome and Care Value and Include Work in Partnership
Rotherham has 57,453 children aged under 18 representing 21.7 % of the local population (Ons, mid 2020). 23 % of children live in low-income. There are 45,763 children and young people attending Rotherham’s schools as at January 2024 School Census. This includes 465 children in a maintained nursery school, 24,661 pupils in primary schools, 19,303 pupils in secondary schools, 1,194 pupils in special schools and 140 pupils in Pupil Referral Units (PRUs).
Education EHCP Data -The percentage of Rotherham school pupils with a reported EHCP compared to Rotherham's statistical neighbours and National averages.
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Increasing demand for specialist provision
There are a growing number of requests for Education, Health, and Care Needs Assessment each year. Half of the special schools in Rotherham are regularly full or over their commissioned number and the alternative provision places at the Pupil Referral Units (PRUs) are close to capacity (January 2024).
Education SEND Data -The percentage of Rotherham school pupils with reported SEND support compared to Rotherham's statistical neighbours and national averages.
SEND Support Rotherham Pupil Comparison
2023 Statistical Neighbour 2023 Rotherham [Ees
2023 England [Pee
2022 Statistical Neighbour 2022 Rotherham [Eee
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Education SEND Data - % Rotherham School Phase Pupils with SEN's by Primary Need.
The graph reports the percentage of Rotherham school pupils in 2024 with SEND by their identified Primary Need
Source Data: Spring School Census 2024
Secondary School - % Primary Need Social Emotional & Mental Heath [Tt 272
Specific Learning Difficulty ns 254% Autistic Spectrum Disorder Ts 17.6% Moderate Learning Difficulty (127% Speech & Language Needs (Ni 7.2% Other J 3.2% Physical Disability [Jj 20% Hearing Impairment ff} 1.3% Visual Impairment [ff] 09% Severe Learning Difficulty | 0.1%
Vv se Profound & Multiple Learning Difficulties 0.0% 0% 10% 20% 30% Primary School - % Primary Need Special School & Pupil Referral Unit - % Primary Need
Speech & Language Needs Itt ttttttttsitiau Social, Emotional & Mental Health Ns 15.6% Autistic Spectrum Disorder Ns 15.0% Specific Learning Difficuty 1.7% Moderate Learning Difficulty (I esx Other I 40% Physical Disability [J 1.6% Hearing Impairment [1.5% Visual Impairment [J 028% Severe Learning Difficulty | 0.1% Profound & Multiple Learning Difficulties 0.0%
0% 10% 20% 30%
Gaps in specialist education provision
The Special Educational Needs (SEN) capital programme (approved by Cabinet in 2015), supplemented by the Safety Valve Sufficiency programme (approved by Cabinet in 2021) is nearing completion. There has been a significant and incremental growth in Rotherham’s special schools over the last seven years.
Despite this investment, there are still gaps in specialist education provision in Rotherham. Coupled with the number of schools at capacity, and those that have significantly more children and young people than their buildings can adequately accommodate, school places remain a challenge. The Council are working on a SEND Sufficiency Strategy to inform our future planning both in special schools and via specialist provision in mainstream schools.
Autistic Spectrum Disorder [Iii 294%
Social, Emotional & Mental Health (nn 221%
Moderate Learning Difficulty (13.0% Speech & Language Needs Inn 11.6% Specific Learning Difficulty I 6.2% Severe Learning Difficulty Ii) 4.6% Physical Disability [Ii 3.7%
Other Mi 3.5%
Profound & Multiple Learning Difficulties Ji 3.4%
Hearing Impairment [J 0.8% Visual Impairment [J 0.8%
0% 10% 20% 30%
More people are seeking assessment, diagnosis, and support for children’s mental health, learning and developmental needs. 89% of Children and Young People in Rotherham wait longer than 18 weeks to access neurodevelopmental assessment (Q2 2023). Timely diagnosis of Autism is a high priority nationally and a key strand within The NHS Long-term plan, Rotherham’s Autism Strategy, and Rotherham Partnership’s special educational needs and disabilities strategy. As at the end of March 2024, 61% of Rotherham 14-1 7year olds received a Learning Disability Annual Health Check by their Gp practice. This compares, for the same reporting period to 66% regionally for NHS South Yorkshire Icb and 68 % Nationally.
