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

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

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.

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.

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.

Aims Principles

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

of all children and young people with Special Educational Needs and/

or Disabilities (SEND) 0-25 at the

earliest opportunity.

We will co-produce and provide

accessible and evidence-based interventions to embed inclusivity,

equity and promote participation

in all areas of life.

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

in their own communities and celebrate their accomplishments.

We will continue to develop high

quality local provisions to build

upon our excellent Local Oﬀer.

We will achieve this by:

▶Reﬂecting and improving key elements of eﬀectively working

together

▶Positive relationships between professionals, children and

young people and families based on trust, transparency and shared responsibility

▶A space where professionals can share information/resources

and work collaboratively towards eﬀective and proportionate decision-making

▶Reassurance that the safety and wellbeing of individuals and

families remains central to everything we do

By providing:

▶Early responsiveness and intervention where required

▶High quality teaching (strengthening the assess, plan, do,

review practices across all educational settings)

▶An integrated approach

across the whole process

▶Flexible educational environments that support inclusive

practices

By providing:

▶Open lines of communication that allow

for productive collaboration between all stakeholders

▶A strong communication strategy

▶A technology-based portal that will facilitate

partnership working

We will enhance our services and practices by:

▶Active listening

▶Being responsive and doing what matters

▶Incorporating ‘experts by experience’ into service

and policy development

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

Be transparent, honest and accountable

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

Listen to and learn from our community

▶Early support for children under 2 in nursery provision

▶Increased children and young people’s provision

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

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

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

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

improve academic success

▶Therapies for post 16 and Dyslexia support for all ages

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

Croydon’s SEND Priorities 2023-26

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

Early identiﬁcation

and support

Integrated commissioning and

data forecasting across all phases

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

Workforce development,

support and

well-being

Children, young people and families,

co-production and

collaboration

Partnership delivery of transparent robust and co-produced processes to

deliver quality plans

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.

Deliverables Outcomes Measures of success

1. Improve the quality of information and advice, referral pathways and access to Croydon Local Oﬀer and SEND Inclusion.

Children and young people’s needs are identiﬁed accurately and assessed in a timely and eﬀective way.

Children and young people can access additional support if required through a fair and consistent process where children, young people families and professionals work together to put in place the right value-for-money support to meet their needs.

2. Build awareness of the Early Year stages of development and support.

Reduction in Special Educational Needs Inclusion Fund (Senif) and settings more conﬁdent in meeting needs.

3. Work as a partnership including the voluntary and faith sectors to create Croydon’s Family Hubs approach for all families and children from 0 to 18 and up to 25 years with SEND in Croydon, ensuring that families who need support most can access support in a place/way that suits them best.

More families able to access groups. Peer on peer support and more children with SEND accessing universal services/activities.

4. Provide an equitable service across all early years settings including school-based provision and childminders.

Fully embed the graduated response. Reduce in funding and Education, Health and Care Plan (EHCPs). More children to access mainstream nursery provision.

5. Implementation of the new Autism Spectrum Disorder (Asd) and Attention Deﬁcit Hyperactivity Disorder (Adhd) clinical pathway for Croydon designed to eﬀectively reduce waiting times for formal autism assessment and early access to support services.

New autism Pathway mobilised and more autism assessments taking place in the borough.

Deliverables Outcomes Measures of success

6. Increase access to mentoring programmes for children and young people who have adverse childhood experiences and mental ill health.

Children and young people’s needs are identiﬁed accurately and assessed in a timely and eﬀective way.

Reduced waiting time from initial assessments to start therapeutic intervention where clinically indicated.

7. Reduce the risk of education, health and wellbeing inequalities developing in the early years and beyond.

Young people are enabled to successfully reintegrate to mainstream school, with a greater understanding of SEND needs and personalised support plan.

8. Increase early access to Educational Psychologist universal services.

9. Publish the pathway for children and young people who access sensory support services.

10. Build awareness of support available for children and young people with Down syndrome.

11. Build awareness on elective home education. Local Authority will have oversight into the health care needs of all children and young people across Croydon on elective home education.

