Published on March 3, 2014
Early Support and the Solihull Way Fiona Holmes
The partnership approach
Structure change, easy – Culture change, hard! ‘Achieving our ambitions for disabled children and young people and those with special educational needs and their families will mean changes in the law. We have made clear that we intend to introduce a Children and Families Bill during the second session of this Parliament to achieve that. But it will also depend on changes in the ways that education, health and social care professionals work with children, young people and families and in the ways they work with each other.’
The need for cultural change Successful implementation of the SEND reforms and the new COP is likely to require new ways of working and changes to the existing culture of SEND service provision. Achieving our ambitions for disabled children and young people and those with special educational needs and their families will … depend on changes in the ways that education, health and social care professionals work with children, young people and families and in the ways they work with each other. (Support and Aspiration – progress and next steps (May, 2012) “The leaders of early years settings, schools and colleges are responsible for establishing and maintaining a culture of high expectations: a culture that expects those working directly with children and young people with SEN to include them in all the opportunities available to other children and young people; to facilitate their participation; and to ensure that they achieve well” Draft Special Educational Needs (SEN Code of Practice: for 0 to 25 years – October 2013)
Early Support and culture change • Early Support provides a framework for action for the implementation of the SEND provisions of the Children and Families Bill • Based on 10 principles, it provides a framework for cultural change and practical tools to enable this Early Support has "demonstrated the impact that well coordinated family focused services can have” and it “is helping to ensure that the legislative framework translates into real change for families” Edward Timpson, Minister for Children & Families, 2013
How can we share the key messages?
What does the schools project look like? Five sections 1. Local Offer 2. Single Plan 3. Your Choice (Ofsted, workforce development, family conversation, key working, young peoples engagement) 4. Whole school culture 5. Parent engagement
Bronze Gold Silver
South Rise Primary School • south rise primary school: school SEND offer
Local Offer ideas inspired from the South Rise or taking an idea and building on it:
Video removed as it is so large
The Parent Workshops • The parents’ workshops are a key element of this approach and parents. These workshops were written by parents, for parents and are delivered by parents.
Why have the workshops? Issues that parents have identified • • • • • • • • • • • • Isolation Depression Lack of information Confusion Constant battle No one listens Family not viewed in context Lack of social Life Marriage and relationships Work Future for their child Siblings The solutions the workshops offer • • • • • • Understanding the tools and resources Supporting parents to understand the complex world they have entered Building resilience Supporting parents to access information Building their confidence and their understanding Getting back to work, accessing a social life for the whole family, what’s on in your area
Workshop 1:Understanding This Unknown World The importance of information, including the tools and resources that Early Support can offer What a good idea! Why didn’t I find out about this years ago? I met people who live near me I found out about the family file I found out about the developme ntal journals I found out about the principles I found out about the resources
Wider Disability agenda What is school all about if it is not about learning so that I can have a great life?
Ready for inspection
Let parents speak for you
Funding Can we afford any of this?
The project…. • All participants across the midlands who are involved in developing readiness for the implementation of the plan • No activity that is not sustainable post the project or affordable by schools.
What does being in the project mean? • Training • Impact data • Developing innovative ideas that support readiness for the Bill – underpinned by the principles and the partnership approach.
What can do we aim to do within the project. • Project management support • The ability to interview • Setting up links to information so you can keep informed • Links to national examples of good practice and up to the minute information on what is relevant, new and current.
Next steps? • Talk to your senior leadership team • Invite the project team in to speak to you • Create a partnership agreement where we identify your next steps • Get going on your plan.
Thank you • Fiona Holmes Regional Facilitator Early Support: Midlands • Email: firstname.lastname@example.org • Web Site: http://inprincipletraining.co.uk • Twitter:@Fiholmes_ES: https://twitter.com/FiHolmes_ES • Facebook: https://www.facebook.com/fiona.holmes.1044 • Mobile number: 07768 021690 West
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