Sleep issues are a common phenomenon in children and young people. It has been reported that 40% of all children and young people will experience sleep disorders at some time in their early lives. This percentage rises in children with Special Needs particularly children on the autism spectrum and Children in Care. 80% of children in the Portage service have sleep disorders of some sort
(Q2 2023).
The percentage of pupils with an Education, Health, and Care Plan (EHCP) achieving a ‘Good Level of Development’ (Gld) in Rotherham has decreased from 2022 and stands at 2.0% for 2023 (1.8% below national average). The percentage of pupils identified with SEN support and achieving a Gld is at 28.3% (4% above the national average).
The percentage of pupils in Rotherham with SEND support meeting the required standard in the phonics screening check in 2023 stands at 50.9 % which is 2.4% above the national average and isa4.9% improvement from 2022 position.
The percentage of pupils in Rotherham with an EHCP meeting the required standard in the 2023 phonics screening check is at 21.1%, (1.3% above the national average) a 5.2 % improvement in performance from 2022.
The percentage of Key Stage 1 Pupils identified with SEND support achieving the Expected Standard in Reading, Writing
and Maths (Exs+ in R,W&M) combined is at 19.9% (0.8% below national average) 2.7% higher than 2022. The percentage of pupils in Rotherham with an EHC plan achieving the Exs+ in R, W&M combined has increased by 3.1% from 2022 with achievements at 6.5% (in line with the national average).
The percentage of Key Stage 2 Pupils in Rotherham with SEND support who have met the Expected Standard in Reading, Writing and Maths (Exs+ in R, W & M) improved in 2023 by 1.1% to stand at 19.7% (3.9% below national average). The percentage of pupils in Rotherham with an EHC plan achieving the Exs+ in R, W&M increased by 0.7% in 2023 - now at 5.7% (2.7% below national average).
The overall Progress 8 measure has declined in 2023 and is below the national average for the fourth year. Progress of SEND support pupils in 2023 has improved from 2022 but is - 0.01 below the national average for that group of children. However, progress of children with an EHCP has slightly decreased by 0.01 to stand at -0.99 but this is 0.14 above their national average counterparts.
The number of 16 to 24 year olds with SEND in Education, Employment and Training is 56.3 % (2022/2023).
Children, young people and their families in Rotherham do not always experience equal access to a consistent, high-quality range of educational support, health services and specialist provision. Access varies too much depending on where families live, and the schools’ children attend. Families tell us about the ‘postcode lottery’.
We know that outcomes for young people with Special Educational Needs and Disabilities (SEND) are not yet good enough.
Children wait too long to access health services for example therapy services and neurodevelopmental assessment.
Children, young people and their families have told us that they don’t always feel included in their local communities and that they do not always have the same opportunities. This includes within the community, in some education establishments, for training and in the workplace.
Children, young people and families are not always confident that mainstream schools can meet their SEND needs. There are a growing number of requests for Education, Health, and Care Needs Assessment each year. Half of the special schools in Rotherham are regularly full or over their commissioned number and the alternative provision places at the Pupil Referral Units (PRUs) are close to capacity (January 2024).
Preparation for adulthood does not always work well. Lots of young people and families do not feel well prepared to transition to adulthood.
5. What Young People Told Us They Want
The following five commitments have been identified as priority areas of development and monitoring:
I have a voice and this is 1. Reducing number of permanent exclusions and part time
Us Rr Ue) timetables for children and young people with special educational ict ola K-16}
needs and disabilities.
oysters 2. Reducing number of disabled children and young people and feel valued those with special educational needs missing school due to health concerns, including mental health.
3. Having a clear process for engagement with children and young people.
I will feel safe if....
Iam 4. To continue to improve the quality of EHC plans to ensure that
Senos Thave help and - there is consistent and clear information from health, education,
as independent as : ‘ Perera os Metale Male support in a way and social care. that suits me
(or eso - all EHC plans reflect the views of children, young people, and nis their families.
T have adults
in my life who - EHC plans contain the support that the child or young person are supported to needs to prepare for adulthood; and
uC - all outcomes include detail and are measurable so that children
and young people receive consistent support.