12. Update the Local Oﬀer website and Croydon Council website.

Children and young people and their families will access impartial information, advice and support that enable them to make informed choices about their future.

Increased accessibility and site traﬀic.

13. Identify a pathway to gather support and advice on Welfare and Beneﬁts across all ages up to 25.

Established pathway, published and shared widely.

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.

Deliverables Outcomes Measures of success

1.Map planned and not planned transitional points from 0 to age 25, or earlier if appropriate, including managed move, hospital discharged, Child looked After (Cla) and Youth Oﬀending Service (Yos).

Children and young people are well prepared for the next steps and achieve strong outcomes.

Improved long term planning for children and young people transitioning between phases, including preparation for adulthood.

2. Improve preparation for adulthood for young people from 14 + across education, health and social care.

3. Access quality integrated health care to address mental and physical health, particularly when transferring to the next stage of their lives.

4. Empower educational settings to support early decision making with regards to identifying children and young people preferred pathway and ensuring transition points are of good quality and meet statutory requirements.

There is an agreed and widely understood procedure to ensure young people are supported at key transition points.

5. Publish information on SEND local oﬀer and have clear pathways for children moving into Croydon.

Children and young people will have their healthcare needs met irrespective of where they are educated. Children and young people will have access to equitable support and services.

6. Increase access to supported internships and employment opportunities.

1. Increased number of children and young people in education, employment, and training (Eet). 2. Established Post 16 pathways such as employment opportunities and other related training courses in Croydon, ensuring inclusivity.

Deliverables Outcomes Measures of success

1. Develop a Communication Strategy for Croydon's Children and young people with SEND are valued, visible Increased levels of satisfaction with the SEND team's SEND Local Area. and included in their communities. communication will be reported by parents, carers, and educational settings.

2. Create and support Croydon SEND Youth Voice Forum, Parent/carers will report their level of inﬂuence around with key responsibilities within our SEND governance and strategic development. service development.

3. Strengthen relationships with SEND Community by 1. Provision and services for children and young people arranging regular participation sessions. with SEND are available when and where they are needed.

2. Children, young people, and their families play an important role in the strategic planning and development 4. Embed Co-production meetings following the needs of services throughout the Croydon SEND Local Area. assessment process as business as usual, ensuring that Health and social care professionals are involved.

5. Improve equality by monitoring support of children and young people with SEND from ethnic minority backgrounds and Lgbtq+ communities.

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

1. 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.

2. 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.

3. Implement a multi-agency approach to co-production meetings and annual reviews.

4. 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.

5. Build awareness and understanding of a Personal Budget and ﬁnancial assessments, including education, health and social care for students with an EHC Plan.

6. Streamline the redress process to make it easier to resolve disputes earlier.

Manage to resolve issues without the need to go to tribunal

Deliverables Outcomes Measures of success

1. Establish a SEND Inclusion Dashboard for 0-25 to Children and young people receive the right help and Integrated Commissioning and Data and Information incorporate the local area context across education, support at the right time. sharing. health, and care.

Integrated South West London partnership and Local Area SEND Dashboards.

2. Update the school placement process to ensure More children will access mainstream provision and there appropriate capacity across all ages and implement any will be a reduction in inappropriate referrals to specialist changes required. provision.

Children and young people can access additional support through a fair and consistent process where children, young people, families and professionals work together to put in place the right value-for-money support to meet their needs.

3. Establish local SEND and alternative provision This should result in a Local Inclusion Plan (Lip) that partnerships. sets out the provision and services to be commissioned. There is clarity about how the three-tier AP oﬀer will feature within the graduated response.

Priority 6: Workforce development, support and wellbeing

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.

Deliverables Outcomes Measures of success

4. 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.

5. Review system of funding bands and tariﬀs.

6. Update Croydon’s specialist care provision for children and young people with complex needs and implement any changes required.

