Timely, coordinated, effective and well communicated support for children with SEND
Ensuring that all children and young people with SEND receive support which matches their needs, in the most inclusive setting possible to maximise their chance of positive educational and social development and long-term independence. Laying the foundations and improving outcomes In partnership with a large County Council, Newton worked alongside internal subject matter experts (including SEN Assessment, EarlyYears, Inclusion Services, and Business Intelligence specialists), parents and families, schools, and former teachers to design and deliver new structures, processes and ways of working that wouldbe adopted across the SENA service and the school system. Throughout the programme we focused on two core strands: 1. Improving the SENA service - laying the foundations The SENA operating model was redesigned to enhance collaboration and efficiency by developing six work streams, restructuring teams around operational functions, creating a resourcing model to manage demand, and aligning key metrics and data for accountability and empowerment. 2. Improving outcomes Alongside laying internal foundations, changes were developed to drive better outcomes for children by introducing tools and new processes to support high-quality decision- making. This included the ‘Needs Descriptors’ tool for consistent understanding of needs,
a tool for Case Managers to improve visibility of consult results, and focused work in Early Years to create guidance for placements and transitions. There was also work to support Autism Outreach and Inclusion services with data driven decisions for timely interventions. To strengthen relationships across the system, the Council engaged with numerous system partners, including schools and early years providers, parents and carers, and used consistent messaging and engagement approaches to improve relationships, confidence and accountability. An Inclusive Practice Toolkit was created to provide information, guidance, and outline common expectations for inclusivity standards for mainstream settings across the County. Setting-specific planning processes were also developed to strengthen relationships with schools, offering high support and challenge to targeted schools and trusts facing higher than average SEND challenges.
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