5. Leaders across the partnership will continue to strengthen their work to reduce the long waits for neurodevelopmental assessment pathways. In addition, leaders will intensify service improvements for occupational therapy and speech and language therapy at a universal and targeted level to reduce waiting times. This will ensure that children and young people receive support at the right time.
Evidence from Rotherham borough data has identified five areas that continue to have a significant impact on the health, well-being and educational access for Rotherham children and young people.
Our local area will be better if we address these five areas. It is proposed they will become the focus of priorities within the SEND Strategy and will be referred to as ‘commitments’.
All planning is person centred
Support is planned and delivered in a way that works for the child or young person. It is balanced to include what is important to the individual.
Children, young people, and their familes are involved in decision making in a all matters that concern them and have greater
TeX Bele control over their support.
and this is Information is available and accessible
Children, young people, and their familes can find the infomation they need are able to make informed choices and navigate the system easily from the earliest years to early adulthood.
listened to and respected
Co-production with children, young people and families Awider and greater representation of young children and families are involved in strategic decision making and the coproduction of services, so there is a better fit between what children, young people and their families need and what is available.
Early identification and early support. Children, young people, and their families understand how to access support, receive good communication and have a positive experience from all services.
Clear pathways to access support and services. Children and young people’s health needs, and importantly their mental health, are identified early and support is put in place at the earliest opportunity. Children and young people do not need to be in crisis before support is offered.
The right support, from the right people, at the right time
Children and young people get the support that makes a difference and helps them make progress towards the outcomes that matter to them. There is good support available from universal, targeted and specialist services that meet the needs of families at the right time.
Support for wellbeing in all Rotherham educational settings The emotional wellbeing of children and young people is part of the life and work of schools and colleges and there is mental health expertise in every school and setting.
T have help and support in a way that suits me
T have adults in Tn ALcm dae ks supported to tema
I am supported to be as independent as possible and have a
fei gLevMiy
Inclusive Communities
Children, young people, and their families can access the places they want to go and the things they want to do, alongside their friends and families in their local community. Children and young people will be made welcome, staff will be able to meet their needs and physical accessibility improves.
Excellent Universal and Targeted Services Children, young people and their families can find and access support that meets their individual needs without needing a referral or diagnosis and without being dependent on others.
Specialist excellence in Rotherham
The needs of all children and young people, including the most complex, can be met close to home from the earliest years, throughout the whole of their education and into employment. The local area will be able to offer sufficient school places for every Rotherham child.
Parent carers, siblings, family, and others who support children and young people with SEND are well supported. They can easily access support for themselves and for the child they care for, and do not need to repeat their story to get support.
Preparing for adulthood from the earliest years.
Children and young people are supported and encouraged to build on their strengths and be ambitious for their next steps and their future. Those who support, teach and care for children and young people maintain focus on life skills, experience, and independence so that children and young people have a direction and purpose beyond formal education.
High quality transitions. There are high quality, planned transitions between services, settings, and phases of education. Children and young people continue to progress at every move and are supported seamlessly by well thought out transitions.
Preparation for employment. Young people are well prepared for their next steps and education, training and opportunities leads to employability for more young people with SEND.
Meaningful opportunities beyond age 16.
Education settings, training providers, and employers demonstrate their commitment to equality and inclusion, and offer positive opportunities to more young people, valuing and appreciating individual’s differences and contributions. This means there are more (both amount and variation) of opportunities available to young people and there is something purposeful for everyone. For many this will mean employment, but for others this will look different. The aim must remain that there is a meaningful option for everyone.
Inclusive Education.
and without unnecessary delay.
Effective SEN support
I belong and
feel valued
the most appropriate teams and services.
Next Steps
e Wewill deliver our strategy using a workstream approach involving all key partners.
e Develop focused SEND Strategy Working Groups with multi- agency membership.They will report directly to the SEND Partnership Board on a quarterly basis.
Joined up planning and support across education, health, and social care. Every service plays their part and children young people and their families experience high quality planning and provision from
All children have access to quality inclusive childcare to make an excellent start to their early education, development, and learning. All Rotherham education settings have an inclusive culture, and children and young people receive the same high quality of offer, regardless of which school, college or setting they attend and regardless of where they live.