7. Establish diﬀerent approaches to SEND Transport arrangements for children and young people with SEND.

8. Identify a designated social care oﬀicer (DSCO).

9. Fully implement the information management system to Synergy.

Deliverables Outcomes Measures of success

1. 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.

2. Continue to expand Croydon’s oﬀer and eﬀective implementation of the Autism Education Trust training programme.

3. Training on assessment and diagnosis pathways.

4. Recruit and retain of staﬀ to increase capacity and job Recruit and maintain specialist support staﬀ. satisfaction.

5. Support council policy on employees’ mental health.

SEND SEND

Strategic board

Alternative

provision board (AP)

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

Forum

Strategy Priority Delivery Groups

Finance board

Children and young people shadow board

SEND SEND

SEND

SEND Local Area Governance

How do we identify impact?

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

▶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

▶Feel conﬁdent and empowered to share their views, wishes and aspirations

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

▶Feel supported to reach their goals

▶Know that their health and well-being will be a priority to all who work with them

Services and the SEND Forum is chaired by the Director of Education.

SEND feel that they can:

The SEND Strategic Board is chaired by the Director of Children’s

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

SEND and inclusion is also a feature within the School Improvement governance.

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

How we got here…

SEND Local Area Governance Meeting Schedule

Croydon SEND Local Area Transformation Activities

SEND Strategic Board

SEND Children and Young People Youth Voice Forum

SEND Strategy Priority Delivery Group Thematic Meeting

Local Area Deep Dive Audit

SEND Forum

SEND Strategy Priority Delivery Groups

SEND Community Meetings

Learning and Development Workshops

Quarterly

Monthly

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%

83%

SEN Support (8,562)

No SEN Support (54,202)

EHC Plan (2,604)

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

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

1.4%

1,704

1.4%

1,773

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

Croydon Statistical Neighbours London England

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

The Plan

Health

Education

Social Care

The Plan

Health

Education

Social Care

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

2000 Profound and multiple learning diﬀiculties 1700 Speciﬁc learning diﬀiculty

Vision impairement 1% 1500 Hearing impairement 1268

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

Signature On Behalf of The Local Authority

My Review Date By: Plan Number: Version 1

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

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:

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

1%

2%

3%

4%

9%

20%

25%

4%

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

Croydon SEND Local Oﬀer 0-25

Additional Support

- Advice/Training/

Resources - Erp

Mainstream Schools + Settings - Universal

Internal Oﬀer

Mainstream Enhanced

Learning Provision

(Elp)

Locality SEND Support (Lss)

Assessment/EHCP

+ Resources

Alternative

Provision

Least Complex

Most Complex

Special School

Placement

Independent

Placement

Croydon Locality SEND Support

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.

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.

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.

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

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).

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

Since its inception Clss has followed this model:

▶Early identiﬁcation and response to needs.

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

to specialists.

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

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.

▶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.

▶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 – An Early Intervention Oﬀer

Alternative Provision

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 :

Tier 1

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

Tier 2

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.

Tier 3

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

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

Springboard

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 Intervention Programme

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:

▶To provide opportunities for pupils to make social, emotional and

academic progress within an appropriate environment, in preparation for returning to mainstream school;

▶To work with mainstream secondary schools to support and sustain

pupils within mainstream provision;

▶To provide opportunities for pupils to have time to develop the skills to

thrive in a mainstream classroom;

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

their transition from the PRU back into mainstream education.

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

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.

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.

(Pilot extension to March 2025)

Saﬀron Valley

Collegiate AP Taskforce

Assistant Educational Psychologist

Yos Worker

Family/ Youth

Worker

Post-16

Coord Mental Health

Lead

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

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.

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.

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 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.

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

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

▶The school caters for pupils with moderate and severe learning

diﬀiculties.

▶Many have a diagnosis of autism spectrum disorder.

▶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.

Together we recognise and embrace individuality and nurture learning within

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

in

The Beckmead Trust

Chaﬀinch Brook

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

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.

