Agenda item

To consider a report of the Executive Director Core Services and the Executive Director Children’s Services (Item 5 attached) in respect of SEND provision in Barnsley.

Members of the Committee were invited to consider a report of the Executive Director Core Services and the Executive Director Children’s Services in respect of SEND provision in Barnsley.

The following witnesses were welcomed to the meeting:

Mel John-Ross, Executive Director – Children’s Services, BMBC

Nina Sleight, Service Director – Education, Early Start & Prevention, BMBC

Darren Dickinson, Interim Head of Barnsley Schools Alliance, BMBC

Amber Burton, SEND Service & Strategy Manager, BMBC

Alex Taylor, SEND Participation Officer, BMBC

Councillor Margaret Bruff, Cabinet Spokesperson – Children’s Services, BMBC

Nick Bowen, Executive Principal of Horizon Community College and Joint Chair of Barnsley Schools’ Alliance

Nichola Smith, Head Teacher, Meadstead Primary Academy and Chair of

Barnsley Schools’ Alliance Leadership Sub-Group

Yvonne Gray, Headteacher of Cudworth Churchfield Primary School and Joint Chair of Barnsley Schools’ Alliance Board

Nina Sleight Introduced the report, highlighting the significant improvements that have been made in respect of SEND provision in Barnsley.  Performance is well above national average on a number of indicators.  The report sets out the priorities which form the basis of the improvement programme.   Significant investment has been made to improve access and support with a focus on how children, young people and families experience the service.  The engagement and participation strategy has recently been launched an there is a strong SEND youth forum.  Two priorities at the moment are being really focused on and include the preparation for adulthood strategy and SEND placement sufficiency.  There has been a strong partnership response to the impact of the pandemic.

In the ensuing discussion, and in response to detailed questioning and challenge the following matters were highlighted:

The Educational Psychology (EP) service has operated at full capacity throughout the pandemic, albeit virtual in the main.  Educational Psychologists have visited on site when possible, in accordance with Covid guidelines.  There has been an increase in (virtual) front line contact with increased accessibility as there has been no need to travel.  There are issues around capacity because of people leaving and the challenges in recruiting to their posts.  There should be a full team in place by September.  A new programme of delivery for the EP service is currently being developed, with a better offer for schools and settings targeted at areas of higher deprivation, to be implemented from September.  EHCPs written during the current period will still be accurate.  There is some confusion about the EP assessment and what it entails and the service is working closely with partners to communicate this.  Evidence suggests that quality of assessments remains high.   Schools are advised to contact either the EP service or Amber Burton, SEND Service & Strategy Manager, if there are any access issues or concerns around EHCP assessment. 

The Strategy and improvement plan is closely monitored and evaluated at all levels.  There is a quarterly review of key indicators reporting into Council, Cabinet and the CCG Governing Body. The SEND Oversight Board brings all key partners together.  There is a monthly performance meeting which looks at key indicators (quantitative) and is paired with qualitative information which is used to make changes to continually improve the service.  The SEND Impact multi-agency group looks at key indicators and  areas of biggest impact and where attention should be focussed.  There is a range of sub-groups with a particular focus on a specific priorities and regular sessions are held with families who are experiencing the service.  All the information obtained, both quantitative and qualitative, is used to ensure the service is on track and is making a real difference to children, young people and their families.  A range of outcomes will demonstrate if children's needs are being effectively met through the right support at the right time and within the Borough. 

Early identification of educational difficulties can be more challenging if the child doesn't attend pre-school settings and some families experience a range of emotions and difficulties when learning  that their child may have some difficulties.  More children have been home schooled during the pandemic but there is no indication that there has been a rise in formal Elective Home Education (EHE) for this group of children in particular, although this is being monitored and addressed.  A SEND toolkit has been developed for use with the early years sector and some settings support children’s needs really well.  A good transition into school is essential.  Lots of work has been done with the Public Health team around the integrated 2-year health check and a review process is in place for 3 and 4 year olds.  Early identification of speech and language needs is crucial as it could impact children throughout their education (including post 16), and we know that if these needs are not met it can lead to  poorer outcomes. 

Schools and settings have developed much more skill in identifying needs at all stages of a child's education, with lots more specialist interventions as a standard offer.  For example, a child on a youth justice trajectory will be picked up much earlier than before.  Children with multiple vulnerabilities will be tracked using a range of risk indicators and resources targeted as required. 

Members were advised that if a child under 5 attending a setting, presents with some difficulties, parents should talk to a SENCO in that   setting.  There is also a health notification system which notifies the Local Authority if a child has been identified as potentially having a special educational need through any health processes.  When a child is in school, the SENCO should be contacted.  Information is shared between early years and school so that the transition into education is watertight. Public Health nursing, family centres and maternity services also have a role in identifying families who are having a baby and building trust through building good early relationships.  Statutory timescales for EHC needs assessment are measured by the Department of Education (DfE).  In Barnsley 88% of referrals are carried out within timescales, which is better than the national average and has improved over the last 2/3 years.  An EHCP does not always result, but the process is kickstarted in an efficient manner.                  

RESOLVED that witnesses be thanked for their attendance and contribution.

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Chair