Accurate identification of needs and intervention in schools, colleges, and Early Years settings. Children and young people’s needs are identified accurately and there is early, evidence-based intervention to support them. Children, young people, and their families can access support and intervention without the need to wait for a formal diagnosis
SEN support is of an equal high standard across all education settings. Children and young people can attend their local education setting and feel confident that they will be fully included and have their needs met effectively. Children and young people’s talents and strengths are at the forefront of all discussions. All planning and support think about the future of the whole person, and positively builds upon the unique strengths, talents, and personality of the individual.
Existing Subgroup in place to
deliver Written Statement of eee Say . Working Group
Action
EHCP Subgroup Inclusion
Graduated Response Subgroup
Health and wellbeing
Preparation for Adulthood Subgroup
Independence
The Local Offer Subgroup
Voice and Participation
6. Shared Outcomes Framework
How will we know if we’re making a difference?
All Children and Young People in Rotherham with SEND and their families have their voices heard and this makes a difference to their
experiences and outcomes.
A shared outcomes framework, developed across education, health and care services will help us to measure the difference we are making. It will set out ‘indicators’ of success for this strategy: improved learning, health, wellbeing, and participation outcomes for our children and young people. This will need to be flexible and potentially change, as new national standards for monitoring and inspecting SEND services are proposed. However, our preferred approach locally, mirrors the national proposals: we aim to focus on some key data, while also doing
more to recognise the voices of children and families in evaluating our progress.
Thave a voice, and this is listened to and respected.
important to the individual.
- Children, young people, and their families are involved in decision making in all matters that concern them and have greater choice and control over their support.
Information is available and accessible.
- Children, young people, and their families can find the information they need, are able to make informed choices and navigate the system easily from the earliest years to early adulthood.
of children and young people, parents, and carers. (via EHC Audit- Section A)
Outcomes What this means Key Performance Indicators Target All planning is person centered. Number of strategic projects/meetings/activities that young - Support is planned and delivered in a way that works for _| People contribute to through the Guiding Voices Process the child or young person. It is balanced to include what is | Number and % of EHCP audits that Incorporate the view | 75%
Number of Schools, Settings and Services that have been awarded Charter Gold Accreditation
Number of Schools, Services and Settings that commit to the Four Cornerstones co-production and inclusive practice pledge
Number of Poet surveys completed annually. new indicator will be introduced in 24/25 academic year. (including feedback from Parents and Practitioners*)
Co-production with children, young people, and families.
- Awider and greater representation of children, young people and families are involved in strategic decision making and the coproduction of services, so that there is better fit between what children, young people and their families need and what is available.
Number of SEND Children and young people accessing Rotherham Parent Carers Forum
Numbers of Parent/ Carers directly accessing Rotherham Parent Carers Forum
Outcomes What this means Key Performance Indicators Target Monitoring of our Local Offer Site - new users to the site, number of engagement sessions on the site. Child survey annual responses —new indicator will be introduced in 2025 Good news stories/case studies from Children and young people* *These are not indicators but are data sources to supplement the results for the holistic outcomes. Outcomes What this means Key Performance Indicators Target Early identification and early support. % of children and young people seen within the 18 weeks | 18 - Children, young people, and their families understand how | target for the following health services: - weeks to access support, receive good communication and have__| Salt (Speech and Language Therapy) target a positive experience from all services. Ot(Occupational Therapy) Clear pathways to access support and services. Pt (physio Therapists) - Children and young people’s health needs, and Cdc (Child Development Centre) importantly their mental health, are identified early and ; ; support is put in place at the earliest opportunity. Number of children and young people with a Health Personal Budget in place Children and young people do not need to be in crisis Tamas before support is offered. % of Education, Health, and Care Plans with written advice | 6 weeks healthy as The right support, from the right people, at the right time from a health professional within the 6-week timescale target possible - Children and young people get the support that makes % of children who received a 2- to 2-and-a-half-year-old review | 85% a difference and helps them make progress towards the " ; —_ : outcomes that matter to them. There is good support % of children achieving the expected level in available from universal, targeted and specialist services communication skills at 2 to 2 and a half years that meet the needs of families at the right time. % of children and young people (0-18yrs) assessed in 2 Support for wellbeing in all Rotherham educational weeks for a wheelchair settings. : : ; ; % of young people aged 14-17yr old who received a In line - The emotional wellbeing of children and young people is _| | earning Disability Annual Health Check by the Gp practice. | with part of the life and work of schools and colleges and there Nenana
is mental health expertise in every school and setting.