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.

100% of parents would recommend

end

Beckmead College to others

Priory School

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.

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

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:

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

You and your team have a vision for the

Y

s

empowers individuals to do amazing things.

and

Bensham Manor 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.

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.

The school’s key aims:

▶Raise, monitor and celebrate the achievements and diversity of our

students

St Giles School

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).

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.

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

Special Educational Needs.

▶Develop excellent teaching to enhance learning

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

imaginative curriculum

▶Provide high quality care, guidance and support ensuring everybody

matters, feels respected and has a voice

We were recognised as a Good school at our last Ofsted inspection in December 2017. Bensham Manor School continues to be a good

school. There is enough evidence of improved

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

next inspection will be a graded inspection.

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At St Giles’ we are passionate about learning.

Our school community includes and values

everyone, working together to achieve in a

supportive, caring and professional way.

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

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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.

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

.

SEND Strategy 2019-22

Review and Feedback

Our aim for 2019-22

Children with Special Educational Needs

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

possible in, or near their local community

so that they can live fulﬁlled lives and be

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

dren

and young people with SEND.

Croydon SEND Residents Feedback

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.

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

You said…

Make lots of

new friends A ﬁve day package

After school activities

To get a job and continue to

attend college

To get the right support when I go

to my school

Be able to communicate

with others

Have access to software

that will help me learn

Joint Working and Co-production

What aspects have gone well?

▶Parent led groups.

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

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

What could have gone better?

▶Better communication.

▶Better joined up working between Health, Children and

Adolescent Mental Health (CAMHS) and SEND.

▶More positive relationships between parents and those

delivering SEND services.

▶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.

▶For professionals involved with the student to attend annual

review meetings.

▶Support for parents of children with additional needs.

▶Early identiﬁcation, support and access for primary schools.

▶SEND training/qualiﬁcation to understand the needs

and support required for all children and young people supported by their services.

▶Holistic approach putting the children and young people at

the centre of all planning.

▶Joint working with social services and education to ensure

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

In addition to our visits, we have been working closely with our Croydon

schools, parents/carers and professionals working with children and young people with SEND to identify what has gone well throughout 2019

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

We completed this activity by collaborating via our SEND Governance and

by launching a SEND Local Area Survey that went live to the residents

of Croydon on 8th July in 2022 and ended 31st October 2022.

In addition to this, we organised a series of SEND Consultation

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

You said…

Improving Outcomes

You said…

What aspects have gone well?

▶Community pediatrician and occupational therapy

service are supportive and responsive.

▶There is an attempt to write Smart outcomes

(but this is not always consistent).

▶Special school support is excellent.

▶Receiving direct payments which is helpful.

▶There are pockets of excellence – ‘Walk with me

programme and mentoring scheme’.

What could have gone better?

▶More funding, more awareness, and more empathy.

▶More social activities in the holidays, more support for working

parents when school transport is cancelled.

▶Helping the SEND parent network.

▶Accessing support in mainstream settings has been diabolical.

▶Access to appropriate equipment and therapy support to

nurseries when the child is below school age.

▶Communication with the school, parents and Salt team

consistency with providing support to my child, not ‘hit and miss’ eﬀorts and no feedback.

▶An eﬀective centralised site of all activities available and advisory

support for those with additional needs.

▶Access to the right support at the right time.

▶Flexibility to respond to children and young people needs,

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.

Transitions

You said…

What aspects have gone well?

▶Special school are supportive and have meetings at the start

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.

▶The SEND team seem more on the ball with EHCP writing

and issuing within deadlines.

What could have gone better?

▶Clarity on what transitional programmes are oﬀered.

▶Communication across the board.

▶The process for complex cases requires a joint

working approach.

▶Support with housing for young adults with SEND.

▶Support hubs in schools to educate professionals

about practicalities, such as ﬁnancial management.

▶More opportunities for sport and leisure and arts

and cultural activities.

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