average
Outcomes
What this means Key Performance Indicators Target Inclusive Communities % of young people with SEND who are Eet - Education, In line - Children, young people, and their families can access Employment and Training (16 - 24 In learning and 20-24 in with the places they want to go and the things they want learning) National to do, alongside their friends and families in their local average community. Children and young people will be made Reduction in the number of SEND children and young welcome, staff will be able to meet their needs and people with EHCP’s that are considered Neet. physical accessibility improves. Excellent Universal and Targeted Services Reduction of Fixed Term suspensions and Permanent In line y : . ; Exclusions for SEND children and young people. with - Children, young people and their families can find and (SEN Support/EHCP Nenana access support that meets their individual needs without averages needing a referral or diagnosis and without being dependent on others. Monitoring of SEND Vulnerable cohort groups: Speciali i! in Rotherh Elective home educated, access Home to School Transport, Cae ear known to Youth Justice Service - The needs of all children and young people, including the most complex, can be met close to home from the earliest | Monitoring Improvements in Absence, Persistent absence, In line years, throughout the whole of their education and into and Serve Absences for SEND children and young people with employment. The local area will be able to offer sufficient National school places for every Rotherham child. averages Monitoring of children and young people with SEND who are on Part-time timetabling and / or accessing Alternative provisions - new indictor developed for academic year 24/25. Number and % of children and young people with a EHCP who are attending: Mainstream Schools, Post 16/ Fe provision, Resource Provision, Alternative provision and Specialist Provisions. % of sections within the EHC Plans that have been audited | 75%
as Compliant
Number of unique children and young people with SEND who have accessed a short break activity (via Rpcf)
Reviewing attainment outcomes for SEND children and young people - this will be shared across all working groups. Attainment outcomes for SEND Cyp to be In line to National averages (target)
Outcomes
Outcomes
What this means
Key Performance Indicators
Target
Parent carers, siblings, family, and others who support children and young people with SEND are well supported. They can easily access support for themselves and for the child they care for, and do not need to repeat their story to get support.
Number of children and young people with a Personal Budget in place
Number of children and young people with SEND accessing commissioned short breaks activities
Number of parents attending training via Rotherham Parent Carers Forum
Number of parent and carers who access parent support groups via Rotherham Parent Carers Forum
Number of one-to-one Parent/Carers who have attended targeted appointments via Rotherham Parent Carers Forum
% of cases from EHCP panel where graduated response evidence is rated as ‘good ‘
70%
% of Social Care advice received into the EHCP process within the required timescales (6 weeks’ timescale)
6 weeks target
% of Eps advice received into the EHCP process within the required timescales (6 weeks timescales)
6 weeks target
Monitoring annual Quality Assurance visits completed”. (this is for out of Borough provisions & in Borough provisions).
New indictor to be developed in 2025)
What this means
Key Performance Indicators
Target
Preparing for adulthood from the earliest years.
- Children and young people are supported and encouraged to build on their strengths and be ambitious for their next steps and their future. Those who support, teach and care for children and young people maintain focus on life skills, experience, and independence so that children and young people have a direction and purpose beyond formal education.
% of SEND young people who are Eet - Education, Employment and Training (16 - 24 In learning and 20-24 in learning)
In line with National average
Number of young people in Supported Internships across the borough
Number of Supported Internships that have led to paid employment - new measure to start in 2025
Outcomes
What this means Key Performance Indicators Target
High quality transitions. % of SEND young people who are Eet - Education, In line
- There is high quality, planned transitions between services, | Employment and Training (16 - 24 In learning and 20-24 in | with settings, and phases. Children and young people continue | !earming) National to progress at every move and are supported seamlessly average by well thought out transitions, whether this is between Number of young people in Supported Internships across services, settings, or phases. the borough
Siglo La coro ey ee : Number of Supported Internships that have led to paid
- Young people are well prepared for their next steps employment - new measure to start in 2025
and education, training and opportunities leads to
% of Adults Transitions cases aged 17 and ahalf and over, | 70%
employability for more young people with SEND.
Meaningful opportunities beyond age 16.
- Education settings, training providers, and employers demonstrate their commitment to equality and inclusion and offer positive opportunities to more young people, valuing and appreciating individual’s differences and contributions. This means there are more (both amount and variation) of opportunities available to young people and there is something purposeful for everyone. For many this will mean employment; but for others this will look different. The aim must remain that there is a meaningful option for everyone
who were referred to transitions prior to turning 18, who have a Care Act Assessment in place.
% of Current Adults Transitions cases where the young person is aged between 16 yrs. 6 months and 17 yrs. 5 months (i.e. up to 1 year from turning 17 and a half), who have a care act assessment in place, or a worker allocated
Monitor the number of EHCP’s that have been ceased through gaining employment.
Good news stories’ case studies from Children and Young people* *These are not indicators but are data sources to supplement the results for the
holistic outcomes.
Outcomes
What this means
Key Performance Indicators
Target
Inclusive Education.
- All children have access to quality inclusive childcare to make an excellent start to their early education, development, and learning. All Rotherham education settings have an inclusive culture and children and young people receive the same high quality of offer, regardless of which school, college or setting they attend, regardless of where they live.
Accurate identification of needs and intervention in
schools, colleges, and Early Years settings.
- Children and young people’s needs are identified accurately and there is early, evidence-based intervention to support them. Children, young people, and their families can access support and intervention without the need to wait for a formal diagnosis and without unnecessary delay.
Effective SEN support
- SEN support is of an equal high standard across all education settings. Children and young people can attend their local education setting and feel confident that they will be fully included and have their needs met effectively. Children and young people’s talents and strengths are at the forefront of all discussions. All planning and support think about the future of the whole person, and positively builds upon the unique strengths, talents, and personality of the individual.
Joined up planning and support across education, health, and social care.
Every service plays their part and children young people, and their families experience high quality planning and provision from the most appropriate teams and services.
Number of strategic projects/meetings/activities young people contribute to through the Guiding Voices Process
Number and % of EHCP audits that Incorporate the view of children and young people, parents, and carers (EHC Audit-Section A)
75%
Number of Schools, Settings and Services that have been awarded Charter Gold Accreditation
Number of Schools , Services and Settings that commit to the Four Cornerstones co-production and inclusive practice pledge.
Number of Poet surveys completed annually. new indicator will be introduced in 24/25 academic year. (including feedback from Parents and Practitioners*)
Number of SEND Children and young people accessing Rotherham Parent Carers Forum
Numbers of Parent/Carers directly accessing Rotherham Parent Carers Forum
Monitoring of our Local Offer Site - new users to the site, number of engagement sessions on the site.
Child survey annual responses* —new indicator will be introduced in 2025
Good news stories’ / case studies from Children and young people* *These are not indicators but are data sources to supplement the results for the
holistic outcomes
7. SEND Action Plan Reporting And Governance April 2024
Progress updates provided to:
H&W Board
Improving Lives Select Committee
Senior Leadership Team
The Place Board*
Icb Place Executive
*Note: The Place Board and Improving Lives Select Committee will have a role in monitoring the progress of the implementation
SEND Executive Board
Key - Decision Making SEND Strategic Board
Decision Making Meeting
Information Meeting Delivery Sub Groups
8. Glossary Of Terms
SEND Special Educational Needs and or Disabilities LA Local Authority
Icb Integrated Care Board
Rfcf Rotherham Parent Carer Forum
Sendiass Special Educational Needs and Disabilities Information Advice and Support Service
Rhft Rotherham Health Foundation Trust
CAMHS Child and Adolescent Mental Health Service Bame Black Asian Minority Ethnic
Eal English as an additional language
Ld Learning Disability
Adhd Attention Deficit Hyperactivity Disorder
os?
arent Core * ‘s.
Wey
South Yorkshire
Integrated Care Board
Asc Autistic Spectrum Condition
Gp General Practitioner
EHC Education, Health, and Care Semh Social Emotional Mental Health NHS National Health Service
Cic Children in Care
SEN Special Educational Needs
Accessible Information
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